Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Harmonious And Challenging Voices


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Harmonious And Challenging Voices

  1. 1. Harmonious and Challenging Voices findings from a creative, audio pervasive module Andrew Middleton Learning and Teaching Institute
  2. 2. Articulation <ul><li>&quot;Thought undergoes many changes as it turns into speech. It does not merely find expression in speech; it finds reality and form.&quot; </li></ul><ul><li>Vygotsky, L. and Kozulin, A. (1992) Thought and Language. 6th Edition. MIT Press, p.219 </li></ul>this is about...
  3. 3. Informal learning learning that happens outside of the formal curriculum this is about... Formal learning learning that happens as part of the planned curriculum Semi-formal learning unplanned and unmeasured learner engagement that happens around the planned curriculum
  4. 4. Situatedness <ul><li>&quot; Learning how to use a tool involves far more than can be accounted for in any set of explicit rules. The occasions and conditions for use arise directly out of the context of activities of each community that uses the tool... </li></ul><ul><li>The community and its viewpoint, quite as much as the tool itself, determine how a tool is used... </li></ul><ul><li>It is not possible to use a tool appropriately without understanding the community or culture in which it is used.&quot; </li></ul><ul><li>Brown, J., Collins, A. and Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher; 18 (1). 32-42, Jan-Feb 1989, [p.33] </li></ul>this is about...
  5. 5. Learner-centredness <ul><li>&quot; learning (not teaching!) must be situated in a rich context, reflective of real world contexts, for [a] constructive process to occur and for transfer to environments beyond the school to be possible.&quot; </li></ul><ul><li>Kirschner, P.A. (2001) Using integrated electronic environments for collaborative teaching/learning. Learning and Instruction. 10 (1): 1-9,.[p.33] </li></ul>this is about...
  6. 6. Authenticity, creativity, self-efficacy, activity, co-operation, currency, adaptability this is about... Asynchronous learner engagement through digital audio
  7. 7. this is about... Voices: learner, teacher, expert, publics...
  8. 8. a dilemna <ul><li>The inevitable gulf between educational development and academic practice </li></ul>this is also about...
  9. 9. <ul><li>me and my role </li></ul><ul><li>an educational developer leading creative development in a central academic innovation team </li></ul><ul><li>some projects and activity </li></ul><ul><li>Student Audio Notes project - promoting learner autonomy </li></ul><ul><li>100 Things Every Student Should Know... - promoting podcasting amongst students and staff through an open invite podcast </li></ul><ul><li>Digital Voices – promoting 10 audio pedagogies </li></ul><ul><li>createTV - a platform for student academic media publishing </li></ul><ul><li>Audio feedback – creative approaches to formative voices </li></ul><ul><li>my own podcast </li></ul><ul><li>Podcasting for Pedagogic Purposes SIG </li></ul><ul><li>me and my role </li></ul><ul><li>a teacher on new Making Media module </li></ul><ul><li>situating Journalism in an age of disruptive technology </li></ul>scenarios, models, theory, case studies receptive, responsive, opportunist - flexible
  10. 10. About explaining technology <ul><li>In education, what is... </li></ul><ul><li>Podcasting? </li></ul><ul><li>Audio feedback? </li></ul><ul><li>Screencasting? </li></ul><ul><li>We start by explaining things in a general way – but how useful is this? </li></ul>
  11. 11. Understanding a situation (a case study!) experience from a Broadcast Journalism 1st year module where audio has been used in diverse ways
  12. 12. Pervasive audio supporting... <ul><li>media intervention </li></ul><ul><ul><li>orientation </li></ul></ul><ul><ul><li>motivation </li></ul></ul><ul><ul><li>challenge </li></ul></ul><ul><li>immediate, responsive and formative </li></ul><ul><li>cross pollination and validation across seminar groups </li></ul><ul><li>ethos: collective responsibility </li></ul><ul><li>promoting student self-efficacy </li></ul>
  13. 13. the audio learning environment <ul><li>Tutor voices: </li></ul><ul><li>Module expectations </li></ul><ul><li>Lecture summaries </li></ul><ul><li>Sharing student FAQs </li></ul><ul><li>Announcements </li></ul><ul><li>About assessment criteria </li></ul>Ongoing module podcast channel Student voices from classroom activities and discussions,FAQs External voices interviews with experts, illustrating lectures , seminars, etc. Team & Generic peer & tutor Feedback Audio and Screencasts Making Media module objective Student Podcast Gallery group presentations end of 5 weeks
  14. 14. Tutor podcasts, conversations in seminars, I think they’re all really, really useful. It’s nice to have that recorded so we can go back and listen and reflect on our ideas. [Audio or screencast feedback] it’s kind of tangible, you can hear it. It’s there; ...To have something that triggers other senses is far more personal and meaningful. I’ve only done my first year and already I’m fed up of writing essays. Mixing it up with putting some audio files in there... just gives you a different view. We said ‘it’s not great. Let’s do it again.’ So we did all of the interviews again because we felt that it didn’t kind of flow properly. ASYNCHRONICITY SELF AWARENESS PERSPECTIVES VARIETY CATALYST
  15. 15. It’s more spontaneous. It’s just so much more interesting. You have to be able to work with other people. I love being part of a team. We really enjoyed that challenge. We enjoyed the fact that it was going to be heard by other people. When we realised that everyone else would hear we suddenly switched up a gear. We thought... let’s push on and see how far we can go. Sometimes when you’re in that situation you’re more bothered about your ideas and though you listen to other people’s ideas you don’t always take them on first time. VALUING OTHERS
  16. 16. amplifying the teacher's voice this was not about... attempting to transmit knowledge
  17. 17. an example of a transformed, technology-enhanced, responsive, blended learning environment this was about... accessible, asynchronous voices recognising audio as a flexible, personal and engaging media with which to really engage learners