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.

Digital One Days

492 views

Published on

A presentation for Oxford Brookes University Learning and Teaching Conference, 25 June 2010

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Digital One Days

  1. 1. The Digital One-Day<br />Identity, literacy and community in (partially) synchronous distributed learning environments <br />
  2. 2. Aim of the Digital One-Days<br />3 events of current interest as new form of CPD<br />Online identity<br />Digital literacy<br />Communities (of practice) in HE<br />(in the event, 2 have run)<br />Cover the topics<br />Exploring the potential of <br />Synchronous<br />Distributed<br />Collaboration <br />
  3. 3.
  4. 4. Innovation and novelty<br />Topics are challenging<br />The environment is challenging<br />There is an interaction between the environment and the topics<br />
  5. 5. Questions<br />Might identity, literacy and community be threshold concepts in educational development?<br />Does the Trojan mouse effect persist in any new learning environment?<br />Any novel medium with or through which learning, is done serves to foreground not the medium but the meaning of learning<br />i,e, discussions about e-learning are really discussions about learning<br />
  6. 6. Outline<br />The environment<br />Elluminate<br />Brookes Blogs<br />The learning design<br />The topics<br />Evaluation<br />The questions<br />
  7. 7. Elluminate<br />New breed of collaboration tools allowing people to be simultaneously present in an desk-top computing environment based on a classroom metaphor<br />2-way voice & video communication<br />Text chat<br />Graphics<br />A “White Board” on which “Slides” can be displayed<br />Presenters <br />Participants<br />Icon-tools such as “hand-raising”, emoticons (smiley faces), polling<br />
  8. 8.
  9. 9. Uses<br />Teaching events<br />Meetings <br />Distributed/distant co-presence at face-to-face events (conference streams)<br />Benefits<br />Reduced travel – time, cost and carbon saving (?)<br />Recorded for replay<br />Distributed groups<br />
  10. 10. Disbenefits?<br />Technical<br />The Internet is not like the movies: Lag<br />Hardware/software compatibility<br />Institutional firewalls<br />Cultural<br />Literacy: how to use the $%^&*! thing<br />Community: <br />Interruptability, participation, open plan spaces<br />Identity: representation of the self<br />Expectation management<br />It is different from both face-to-face and “traditional” on-line discussion-based distributed elearning<br />
  11. 11. Learning Design<br />Website “home page”<br />Email joining instructions and briefs<br />Familiarisation sessions<br />Simple activity flow<br />Breaks and continuity<br />
  12. 12.
  13. 13. http://digident.brookesblogs.net/<br />
  14. 14. Topics<br />Identity<br />Technical/political<br />Ego<br />Social<br />Literacy<br />Multi-literacies<br />Skills and competence<br />Social<br />Community<br />Image: www.momswhothink.com<br />
  15. 15. Community and literacy have become “aerosol words”<br />Constructed communities and constructed identities (where there is an intentional aspect) are problematic where authenticity is valued<br />Literacy is a function of community and identity<br />Digital one-days introduce genre questions which expose the inter-relatedness of these concepts<br />With academic & digital literacy, communities of learning & practice, and online identity (Facebook etc), these concepts are exposed as foundational or threshold concepts for doing and being in higher education <br />
  16. 16. Evaluation<br />Some considered the online interface ‘much richer than face-to-face sessions’, found the different channels useful. <br />‘Interesting and productive environment’ effectively replicated a face to face workshop/seminar in terms of medium and activities.<br />Useful learning medium once acclimatised<br />Breakout groups worked well for engagement<br />Interesting conceptual stuff from the panel discussion<br />Excellent questions raised <br />The moderators and the participants with different views of a very interesting topic, with moderation that made sure that all was somehow held together<br />The experience of taking part in online learning in this format.<br />The (useful) flow of presentation through to reflection and discussion <br />
  17. 17. Challenges<br />A participant who thought the familiarisation session went well referred to the session itself as ‘fraught with problems’.<br />Participant who came late took the first 30 minutes to catch up, experienced technical difficulties particularly with sound at first and did not manage to get a webcam working at all.<br />Communication a challenge in the medium. Sound problems <br />Difficulty with giving attention to a presentation for full 20 minutes <br />Bandwidth broke up audio in breakout groups<br />Attending an online workshop from the work place different from attending a face to face events as the presence of the web, msn, email and telephone is distraction affecting concentration; needs discipline <br />
  18. 18. Questions<br />Might identity, literacy and community be threshold concepts in educational development?<br />Does the Trojan mouse effect persist in any new learning environment?<br />Any novel medium with or through which learning, is done serves to foreground not the medium but the meaning of learning<br />i.e. discussions about e-learning are really discussions about learning<br />
  19. 19. Thank you<br />George Roberts, Rhona Sharpe, Patsy Clarke<br />Josie Fraser, Helen Keegan, <br />Helen Beetham, Richard Francis, Frances Bell<br />

×