Media and Learning
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This presentation was prepared for a 15 minute practice session for the Foundations of University Learning and Teaching (FULT) program at UNSW in September 2010. For more information on FULT: http://tinyurl.com/unswfult
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This document provides an overview of using social media for raising one's academic profile online. It discusses common misconceptions about digital media, the importance of having an online presence through platforms like Google, YouTube and academic networks. Specific guidance is given on setting up profiles on Twitter, Facebook, blogs and LinkedIn. Considerations around copyright and using multimedia in teaching are also briefly covered.
Net Art (today)_FAMU CAS
The document provides information about a lecture on net art and how the field has evolved over time. Some of the key points discussed include:
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- The definition of net art has expanded and now includes any art that references or engages with the internet, rather than being strictly internet-based. Terms like "post-internet art" and "internet aware art" are now commonly used.
Journ group project outline
The document outlines a lesson plan that examines the internet's impact on the economy through various activities. It includes a video explaining e-commerce, a PowerPoint lecture on how the internet has affected the economy through e-commerce and sharing economies. It also has a video showing negative uses of the internet and economy. Students then analyze a 1999 news article predicting the internet's impact and write an essay discussing if the predictions were correct and how the growing internet may change the future economy.
Why open education matters in South Africa
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The document discusses how brands can build engaged online communities by taking lessons from the art world. It argues that art uses techniques like enticing engagement, open collaboration, building collective experiences through vulnerability and common goals, and motivating participation through emotional appeals and risk-taking. The document suggests that for brands to build trust and engagement, they should listen to their community, get involved and gain their trust, and then encourage participation and questions through creative risk-taking.
Shots in the dark : Information Literacy in the 21st century
The document discusses the changing information literacy needs of 21st century students and opportunities for libraries to meet these needs through new technologies. It covers various literacies important for students today and frameworks for information literacy. Web 2.0 tools like blogs, wikis, and social networking sites and mobile technologies present new ways for libraries to engage with students and teach information literacy skills in interactive and collaborative ways. However, challenges remain regarding device variations and connectivity issues.
Carrying the Banner: Reinventing News on Your University Website
The document discusses challenges and opportunities for university websites to reinvent how they deliver news content online. It outlines problems with traditional approaches, such as poor design and an unclear audience. The document proposes solutions like focusing on storytelling, using a holistic approach across channels, and leveraging interactivity and social media to engage readers. Universities are encouraged to think creatively about content types beyond text-based press releases by integrating multimedia like video and user-generated content.
Jon Worth presentation to European Movement Denmark on Social Media
The document discusses the role of social media and blogging in modern politics and EU politics. It notes that blogging and social media have become deeply rooted in communicating about political issues and are challenging traditional organizational hierarchies. It encourages readers to think about what issues they care about and how they can communicate about them online.
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Open education focuses on sharing educational resources openly through tools like open licensing. There are two emerging models - one focuses on open educational resources like courses, software, and frameworks, while the other takes a more holistic view of open education as a culture emphasizing participation, networks, and freedom. Open education challenges existing systems by changing the roles of institutions, teachers, and students, and implications include issues around intellectual property, quality assurance, sustainability, and professional development. Open education advocates sharing knowledge as a public good enabled by technology.
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For more information on UNFED, please see the following post on the UNSW TELT blog:
http://blogs.unsw.edu.au/telt/blog/2009/04/02/unfed-unsw-network-of-faculty-educational-developers/
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Date: May 29, 2024
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9
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Media and Learning
- 1. Media and Learning Mike Bogle Educational Technologist Faculty of Arts & Social Sciences University of New South Wales Blog: http://techticker.net
- 2. This presentation was prepared for a 15 minute practice session for the Foundations of University Learning and Teaching (FULT) program at UNSW in September 2010. For more information on FULT: http://tinyurl.com/unswfult
- 3. "Media is not content. Media are not just tools of communication. Media mediate human relationships. When media change, human relationships change." Michael Wesch (2008) in a speech for the Library of Congress http://www.youtube.com/watch?v=TPAO-lZ4_hU
- 8. Three Quick Examples Briefly consider the following: Digital still camera Telephone Pen & Paper Q1: What activities are each tool best suited to? Q2: If you were given these three items and asked to convey the experience of visiting Kakadu using each one, how would you do it? Consider the 5 senses and/or emotional reactions.
- 9. Activity: Think - Group - Share Now consider the following learning environments: Learning Management System Wiki Blog Q1: What is the primary focal point of each environment? Q2: Where does the individual learner sit in each environment? What is their role and context? How clearly are they represented relative to other learners? Q3: What is the role of the teacher in each environment? How does it differ from one to to the next?