#Mosomelt 2017 Week 5 “Post PowerPoint Pedagogy”

Week 5 “Post PowerPoint Pedagogy”This week we explore online alternatives to classroom interaction beyond Powerpoint, for example: Evernote, Mobile Apps and Airplay mirroring from mobile devices. To stimulate thinking & discussion:
Here’s a link to a short survey to explore what presentation and classroom interaction tools that #mosomelt participants use:

Please complete the survey and we will share the anonymous results later this week.
A recorded webinar with Laurent Antonczak (@ATZ119) provides a launchpad for a discussion  exploring some practical startegies for enhancing classroom interaction using mobile social media. You can make comments on the Hangout archive page at https://plus.google.com/u/0/events/cb7kih6llkss9qebevo4eh4cmm0?cfem=1&authkey=CNy5qOKIgpbxXg&iem=4&gpawv=1&hl=en-NZ

Eric Mazur (2012) argues that effective teaching is not about knowledge transfer, but assimilation of information that is stimulated by teacher-learner interaction. Therefore the role of lecturer is one of creating interactive & collaborative learning environments. Some argue that higher education is plagued by a disconnect between theory and practice, extending beyond the content of the curriculum into teaching practice (Herrington and Herrington, 2006), where our understanding of teaching and learning often does not line up with our teaching practice. While espousing new pedagogies and the affordances of new technologies for learning, educators often default to content delivery via PowerPoint presentations consisting of static screen captures of the subject (Savoy et al., 2009). This week we explore practical strategies for moving away from reliance upon PowerPoint in our teaching practice driven by a reconception of teaching and learning around heutagogy or student-directed learning (Hase and Kenyon, 2007). Based upon our experiences of facilitating curriculum redesign founded upon the integration of mobile social media we argue that teachers must begin by effectively modelling the pedagogical use of new technologies to their students (Cochrane and Antonczak, 2014; Cochrane & Narayan, 2014).
Examples of Interactive Mobile Social Media Tools

Wireless Screen Mirroringhttp://www.airserver.com

Evernote – Shared collaborative multimedia notes

Picasaweb or Google Photos – Image rich presentations

Twitter – Conversational curation and analysis via hashtags, e.g. TAGSExplorer

Storify – Curating and sharing social media

Flipboard – Aggregating social media, Curate your own Magazine, Create Reading Lists or Bibliographies…

Google + – Building learning communities

Suggested questions for reflection on your blogs

How could you use these tools in your context?

What other mobile social media tools would you suggest?

How does mobile social media enable new pedagogical strategies?

Cochrane, T. & Antonczak, L. 2014. Implementing a Mobile Social Media Framework for Designing Creative Pedagogies. Social Sciences, 3, 359-377.
Cochrane, Thomas, & Narayan, Vickel. (2014). Presenting without powerpoint. Paper presented at the Rhetoric and Reality, proceedings of the 31st Ascilite Conference, Otago Polytechnic, Dunedin. http://ascilite2014.otago.ac.nz/sharing-practice/ – 292
Hase, S. & Kenyon, C. 2007. Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, 4, 111-118.
Herrington, A. & Herrington, J. 2006. What is an Authentic Learning Environment? In: Herrington, A. & Herrington, J. (eds.) Authentic learning environments in higher education. Hershy: Information Science Publishing.
Mazur, Eric. (2012). The scientific approach to teaching: Research as a basis for course design. Paper presented at the Proceedings of ALT-C 2012 – a confrontation with reality: The 19th international conference of the Association for Learning Technology, University of Manchester, UK. Keynote retrieved from http://mazur.harvard.edu/email/download.php?type=t&r=1815
Savoy, A., Proctor, R. W. & Salvendy, G. 2009. Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52, 858-867.


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