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/
• 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
• Raise levels of digital literacy.
• Introduce a range of technologies.
• Understanding and critical awareness.
• Working knowledge of principles, practices and
• Discuss emerging pedagogies.
• Design and create online content.
• Educational and disciplinary contexts.
“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-
Pedagogy of abundance, Weller (2009).
“The web of the future isn’t
about visiting sites, it’s about
Stephen Downes (2009).
Image: Neuron connection pattern, Patrick Hoesly http://www.flickr.com/photos/zooboing/4743616313/
OER Portfolio (60%)
• Produce an Open Educational Resource.
– Educate others about specific digital tool or
– 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
• 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
• Links to other relevant quality resources or further
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.
8. Digital media.
9. Quizzes & gamification.
10. Assessment & feedback.
• Reflective practice (Blog).
• Online Lecture (Webinar).
• Communication (Twitter).
• Module content (VLE).
• Student authored OER (Xerte).
• Screen Capture (Camtasia Relay).
JISC, Open educational resources infokit.
ducational%20Resources [Accessed October 2013].
• Basic introduction (online).
• Personal experimentation.
• Directed to support materials:
– Step by step guides & tutorials.
– Showcase examples
– Page type descriptions
• 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.
• Simple to install & get started.
• Requires some training.
• Developing familiarity takes time.
• Unintuitive & limiting.
• Structured and convenient.
• Need to know:
– Basic HTML formatting.
– File formats.
• 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.
• Introduce Xerte earlier.
• Encourage practice & offer examples.
• Submit draft Learning Objects for review.
• Provide opportunities for peer sharing.
Review the OERs
• Look at the students’ OERs.
• Read their assignment blog posts.
– 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.
“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.”
“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.”
“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
Dr Sarah Atkinson
Digital practice and pedagogy blog