#Mosomelt 2017 Week 8 Exploring mobile audio sharing

Create a project that utilizes a mobile audio recording and sharing platform such as Soundcloud or AudioBoom, and upload an outline and example of your project to the Project Bank. http://mosomelt.org/the-project-bank/

PODCasting (internet streamed audio recordings) has been popular in education for many years, starting with the advent of the original iPod circa 2001, and leading to the development of iTunesU. Today there are many simpler options for recording and streaming audio via a variety of social media based platforms with associated mobile Apps. Soundcloud and Audioboom are two examples. How can these be used as a basis for student-generated projects? For example: students record and share interviews with experts in their field, students report and share reflections via audio, students create a PODCast show (e.g. East Tamaki School), students record and mashup environmental sounds representing their discipline…

http://www.core-ed.org/sites/efellows.org.nz/files/Dorothy_oracy.pdf

Upload your project description and any links to an example on the project bank: http://mosomelt.org/the-project-bank/

Review and rate another submitted project.

Reflect on this process on your WordPress blog.

Mobile audio recording and upload functionality is part of Apps such as “Audiocopy” https://itunes.apple.com/nz/app/audiocopy/id719137307?mt=8

A relatively long established PODCasting service is PODomatic, you can create and share your own free PODomatic channel, and download the PODomatic Player App. See for example a PODcast series from “The Versatilist”

https://www.podomatic.com/podcasts/versatilist/episodes/2017-04-17T14_25_39-07_00

 

Suggested readings:

The birth of the iPod | Macworld

Reeves, Thomas. (2011, July). Authentic tasks and collaborative group work: Key factors for effective e-learning. effective elearning in practice, 2011, from http://unitube.otago.ac.nz/view?m=9WOR29G9iGC

McKinney, Dani, Dyck, Jennifer L, & Luber, Elise S. (2009). Itunes university and the classroom: Can podcasts replace professors? Computers & Education, 52(3), 617-623. http://www.sciencedirect.com/science/article/pii/S036013150800167X

Educause. (2005). Podcasting. 7 Things You Should Know About… 2005, from http://www.educause.edu/LibraryDetailPage/666?ID=ELI7003

Advertisements

#Mosomelt 2017 Week 7: Explore More

#Mosomelt Week 7

It’s been great to have everyone on our first six weeks of the #mosomelt 2017 journey – for those who would like to explore more follow and participate in the next six weeks of the #mosomelt cMOOC to explore mobile collaboration and co production. You are encouraged to form project teams, design and create a simple educational project each week and share your project description for peer feedback and rating via the Mosomelt “project bank” at http://mosomelt.org/the-project-bank/view-all/
Week 7 “Mobile Image Sharing”

Design and Create an educational project that utilizes a mobile image sharing platform such as Flickr or Instagram, and upload an outline and link to an example of your project to the Project Bank. http://mosomelt.org/the-project-bank/130-2/

Review and rate another submitted project.

Reflect on this process on your WordPress blog.

Suggested Readings:

Axel Bruns. 2008. Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. New York: Peter Lang Publishing. http://www.amazon.com/Blogs-Wikipedia-Second-Life-Beyond/dp/0820488666/ref=sr_1_1?ie=UTF8&s=books&qid=1273792978&sr=1-1

Vickel Narayan. 2011. Learner-generated content as a pedagogical change agent. In: G Williams, P Statham, N Brown, B Cleland, eds. Proceedings of the 28th ASCILITE Conference, ASCILITE 2011: Changing Demands, changing directions. Hobart, Tasmania, Australia: The University of Tasmania, pp. 891 – 903. http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Narayan-full.pdf

#Mosomelt 2017 Week 6: “Developing Open Scholarship”

This week we explore updating the concept of the Scholarship Of Teaching and Learning (SOTL) for the post web 2.0 age: You are encouraged to establish ResearchgateMendeley, Google Scholar, and ORCID profiles, becoming active participants within online reflective practice research communities. Sharing your innovations in teaching and learning for peer review and feedback is a great way to reflect upon your teaching practice in a much deeper level and also learn from others.

  • “Mendeley is a free reference manager and academic social network. Make your own fully-searchable library in seconds, cite as you write, and read and annotate your PDFs on any device.” (https://www.mendeley.com)
  • Researchgate is fast becoming the ‘LinkedIn’ of academic researchers: http://researchgate.net
  • ORCID is the Open Researcher and Contributor ID – a way of consolidating your research profiles such as SCOPUSID (Elsevier) and ResearcherID (Web Of Science). For example, my ORCID profile is http://orcid.org/0000-0002-0192-6118. While ORCID is relatively new, many open journal systems now provide an author profile field for their ORCID.
  • Download the Mendeley App (iOS and Android), create a bookmark for Researchgate.com, link your Researchgate and Mendeley profiles on your WordPress blog or embed their widgets. Start building a research community by following one another on these online communities.

Combining Open Scholarship with sharing of your research via Social Media provides an alternative way of measuring the impact of your research (via ALTMETRICs) while also enhancingtraditional research impact measures (increasing downloads/reads/citation counts). Most institutional research database systems now provide links to research article impact factors via both traditional databases (e.g. SCOPUS & Web Of Science) and Altmetrics. Therefore there is a compelling case for researchers to engage with social media to share their research via Twitter, Google+, LinkedIn, etc…

For example:

Reflect on this process on your WordPress blog.

 

Suggested readings:

Brembs, Björn, Button, Katherine, & Munafò, Marcus. (2013). Deep impact: Unintended consequences of journal rank. Frontiers in Human Neuroscience, 7(Article 291), 1-12. doi: 10.3389/fnhum.2013.00291 http://journal.frontiersin.org/article/10.3389/fnhum.2013.00291/full#impact

Buckland, Amy, & Bass, Michelle. (2015, 8 December 2015). Author and research identifiers. Retrieved 27 January, 2016, from http://guides.lib.uchicago.edu/ORCID

Costa, Cristina. (2014). The habitus of digital scholars. Research in Learning Technology, 21http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21274

Garnett, Fred, & Ecclesfield, Nigel. (2011). Towards a framework for co-creating open scholarship. In D. Hawkridge, K. Ng & S. Verjans (Eds.), Proceedings of alt-c 2011 – thriving in a colder and more challenging climate: The 18th international conference of the association for learning technology(pp. 199-216). University of Leeds, UK: ALT Association for Learning Technology. http://repository.alt.ac.uk/2177/

Greenhow, Christine, & Gleason, Benjamin. (2014). Social scholarship: Reconsidering scholarly practices in the age of social media. British Journal of Educational Technology, 45(3), 392-402. doi: 10.1111/bjet.12150  http://dx.doi.org/10.1111/bjet.12150

Haigh, Neil. (2010). the scholarship of teaching & learning: A practical introduction and critique. Ako Aotearoa, National Office, Wellington, New Zealand: Ako Aotearoa. https://akoaotearoa.ac.nz/download/ng/file/group-4/the-scholarship-of-teaching–learning—a-practical-introduction-and-critique.pdf

Orr, Philip, & Blinstrub, Ashley. (2015). Impact measures and published scholarship.  Retrieved from http://usi.libguides.com/impactmeasures

Priem, J, Taraborelli, D, Goth, P, & Neylon, C. (2010, 26 October). Altmetrics: A manifesto.   Retrieved 19 June, 2015, from http://altmetrics.org/manifesto/

Terras, Melissa. (2012). The impact of social media on the dissemination of research: Results of an experiment. Journal of Digital Humanities, 1(3), np. http://journalofdigitalhumanities.org/1-3/the-impact-of-social-media-on-the-dissemination-of-research-by-melissa-terras/

UC Library. (2015, 26 November 2015). Researcher profile. Retrieved 27 January, 2016, from http://canberra.libguides.com/content.php?pid=157360&sid=4381638

Weaver, Debbi, Robbie, Diane, Kokonis, Sue, & Miceli, Lucia. (2012). Collaborative scholarship as a means of improving both university teaching practice and research capability. International Journal for Academic Development, 18(3), 237-250. doi: 10.1080/1360144x.2012.718993 http://dx.doi.org/10.1080/1360144X.2012.718993

Weller, Martin. (2014). The battle for open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press. http://www.ubiquitypress.com/site/books/detail/11/battle-for-open/

Williams, Catherine, & Padula, Danielle. (2015). The evolution of impact factors: From bibliometrics to altmetrics (pp. 31).  Retrieved from http://docs.scholastica.s3.amazonaws.com/altmetrics/evolution-of-impact-indicators.pdf

#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:

https://www.surveymonkey.com/r/V53B7Z8
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?

 
References
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.