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)
  • Andrew middleton

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