Andrew middleton

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The document discusses how digital audio is being used to enhance learning in higher education. It suggests that recorded audio can be used to create engaging learning experiences that connect both physical and virtual learning environments. Some examples of using audio that are mentioned include podcasting, digital video, screencasting, and audio feedback. The document then discusses several benefits of using digital audio, such as making learning more motivating, promoting active learning, and allowing for flexible and inclusive learning. It argues that digital audio used in learning environments can support listening, discussing ideas, and providing feedback. Overall, the document promotes experimenting with different ways of incorporating digital audio into teaching and learning in higher education.

Education Technology

Andrew Middleton Sheffield Hallam University how digital audio is being used in HE as an adaptable and meaningful extension to the learning environment

How the recorded voice is being used in HE by staff and students to create engaging situations that connect across the physical and virtual spaces that are already familiar to us.

Listening to examples Consider, what technology is available to us and our students now 7 techniques for media-enhanced learning

Users and Producers Who here is using, Podcasting Digital video Screencasting Audio feedback Other digital media techniques who is the producer? user-generated media

Are you ready?! Hands up if you have on your person, an audio recorder a video camera a smartphone another kind of mobile phone Keep your hand up if you have used your personal device to make recordings that relate to teaching, learning or assessment. The technology is more accessible to us

Motivating Promoting learning Active learning Collaborative Formal, semi-formal, informal Personalised Inclusive Flexible HOW? listening discussing thinking presenting ideas acting(together or alone) recording reporting assessing feeding back WHY?

Audio Learning environments What do we value? “The best [learning spaces] are likely to assist all within the institution to work more productively and to produce learners who are confident, adaptable, independent and inspired to learn. In short... responsive, inclusive, and supportive of attainment by all." A space for, listening discussing thinking developing and articulating ideas acting (together or alone) recording reporting assessing feeding back Designing Spaces for Effective Learning A guide to 21st century learning space design JISC, 2006 Online at:http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf

Digital voices? Conversation Engaging Person-centred Meaning audio media Voice Adaptable “e” Timely Access technology Digital podcasting recording Asynchronous Manageable

Engagement throughthe Richest Resource Context Technology Ourselves Platform Environment ,[object Object]

...Tutors listening discussing thinking developing and articulating ideas acting (together or alone) recording reporting assessing feeding back Talking Listening Conversing Peers Terminology e.g. “Podcasting” “Audio” “Media” “Voices” Experts andprofessionals Publics and others Ways of thinkingpreconceptions and possibilities

formal: notes from the planned curriculum semi-formal: unplanned notes from the formal curriculum informal: notes from beyond the formal curriculum (Nortcliffe and Middleton 2009a)

Digital Voices as learning environments Where? Everywhere. Anywhere. In between and across locations… Lecture theatres, classrooms, corridors, outside, pub, home office, student rooms, workplace, placements, professional settings, international settings, online, on the move… Some rights reserved by Zanthia

Media Audio Video Screencasting Conferencing inc. Skype (other media in which the recorded voice is important e.g. Voicethread.com)

User-generated Who is pressing the red button? Staff Students Others

Lo-fi We are not the BBC So, Realistic, authentic, timely, meaningful, manageable...

Highly granular Short! Media interventions(orientate, motivate, challenge, reflect)

Timely andimmediate Responsive Repeatable Reflective Ready Re..!

Authentic Connecting to the real world External voices Role play Student publishing Performance Active

Learner-centred Active – rather than transmissive Meaningful Integrated and open ended Supporting and promoting discourse

Asynchronous Just-in-time Reusable Capturing, gathering, sharing Listen again

Blended Embedded Connecting different spaces, times and people Virtual/physical Part of something bigger Part of something emerging

This document discusses strategies for advising online learners in advanced degree programs. It notes that online advising tools provide convenience and opportunities for connection that face-to-face meetings lack. It recommends using a program portal containing resources, discussions, and collaborating on documents. Advising can occur through email, messaging, synchronous sessions using tools like Elluminate. Data shows these strategies improved student achievement and satisfaction. While experimenting with Second Life, simple synchronous tools may work better for advising online learners.

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It’s no great secret that the current pandemic will change education as we know it. Designing future learning spaces has nothing to do with technology, sure it plays a role but it is clear that designing future learning spaces should be about how to best support human flourishing in times of disruption. This highlights the essence of the transition in education and is a critical starting point for designing future learning spaces.

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The document discusses media casting in education and provides recommendations for its effective use. It defines media casting as delivering audio or video files over the internet for subscription playback. It notes that faculty currently use tools like PowerPoint but there is interest in archiving lectures online and using supplementary materials. While students are interested in media casts, they do not utilize the subscription aspect as intended. The document recommends faculty design media casting into their courses beforehand, focus on short supplemental materials, and work with their institutions to highlight benefits when introducing it to students.

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This document discusses technology that can benefit all students and provide essential support for some learners. It describes how tools like text-to-speech, voice recognition, and screen reading software can increase independence, accessibility, and engagement for students. Examples provided include the Livescribe smart pen, Dragon NaturallySpeaking, Kurzweil 3000, and Adobe Reader. The document advocates for universal design in curriculum and computing to meet diverse student needs.

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The document discusses possibilities for using educational technology in higher education. It begins by outlining objectives of providing a conceptual framework, exposing educators to a range of technologies, and facilitating reflection on appropriate uses. It then cautions that technology alone will not solve problems and must be driven by good educational design. Several challenges for educators are discussed, such as how students can read materials, explore their discipline, engage in learning conversations, practice skills, and produce work. A variety of technology-enabled solutions are presented for each challenge, such as using audio/video, online discussions, simulations, and specialist software. Online learning environments and concerns around bandwidth constraints are also addressed.

Use of multimedia in school education-

Dr.Keshav Sathaye

test

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This document discusses creating flexible learning resources that can be used in any learning environment. It emphasizes using universal design principles to allow for multiple ways of engaging with and demonstrating knowledge of the material. The resources should be fully digital and adaptive to different learners, environments, delivery methods, and future changes. This will create a single resource that can meet the needs of many different learners, from classroom students to distance learners to homeschoolers.

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The document discusses the use of podcasting at the University of Hertfordshire. It provides an overview of how podcasts can be created cheaply and easily using digital voice recorders and uploaded to the university's online learning system. The benefits of podcasting include allowing students to learn on the move through listening on MP3 players. Podcasts can be used to record lectures, tutorials, and other educational content. Staff workshops were held to train academics on how to create podcasts and add them to courses.

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The document discusses the benefits of a digital media strategy for teaching and learning. It outlines how digital media can enhance learning by allowing for interaction, providing additional context, and supporting different learning styles. Digital media also offers benefits like reusability and measurability. The document provides examples of how digital media can be used at different stages of the teaching and learning process, in the classroom, online, and for fieldwork. It emphasizes that digital media creation can be done quickly and inexpensively using freely available tools and recommends developing a strategy that involves planning, creating content, testing, and iterating.

E learning

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Educational Podcasting: digital voices as media interventions

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Multimodal Teaching And Learning

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The document discusses how the iPod Touch can be beneficial to all learners but essential to some, specifically those with disabilities. It provides examples of apps that allow for accommodations like text-to-speech, speech-to-text, and remote control of devices to increase accessibility. The document argues that universal design in education can empower independent learning and collaboration for both students and teachers.

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The document discusses strategies for teaching 21st century learners. It outlines how traditional classrooms can transition to newer student-centered models that incorporate multimedia, collaboration, and real-world contexts. The role of information and communication technologies (ICT) is examined, noting they should enhance rather than replace quality teaching. A variety of digital learning objects, collaborative projects using Web 2.0 tools, and educational software options are presented as ways to integrate technology into classroom instruction.

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Educational technology provides several benefits to learning including improved instructional effectiveness, active learning, critical thinking, cooperative learning, communication skills, and multisensory delivery. It is important for students to be conversant with technology as it shows improvements in writing, reading, math skills, and decreases dropout rates. While technology provides important tools to support knowledge construction, present ideas, and produce organized knowledge, not all teachers are comfortable using it and it can be expensive to maintain. Potential problems include distracting some students and lack of proper teacher training, but technology directly encourages learning when used to enhance lesson goals and objectives.

What Kind of Learner Are You?

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Today’s students and teachers are always seeking the latest technologies available both for personal and school use. Technology can assist them in attaining the knowledge they desire and help make learning more interactive and tailored to different learning styles. The three most common learning styles are visual, auditory and kinesthetic. Some people listen more attentively to a lecture while others are more alert during a visual presentation. Meanwhile, others are busy taking notes or practicing the skill. Knowing your learning style can be helpful for finding the right way to interact with colleagues and get the most out of meetings. What kind of learner are you?

Reading and Technology: Make the Connection

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The document discusses supporting learner voice in further education through the use of technology. It notes that most further education colleges now have virtual learning environments and are increasingly using social media and e-polling tools. However, the use of technology to engage learners is still patchy across the sector and not all learners have equal opportunities to provide feedback. The document considers barriers to capturing learner voice and how organizations can better use technology to do so in a way that represents all learners. It provides examples of stages of learner voice participation and encourages attendees to discuss how they can improve supporting learner voice upon returning to their organizations.

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The document outlines the mission and services of a digital media studio at a university library, which aims to provide knowledgeable staff, the latest digital tools, and a collaborative space to enable users to explore and create digital media for learning, projects, and creative expression. It describes the various resources, equipment, training, and support offered at the studio, and lessons learned about sustaining relevance through collaboration, feedback, and continually evolving services to meet user needs.

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