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DFLP 2008 CREATING DIGITAL AUDIO July 2008 Otago Polytechnic Dunedin [email_address]
Audio content . . . when designing course delivery, educational resources and assessment schedules using audio can enhance interaction, increase level of participation, foster individualism by valuing diversity.
In formal educational environments learning aurally can be overlooked as an enabling and maximal experience for learners with diverse needs and individual learning styles. Increasing and varying formal learning experiences within specific learning context s can help with uptake and assimilation of information and have specific advantages for students with disabilities or literacy needs.
This “participatory culture of learner generated curriculum and content"
The subject area Digital media can now be created by learners and published or shared across public social networks. The use digital audio with in combination other media can be a creatively rewarding process that can produce great results.
...we will continue to develop our courses for flexible delivery to facilitate learning in regional centres, in workplaces and in people’s homes (Otago Polytechnic Charter 2007 p.9). Flexible learning design for a digital audio course
There is a recognised need for greater flexibility in curriculum and distributed methods of delivery beyond the limitations of a closed Learning Management environment posed a strategic challenge to the Otago Polytechnic.
This Flexible strategy d emonstrates flexible features related to Time: Content: Entry requirements: Instructional approach: Resources and delivery:
Flexible Learning Objectives Flexiblity related to time: starting and finishing course. Offering this course online would mean variable start and finish dates, pace, submitting assignments and feedback.
Flexiblity related to content: Flexibility related to access : Flexibility related to delivery: Flexiblity related to instruction: Methodologies include Universal and Self-instructional design
Flexible Design Analysis Access and equity: Resource student technical training and promote peer support formal and informal participation in course that provide alternative ways to approach and present content acknowledge if these times and course assessment may extend beyond that estimated. Disability
curriculum justification of flexible learning issues
Identify learner strengths as an individual and in a collaborative group dynamic
Identify and gather evidence about areas to offer advice about ways to improve student and course outcomes
Objectives 1. invite both individual and collaborative projects. 2. promote a design for a blended delivery of online and face to face. 3. direct participants through activities handbook that uses a wiki to present the questions and activities. .
Develop facilities and systems which support flexible teaching, learning and work practices. Reuse and fair use of open educational resources and use of technology by facilitating ways of learning that are self-replicating and sustainable. Otago Polytechnics priorities
Student retention S uccess and satisfaction levels, self-efficacy indicators. Informal and formal assessment along with satisfaction surveys on the course and tutors and measuring course qualifications against others for external validation. Media Support and Consultation Indicate the types of services which already exist that compliment and/or compete with this course
Economic sustainability Develop more flexible pathways and learning opportunities for learners, including learning in the workplace Connectivity utilise connectivity technological fluency and, self-efficacy. Practice makes perfect but what else leads to a realistic balance of content versus process while still maximising successive success .
Support Create an outstanding experience for learners in a supportive, inspiring and stimulating environment. Community A network focused on the collaborative development of open educational resources fosters partnerships for developing learning materials and extending their use to others.