ODHE Session May 2013
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ODHE Session May 2013

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Material for ODHE National Event, 9 May 2013.

Material for ODHE National Event, 9 May 2013.

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  • Good practice to do this at the start of the session, and to do it without using speaking to ask the question – as if they can’t they won’t know you’ve asked the question… In this case I just need to know if the room can hear me – and I can text Meriel if necessary – so we have a bit of a backup in place…
  • Moderator: http://www.eveningtimes.co.uk/news/quilt-kids-go-digital-to-bring-ancient-craft-right-up-to-date-123346n.20951551Others: http://bit.ly/jiscelsupport13
  • If you have a tablet and haven’t already done so, download the app…
  • When the icon comes up, double-tap, and log in. It’s best to use a recognisable name, but think about the content of the webinar, and whether it’s been recorded or not, so who else might see it afterwards.
  • You’ll see everyone who’s in the session linked down the side…. Point out:Menu button (left) takes to settings/leave session (come back to that)Press the microphone button to talk (couple of people try)Use full Tablet Screen (better for small diagrams, etc.)Chat window … In full version have options to send only to specific users, but here seems to be whole room.
  • 1st button = emoticons (if you had a big group, you’d look to have another Moderator managing the chat window, and these functions that are coming up): OKHappyApplauseConfusedGoodBadFasterSlower
  • It’s good etiquette if you’re not physically at the computer (e.g. you’ve popped away to make a cup of tea, or logged in early then gone off to get something) to mark yourself as ‘away’. Simply click “away” and click back in when you return. It saves the moderator trying to draw you into the discussions…
  • If there are questions, raise your hand. The moderator will be able to see the order in which hands were raised (so it does assume first is best, rather than whether someone is making a point related to a previous point)
  • It’s good practice
  • Not much you need here – but it can “bing” if you put “on” for any of these…
  • And if you’re ready to leave the session – go to the main menu, click ‘Leave’ and confirm that you actually want to leave. Can try – and then come back in…
  • So you can be one ahead of your group – remind yourself what’s coming up..
  • Look at top-right of chat box … for options including increasing/decreasing font size… think about the kind of content that you might share in the chat (e.g. weblinks, responses to questions, etc.)
  • Note that top right = option to detach panel…
  • Select ‘video’ and ‘talk’ to transmit video/audio (they are separate) – note that if streaming a room you need to turn the webcam to face it…
  • Full function shares
  • Lots of other options at the top, including pre-setting sessions, quizzes, etc.. The quiz wants a correct answer (haven’t found where you can get responses … previous iterations of this kind of site can give answers e.g. A, B, C, D, etc … more useful I think!)
  • Kind of app (e.g. Teamviewer) that people can use to come in and take over your computer, without being physically in the room.
  • First minute of this video… maybe play whilst people are discussing… or whilst handing out papers…
  • See Jake, used to sharing through peer-to-peer networks Now the term ‘digital native’ is VERY MUCH contested, as with any group of students, they are not a homogenous groupBUT THERE IS the expectation is that more DN’s like Jake (aged 14) are coming to University, and we need to be prepared for them...
  • At the JISC E-Learning Fair in November, Stephen Sheedy, Queen Mary College, Basingstoke was saying we shouldn’t be talking about what we MIGHT need to do, we need to be doing it now…Previously “youngsters” would have been introduced to a widening world by adults slowly, but these days they are interacting globally with little guidance…
  • The media = full of negative stories about online engagement, but stats are not well grounded in research … and the emphasis that children “know so much more” … definitely USING more technology, but not necessarily particular focused/good at using it ..
  • I tend to refer to ‘human nature amplified’ … so this section from a book just released ‘The Parent App’ is interesting … as one might expect - bad things happen online because they can happen anywhere (the technology is incidental)… but also many of the kind of stats that are highlighted demonstrate that society is safer for children than it ever has been… She notes that technology may have introduced new risks – but also new ways of negating those risks… e.g. educate children to check in with parents on mobiles, etc. if they are worried about someone, etc…
  • The expectations of the younger generation may be different (although much also the same – forget ‘digital natives’) – but the nature of the technology has also changed, and the better we understand that – the more we are capable of using it well – and encouraging all of our community to use it well: 1) Material is persistent by default – difficult to remove2) Material is easy to change, replicate & share – making it difficult to distinguish between originals/replicas3) An isolated prank can go viral … may not be what the original person chose – but what the community chooses to amplify4) Anyone can be found/identifiedCan we think of activities that will encourage children to think about this…
  • So, now what I want you to do is feed in some of the similarities/differences – I’ll re-edit afterwards, but using this as a virtual board. Some would question if there even are any?If possible, tablet each table, start feeding discussion into the chat area online…
  • Submit an answer then discuss the categories…
  • The best way to understand a community is to engage with it … with social media, it’s OK to ‘lurk’, watch and understand … so jump in … start with the stuff that you need – just get used to technology … danahboyd studied MySpace … found “young people” will watch what others do to learn the ‘etiquette’ ….
  • I tend to refer to ‘human nature amplified’ … so this section from a book just released ‘The Parent App’ is interesting … as one might expect - bad things happen online because they can happen anywhere (the technology is incidental)… but also many of the kind of stats that are highlighted demonstrate that society is safer for children than it ever has been… She notes that technology may have introduced new risks – but also new ways of negating those risks… e.g. educate children to check in with parents on mobiles, etc. if they are worried about someone, etc…

ODHE Session May 2013 Presentation Transcript

  • 1. Webinar: 9th May 2013
  • 2. Can you hear me?
  • 3. SECTION 1: BLACKBOARDCOLLABORATE/WEBINAR
  • 4. Join Me…• http://bit.ly/jiscelsupport13• iPad app:http://bit.ly/jiscelsupport13• Android?:https://play.google.com/store/apps/details?id=com.blackboard.android&hl=enImage Credit: Stockfresh
  • 5. Download App
  • 6. LogIn
  • 7. Home Screen:
  • 8. Emoticons
  • 9. Away…
  • 10. Hand-Up
  • 11. Yes/No
  • 12. Settings…
  • 13. Leave Session
  • 14. Moderator View
  • 15. Regular View
  • 16. Load Content
  • 17. Page Navigation
  • 18. Keep to Time…
  • 19. Side Options• Point• Laser-Point• Free Pen• Text• Filled Shape• Empty Shape• Straight Line• Screenshot• Symbols
  • 20. Clear Page
  • 21. Chat (to who?)• Default = whole room• As a moderator = othermoderators• Double-click on a nameof another delegate =private message• Simply type (add anemoticon if desired),and press enter
  • 22. The 4 Options
  • 23. Audio/Video
  • 24. Share App
  • 25. Web Tour
  • 26. Further Options
  • 27. Ah-ha: Polling
  • 28. Final Highlight: Breakout Rooms
  • 29. Allow another user cursor control
  • 30. SECTION 2: PROGRESS REPORT
  • 31. What have we worked on?• Baseline: http://j.mp/baselineodhe• Dropbox: http://j.mp/dropboxodhe• Do.Com: http://j.mp/docomodhe• Online Tools: http://j.mp/onlinetoolsodhe• National Rail App: http://j.mp/nationalrailapp• Vouchercloud App: http://j.mp/appvcodhe• Digital Literacy: http://j.mp/diglitodhe• Social Media Overview: http://j.mp/odhemedplat• ODHE Blog: http://j.mp/blogwpodhe• ODHE Profile: http://j.mp/odheprofile• ODHE Web: http://j.mp/odheweb• Twitter: http://j.mp/twitterodhe
  • 32. We have…• Email List– Ensure new members added (annually?)– Feedback on this• LinkedIn Grouphttp://j.mp/odhelinkedin– Who’s administering this/who are members?– Feedback on this• Blog (to incorporate website):http://odhegroup.wordpress.com– Commitment to this?– Feedback on thisImage Credit: Stockfresh
  • 33. What else do we still need?• Which (digital) tools would be useful to sharewith the group?• In Bristol we listed other tools people have aused: http://j.mp/odhetool - which could youwrite instructions/uses for others?• How can we build upon what you get out ofthe face-to-face meetings?• and…Image Credit: Stockfresh
  • 34. SECTION 3: “STUDENTENGAGEMENT”
  • 35. http://www.youtube.com/watch?v=rkxdn7LsQH0
  • 36. A Digital Native: Jake‟s Story• “Jake told the executive that henever goes directly to a brandlike this man‟s newspaper or evento blogs he likes. ... he reads a lotof news – far more than I did athis age. But he goes to that newsonly via the links from Digg,friends‟ blogs, and Twitter. Hetravels all around the internet thatis edited by his peers because hetrusts them and knows theyshare his interests. The web oftrust is built at eye-level, peer-to-peer.” (Jarvis, p.86, my emphasis)
  • 37. Student Expectations?• Global (Used creating their own YouTubevideos, and expecting a quick response – fromanywhere in the world!)• Responsive (Used to rapid response/feedback,3 week guarantee “too long”)• Flexible (Used to having more than one startingpoint)• Interactive (Looking for a relationship of trust,staff/student partnership: The teacher has a roleof leader, but needs „distributed leadership‟)• Often facile or trivial
  • 38. Nancy Willard, 2012 (p30)• “The width of the chasm isdirectly controlled by thedegree of perceived riskassociated with the use ofdigital technologies. Given thatpragmatists seek to manage therisks, the misperception thatthese risks are significantcontributes to greaterreluctance to change.”
  • 39. Bad things canhappenanywhere
  • 40. @6% 360/6636• Persistence• Perpetual Beta• Scalability• Searchability
  • 41. Is education going this way?• More part-time/mature students – requiringmore “flexible learning” options?• More vocational courses, in partnership withindustry?• More ‘pick-and-mix’ degrees: credits fromdifferent universities, globally, around work?• More “demanding” with fees, etc?• More need to help with “deep research”?
  • 42. Discuss (10 min discussion)• Similarities • Differences
  • 43. Poll…A: Students essentially haven’tchanged.B: Students have changedcompletely.C: Students continually changeD: Students are too diverse to label
  • 44. http://oro.open.ac.uk/34100/2/4B5D6CE3.pdf• “Based on their studies of practice-basedcommunities, Lave and Wenger (1991) observed hownovices in the community may start at the periphery ofa community, by watching and observing others, aprocess they term „legitimate peripheral participation‟.Over time, they learn and develop expertise andbecome more central to the community and itsactivities. For Wenger (1998) being a member of acommunity of practice not only develops aparticipant’s expertise in the practice on which thecommunity is focused; learners’ identities are alsoshaped by their engagement and relationship withthe community.”Image Credit: Stockfresh
  • 45. Conclusions, The Parent App• …the media contribute to ongoing trends; theymediate; and because they have certainaffordances, they help to reinforce somepractices and make others less attractive… Ratherthan asking how the Internet is or is not makingus more narcissistic or isolated, we might askinstead why society is accepting a move towardgreater self-focus and less compassion on thepart of the upper-middle-class, and why we areallowing those who are already marginalized tobecome more so. (68%)
  • 46. @drbexl @digitalfprint @bigbibleImage Credit: iStockPhoto
  • 47. Thanks for your time…Image Credit: SXC.hu