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ODHE Session May 2013

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Material for ODHE National Event, 9 May 2013.

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ODHE Session May 2013

  1. 1. Webinar: 9th May 2013
  2. 2. Can you hear me?
  3. 3. SECTION 1: BLACKBOARDCOLLABORATE/WEBINAR
  4. 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. 5. Download App
  6. 6. LogIn
  7. 7. Home Screen:
  8. 8. Emoticons
  9. 9. Away…
  10. 10. Hand-Up
  11. 11. Yes/No
  12. 12. Settings…
  13. 13. Leave Session
  14. 14. Moderator View
  15. 15. Regular View
  16. 16. Load Content
  17. 17. Page Navigation
  18. 18. Keep to Time…
  19. 19. Side Options• Point• Laser-Point• Free Pen• Text• Filled Shape• Empty Shape• Straight Line• Screenshot• Symbols
  20. 20. Clear Page
  21. 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. 22. The 4 Options
  23. 23. Audio/Video
  24. 24. Share App
  25. 25. Web Tour
  26. 26. Further Options
  27. 27. Ah-ha: Polling
  28. 28. Final Highlight: Breakout Rooms
  29. 29. Allow another user cursor control
  30. 30. SECTION 2: PROGRESS REPORT
  31. 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. 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. 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. 34. SECTION 3: “STUDENTENGAGEMENT”
  35. 35. http://www.youtube.com/watch?v=rkxdn7LsQH0
  36. 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. 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. 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. 39. Bad things canhappenanywhere
  40. 40. @6% 360/6636• Persistence• Perpetual Beta• Scalability• Searchability
  41. 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. 42. Discuss (10 min discussion)• Similarities • Differences
  43. 43. Poll…A: Students essentially haven’tchanged.B: Students have changedcompletely.C: Students continually changeD: Students are too diverse to label
  44. 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. 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. 46. @drbexl @digitalfprint @bigbibleImage Credit: iStockPhoto
  47. 47. Thanks for your time…Image Credit: SXC.hu

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