Thursday, 11 September 2008

Feedback on Flickr from the Hood 2.0 Workshop

Couple of videos feeding back on the use of Flickr.

From the Hood 2.0 Workshop.

video

video

Tuesday, 9 September 2008

psp whats that about


video

Uses of ipod and similar devices

Look cool whilst learning (eg on bus / train). Excellent output device for video, sound, 3D models, 'photos and so on. High disk capacity useful.

IPod applications

- video records of demonstrations of how to use scientific piece of equipment
- demonstration of OSCI skills for nurses/health professions
- short (5-10 min) summaries of principles presented in lectures
- identification of reference material in the field from images e.g. geologcal structures, plants

Uses of mobile technologies (in Snowdonia)

Recording of evidence for outdoor courses, for example the Duke of Edinburgh scheme. Opportunity to create media files audio/ video

umpc use

Asus eee - application as a mobile computing lab to creating learning spaces in faclities for computer use in areas where this is not normally available.

- placement students using them to maintain a portfolio when combined with a USB modem.

Group 81 (Sian, Manuella, Neil) Cheryl's gone - Qik time

To tell the truth we just cannot find any educational use of live videoing that cannot be done with offline video. Sorry.

Live video applications

  • News reports - field trips - archaeological discoveries & capturing the excitement and spontaneous moments of discovery
  • Opportunistic capture of random events
  • Role playing - recording, sharing, comment & reflection
  • Covert filming (?) - social activity but dubious legal standing
  • Developing ideas of creative projects
  • Gathering visual evidence for social research/hypotheses - lots of ethical issues
  • Linking to stills on Flick'r, blogs and twitter type services to develop ideas for user created content
  • Sports events and betting!!
  • Teaching interviewing/presentation techniques
  • Explaining visually

Twitter

Have a look at this paper for inspration?

http://www.scribd.com/doc/2286799/Can-we-use-Twitter-for-educational-activities

Twitter and Micro blogging

  • Book Reviews
  • Reviews of pretty much anything. The requirement of brevity is a crucial and positive part of this
  • Brainstorming in a distributed group
  • Developing commentries, social collabortative interaction.
  • News commentary, updating people on a changing environment

Group 80 (Cheryl, Sian, Manuella, Neil) - Using microblogs in eLearning - Twitter and Jaiku

- Finally you can learn and leave your mobile switched on!
- Feedback from students during a lecture!
- Gather group resources (quick referencing)
- Reflective learning
Unfortunately Jaiku was down so we could not continue :)
I wonder if students like blogging... I don't. But then again, these are microblogs. Slowly but surely, you WILL be assimilated.

Alt-C & Seaside Piers

Good idea to use Flickr to enable students who can go to the seaside eg Weston super Mare or Fleetwood can take pictures and then other students remote from the sea can use them as part of their learning.

The question that remains is how you build embed the picture into a personalised "learning pathway" with instruction / objectives together with assessment / feedback

Ian Nairn

Flickr feedback

  • Geotagging for geology and location based studies
  • Panaromic images where direction of camera is important to stitch together images
  • Fashion + design - using Flickr's wider arts community to comment and feedback on student's work and for the students to make links out in the community wider than their peer group
  • Re-use of images using CC search for presentations/use in learning materials
  • Using the area tagging for annotating technical/medical diagrams
  • Photography students - try to get an image on the "interestingness" search
  • Caption competitions using annotations

Group 79 (Neil, Sian, Cheryl, Manuella) Benefits of Flickr in eLearning

- if students are made to feel at easewith legal issues of taking photos including other people's then they can do
- portfolios
- field work
- illustrations (visual clues) especially in tests including hotspot questions
- learning map reading
- tourist guide
- geography / location learning
- transferable skills
- collaborating across communities
- community studies

Using Flick'r for learning

  • Field trips - linking GPS data to the images - change over time, sharing student material in groups, within groups and between groups
  • Student induction - physical location of newcomers to institutions - navigation a new environment
  • Introduction to new class mates - familiarisation
  • Generate, gather, present and describe a bank of images which students now and in the future may legitimately use for purposes of projects, assessed work etc within the disciplines they are working in
  • Digital story telling - sources for this process may be presented on Flick'r
  • Developing collaborative ideas and processes - groups working together rather than individuals only presenting - groups/sets functionality and tagging protocols help to develop this e.g. use this tag if you have participated in our student conference altc2008
  • Sharing ideas, understanding and interpretations with crowd tagging, folders and "showcase" presentations - exemplars of objects/images - demonstrating best practice
  • Recording longitudinal processes - building projects, taking projects from planning to delivery with images illustrating stages...., decline and decay as well as evolution
  • Present a version of a conference

Seesmic - from Rowland

This looks like an interesting way of allowing people to interact when they don't have the technology to use some of the video applications or these are blocked. (Of course they will need a web cam).

I am not convinced that it very useful when people can get together anyway but for those at a distance it may be both accessible and useful.
Hi James

I have used seesmic for student comms but not in a formal teaching envior. however, I hope to use it for on-line teaching to other parts of the world who only have basic ICT knowledge and equipment.

Seesmic - useful or not?

How useful is Seesmic? Do we need it? Who does it help? Is it just another gimmick?

It could be useful for students to share ideas - to reflect on what has been learnt - as part of collaborative learning.

Hoody 2

An interesting application which will have a variety of uses from the simple to the complex.

It could be part of the smorgnasbord of audio/video applications which enable studenta nd educataors to communicate/assess/ respopnd and interact. These include Podcasting. Utube etc

Short presentations could probably make best use of the medium. The variations in use are infinite and with the facility to emabed and link the ssytem has the potentila to create a rich learning environment for the individual or group

Group 78 (Sian, Manuella, Neil) - Benefits of using Seesmic in eLearning,

- Widening participation
- showcasing
- affective learning: humanity in distance learning
- contextualisation
- Face-to-face distance feedback
- extend the limitations of writing / talking / ... alone
including in language learning, sign language, body language e.g. in Nursing talking to different age group, performance: creative writing, acting etc
- transferable skills
- active learning
- scenarios
- reflective leaarning
- learning styles
- teach by example

Seesmic group feedback

  • Easily usable by both students & teaching staff
  • Particularly useful for on location work e.g. field trips for archeology, civil engineering, case studies
  • Better network connectivity through mobile phones for remote locations (as opposed to laptop with wireless etc.)
  • Excellent for distance learners who don't meet face to face & help with visual non-verbal communictation
  • Recording questions during a live lecture e.g. this morning during the key note speech

Ideas for Seesmic in the classroom

  • Showing real world events to the classroom - eg video of waterfall compared to particle model
  • teaching students to use video with feedback on creativity
  • Induction projects - presentations of personal video diaries or introduce students to physical spaces
  • Supporting reflective learning

ideas for use of seesmic

for students to create and post reflections on work / projects that they have been asked to complete.

These can be individual and/or on behalf of a group.

The process can create / reinforce new skills but we need to be mindful of students who may be shy, etc and give them support or alternatives such as podcasts to share their thinking


Ian Nairn

Seesmic (the earth moved)

In our group there is a teacher trainer and anurse educator. We decided that seesmic was a useful tool for our students and trainees because they are particularly mobile and spend a lot of their time placed in schools or hospitals. Some of the work they do can best be conveyed visually, so seesmic's visual collaborative capabilities might be useful.

One weakness we identified was that you can only reply using video - text woule be a useful alternative feedback tool - losts of students can find using video daunting, and may not be able to participate due to lack of skill or technophobia.

Steve
Bob
Anna
Helen

seemic -- Group in the back row

Good for distance learners for discussion - more personal dimension to online discussion + picking up of visual symbols.

How private can these discussions be? Can people reply using text, photos, other media etc.?

Accessibility -- signing students, those who prefer face to face

Visual curriculum - e.g. Art, music

Thursday, 4 September 2008

Hood 2.0: it’s a Web 2.0 world out there

Hood 2.0: it’s a Web 2.0 world out there

This workshop will explore how using Web 2.0 can rethink the digital divide.

Gloucestershire College has been using Web 2.0 to enhance and enrich the learning process for a wide variety of learners across the breadth and depth of the curriculum. They have developed a range of learning scenarios and activities that are integrated into the learning process and support a diverse range of learners.

This workshop will demonstrate how Web 2.0 can be used to solve some of the issues facing diverse learners in this era of Facebook. YouTube, Twitter and then some...

The concept of Web 2.0 services in addressing the tensions between formal and informal learning, and empowering learners to take responsibility for their own learning will be examined. Then, how we need to address the pedagogical needs to drive the use of Web 2.0 services and not be blinded or awed by the technology of Web 2.0, will be explored.

During the workshop participants will be able to discuss and debate different learning scenarios and activities which utilise Web 2.0 services. Web 2.0 services will be used to demonstrate these scenarios.

Participants will discuss and debate these scenarios in small groups, covering how they could be utilised within their own institutions, examining the potential conflict between formal learning scenarios and the informal learning scenarios that Web 2.0 offers.

The groups will also discuss how the pedagogy needs to drive the scenarios and not the technology and address how Web 2.0 can empower learners to take responsibility for their own learning. Each group will provide feedback through either a blog entry, an audio podcast or a video presentation. These will then be made available online to allow participants to comment and continue the discussion beyond the workshop, and also allow other conference delegates to participate in the discussion.

After the workshop, the participants will have a greater understanding of the role of Web 2.0 in addressing the digital divide.

They will have considered how Web 2.0 can help resolve the tensions between formal and informal learning; discussed how Web 2.0 technologies in themselves mustn’t drive the learning, but support the pedagogy; and debated how Web 2.0 can empower learners to take responsibility for their learning.

The participants will have presented the results of their discussion and debate, through the use of a variety of learning technologies, to other participants and to other conference delegates.

The mobility of learning: using mobile learning to rethink the digital divide

The mobility of learning: using mobile learning to rethink the digital divide

Mobile technologies and mobile learning have the potential to change the way in which learners can engage and interact with learning.

Gloucestershire College has been using mobile learning to enhance and enrich the learning process, for a range of learners, across the curriculum. They have developed a range of learning scenarios and activities that are integrated into the learning process and support a diverse range of learners.

Mobile technologies will be used by the participants within the workshop to examine how they can be used for learning and will also be used to feed back the outcomes from the workshop.

In this workshop, small groups of participants will examine the potential of mobile technologies and mobile learning to rethink the digital divide, including addressing the tensions between formal and informal learning, enabling access and removing exclusion, and empowering learners to take responsibility for their own learning.

The workshop introduction will provide an exploration of mobile learning and mobile technologies. Participants will discuss and debate mobile learning scenarios, and cover how they could be utilised within their own institutions, examining the potential conflict between formal learning and informal learning that mobile learning offers. They will also debate the idea and concept that mobile learning is accessible and inclusive for all learners. The small group discussion will also address how mobile learning can empower learners to take responsibility for their own learning. The groups will then feedback through a blog entry, an audio podcast or a video presentation. This feedback will be made available online to allow comment and further discussion beyond the workshop and with other conference delegates.

After the workshop, participants will have a greater understanding of the role of mobile learning in addressing the digital divide. Mobile technologies will have been used within the workshop by the participants to understand the learning scenarios, and the participants will have presented the workshop outcomes through a variety of learning technologies.