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Andrew middleton

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  • recognising formal, semi-formal and informal spaces and experiencePicking up on Conoleet al.'s keywords (2008), voices are pervasive, personal, niche adaptive, organised, transferable, active in different ways according to time and space, adaptable to changing working patterns and, potentially, easy to integrate. As learners, teachers, experts and publics, our voices and behaviours are innately adaptable, adjusting naturally and effectively to context. In a project conducted at Sheffield Hallam University over one academic year (Nortcliffe and Middleton 2009a), students were given MP3 recorders and asked to use them in any way that they would find useful to aid their learning and to periodically report back to share their experience with the other participants. Once the students had been challenged to think creatively about how they might make use of the devices, it emerged that they discovered and captured useful learning voices in many varied situations, most of which did not directly connect with a formal view of university education. These uses were loosely categorised as,formal: notes from the planned curriculum;semi-formal: unplanned notes from the formal curriculum; and,informal: notes from beyond the formal curriculum. (ibid)
  • Transcript

    • 1. Andrew Middleton
      Sheffield Hallam University
      how digital audio is being used in HE as an adaptable and meaningful extension to the learning environment
    • 2. How the recorded voice is being used in HE by staff and students to create engaging situations that connect across the physical and virtual spaces that are already familiar to us.
    • 3. Listening to examples
      Consider,
      what technology is available to us and our students now
      7 techniques for media-enhanced learning
    • 4. Users and Producers
      Who here is using,
      Podcasting
      Digital video
      Screencasting
      Audio feedback
      Other digital media techniques
      who is the producer?
      user-generated media
    • 5. Are you ready?!
      Hands up if you have on your person,
      an audio recorder
      a video camera
      a smartphone
      another kind of mobile phone
      Keep your hand up if you have used your personal device to make recordings that relate to teaching, learning or assessment.
       
      The technology is more accessible to us
    • 6. Motivating
      Promoting learning
      Active learning
      Collaborative
      Formal, semi-formal, informal
      Personalised
      Inclusive
      Flexible
      HOW?
      listening
      discussing
      thinking
      presenting ideas
      acting(together or alone)
      recording
      reporting
      assessing
      feeding back
      WHY?
    • 7. Audio
      Learning environments
      What do we value?
      “The best [learning spaces] are likely to assist all within the institution to work more productively and to produce learners who are confident, adaptable, independent and inspired to learn. In short... responsive, inclusive, and supportive of attainment by all."
      A space for,
      listening
      discussing
      thinking
      developing and articulating ideas
      acting (together or alone)
      recording
      reporting
      assessing
      feeding back
      Designing Spaces for Effective Learning
      A guide to 21st century learning space design
      JISC, 2006
      Online at:http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf
    • 8. Digital voices?
      Conversation
      Engaging
      Person-centred
      Meaning
      audio
      media
      Voice
      Adaptable
      “e”
      Timely
      Access
      technology
      Digital
      podcasting
      recording
      Asynchronous
      Manageable
    • 9. Engagement throughthe Richest Resource
      Context
      Technology
      Ourselves
      Platform
      Environment
      Tutors
      listening
      discussing
      thinking
      developing and articulating ideas
      acting (together or alone)
      recording
      reporting
      assessing
      feeding back
      Talking
      Listening
      Conversing
      Peers
      Terminology
      e.g.
      “Podcasting”
      “Audio”
      “Media”
      “Voices”
      Experts andprofessionals
      Publics and others
      Ways of thinkingpreconceptions and possibilities
    • 14. formal: notes from the planned curriculum
      semi-formal: unplanned notes from the formal curriculum
      informal: notes from beyond the formal curriculum
      (Nortcliffe and Middleton 2009a)
    • 15. Digital Voices as learning environments
      Where?
      Everywhere. Anywhere. In between and across locations…
      Lecture theatres, classrooms, corridors, outside, pub, home office, student rooms, workplace, placements, professional settings, international settings, online, on the move…
      Some rights reserved by Zanthia
    • 16. Media
      Audio
      Video
      Screencasting
      Conferencing inc. Skype
      (other media in which the recorded voice is important e.g. Voicethread.com)
    • 17. User-generated
      Who is pressing the red button?
      Staff
      Students
      Others
    • 18. Red button
      The technology is ubiquitous
    • 19. Lo-fi
      We are not the BBC
      So,
      Realistic, authentic, timely, meaningful, manageable...
    • 20. Highly granular
      Short!
      Media interventions(orientate, motivate, challenge, reflect)
    • 21. Timely andimmediate
      Responsive
      Repeatable
      Reflective
      Ready
      Re..!
    • 22. Authentic
      Connecting to the real world
      External voices
      Role play
      Student publishing
      Performance
      Active
    • 23. Learner-centred
      Active – rather than transmissive
      Meaningful
      Integrated and open ended
      Supporting and promoting discourse
    • 24. Asynchronous
      Just-in-time
      Reusable
      Capturing, gathering, sharing
      Listen again
    • 25. Blended
      Embedded
      Connecting different spaces, times and people
      Virtual/physical
      Part of something bigger
      Part of something emerging
    • 26. Formal-informallearning continuum
      Formal
      Semi-formal
      Informal
    • 27. Digital Voices as learning environments
      How?
      Audio Briefing: timely assignment setting
      Audio Feedback: feedback for learning
      Audio Summaries: not lectures?
      Digital Posters: briefer and longer lasting
      Digital Storytelling: capturing essence
      Podcast Assignments: enquiry and rhetoric
      Student Audio Notes: formal, semi-formal, informal and autonomous learning
      100s of ways!
      But here's 7 to start with…
    • 28. Digital Voices: 7 Ideas
      Imagining digital voices
      Pick 2 or 3 of the following:
      Imagine and create descriptions:
      • Who is producing?
      • 29. Why?
      • 30. Who else is involved?
      • 31. What is involved?
      • 32. Where does it happen?
      • 33. Where is it used and who uses it?
      • 34. How does it fit into the curriculum (specific or general thoughts)
      • 35. What are the strengths of your approach?
      • 36. What are its weaknesses?
      1. Audio Notes
      2. Audio Summaries
      3. Digital Posters
      4. Podcast Assignments
      5. Digital Storytelling
      6. Assignment Briefings
      7. Media-Enhanced Feedback
    • 37. Start with something that will be really easy (audio announcements, generic feedback)
      Can you find a buddy/mentor? (Here and now?)
      How will you share back what you discover with others here?
      Media-Enhanced Learning SIG
      (was PPP SIG)
      Melsig.com
      a.j.middleton@shu.ac.uk