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Digital Practice and Pedagogy: student generated OERs using Xerte in Art, Design and Media

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Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/

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Digital Practice and Pedagogy: student generated OERs using Xerte in Art, Design and Media

  1. 1. Digital Practice and Pedagogy Student generated OERs using Xerte in Art, Design and Media #mjm22 Dr Sarah Atkinson Adam Bailey
  2. 2. Session Outline 11:10 Presentation. • Background & Context. • Module Delivery & Requirements. • OERs & Using Xerte. 11:30 Review Xerte learning objects. 11:45 Student experience. • Questions.
  3. 3. Background • HEA Digital literacies in the disciplines. • Pilot module – MA Creative Media. • Art, Design and Media. • Stand alone module. • Delivered online. • Embed digital practice & pedagogy. • Open Practice. Image: Ministry of Defense, http://www.defenceimagery.mod.uk/fotoweb/Grid.fwx?archiveId=5042&search=45147873.jpg OGL http://www.nationalarchives.gov.uk/doc/open-government-licence/version/2/
  4. 4. Module Aims • Raise levels of digital literacy. • Introduce a range of technologies. • Understanding and critical awareness. • Working knowledge of principles, practices and techniques. • Discuss emerging pedagogies. • Design and create online content. • Educational and disciplinary contexts.
  5. 5. “To start, press any key. Where’s the ANY key!” Homer Simpson, The Simpsons Any key on keyboard, Fikcyjny Klawisz, 2006, http://commons.wikimedia.org/wiki/File:Keyboard- anykey.jpg
  6. 6. Open scholarship Pedagogy of abundance, Weller (2009).
  7. 7. “The web of the future isn’t about visiting sites, it’s about connecting resources.” Stephen Downes (2009). Image: Neuron connection pattern, Patrick Hoesly http://www.flickr.com/photos/zooboing/4743616313/
  8. 8. Assessment OER Portfolio (60%) • Produce an Open Educational Resource. – Educate others about specific digital tool or practice. – Creative and interactive. – Demonstrate critical understanding. Image by Weesam2010. Country Road, Sussex, UK On Ditchling Beacon looking east. http://www.flickr.com/photos/weesam/5668918339
  9. 9. OER requirements • Suitable learning objectives. • A video that you have produced – for example a talking head introduction. • A screencast of your chosen technology or practice. • An interactive activity. • An evaluation or test. • A relevant OER produced by someone else. (e.g. a Youtube video). • Links to other relevant quality resources or further information.
  10. 10. Literacies & skills 1. Digital identity. 2. Concepts in e-learning. 3. Open educational resources. 4. Resource discovery. 5. Layout & format (Storyboarding). 6. Creative Commons & copyright. 7. Accessibility. 8. Digital media. 9. Quizzes & gamification. 10. Assessment & feedback.
  11. 11. Delivery • Reflective practice (Blog). • Online Lecture (Webinar). • Communication (Twitter). • Module content (VLE). • Student authored OER (Xerte). • Screen Capture (Camtasia Relay).
  12. 12. http://bit.ly/mjm22-blog
  13. 13. http://bit.ly/mjm22-mindmap
  14. 14. Choosing Xerte Xerte Open source Actively developed Supported Institutional Apply licences Easily modified & re-used Easily shared Interactive Accessible
  15. 15. Production Digital assets Information objects Objects Activities Design Learning JISC, Open educational resources infokit. https://openeducationalresources.pbworks.com/w/page/24836860/What%20are%20Open%20E ducational%20Resources [Accessed October 2013].
  16. 16. Support • Basic introduction (online). • Personal experimentation. • Directed to support materials: – Step by step guides & tutorials. – Resources – Showcase examples – Page type descriptions
  17. 17. Issues • Pilot installation. • Technical issues / bugs. – Pop up blocker. – Uploading & Embedding media. – Publishing objects. – Interactivity design. • Conceptual understanding. • Steep learning curve • Experience of the software. • Design & format. • Assessment.
  18. 18. Findings • Simple to install & get started. • Non-technical. • Requires some training. • Developing familiarity takes time. • Time-consuming. • Unintuitive & limiting. • Structured and convenient. • Need to know: – Basic HTML formatting. – File formats. • Accessible.
  19. 19. Conclusions • Offers creative potential. • Immersive learning experience. • Useful vehicle for working digitally. • Requires the acquisition of digital literacies. • Emphasizes the importance of: – Digital production. – Open practice. • Not universally appropriate.
  20. 20. Lessons learnt • Introduce Xerte earlier. • Encourage practice & offer examples. • Submit draft Learning Objects for review. • Provide opportunities for peer sharing.
  21. 21. http://bit.ly/mjm22-tanya
  22. 22. http://bit.ly/mjm22-max
  23. 23. http://bit.ly/mjm22-ali
  24. 24. Review the OERs • Look at the students’ OERs. • Read their assignment blog posts. • Consider: – How have they approached using Xerte? – What aspects have they considered? – What do you think they have learnt? – What questions do you have for them? • The students will be joining us remotely so you can ask them questions.
  25. 25. “Having been introduced to Xerte in the module, its seemed to tick a lot of the boxes but was a bit of an uphill struggle to get familiar with it.” “… part of its limitations are also its strengths, having spent a fair while writing swathes of text to include on the pages of the OER I discovered that a great deal would not fit… but this made me also think that some people might be put off by a lot of text and it encouraged me to look for other ways to impart the information.”
  26. 26. “While my final OER has both problems and limits, Xerte has enabled me to pull together a range of digital material and my own ideas and content into a structured and coherent educational resource that illustrates my learning in both digital practice and pedagogy.”
  27. 27. “Defining digital literacy as a premise for my OER has helped me examine my progress in this module; not only have my digital skills and knowledge of tools grown, but also, as often happens with increased fluency, my enjoyment.”
  28. 28. Dr Sarah Atkinson s.a.atkinson@brighton.ac.uk @drsarahatkinson Adam Bailey a.r.g.bailey@brighton.ac.uk @adamrgb Digital practice and pedagogy blog #mjm22 http://bit.ly/mjm22-blog

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