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Research in Learning Technology, the Journal of the Association of Learning technology - Responsibilities of the Editorial Board
Get PDFHow to run a virtual classroom session webinar presentation: Barry Sampson & Clive Shepherd
No full textCopyright Guidelines for Lecture Recording
Get PDFSample copyright guidelines to give to staff wishing to use their Institution's lecture recording facilitie
Immersed in the Digital: Networked Creativity through Mobile Video Production
No full textSummary of the context of the video, and its purpose: Rather than video developed for consumption by students, this application relates to the use of video produced by students in an a challenging and active learning experience. Audio and Video Technology students were asked to make short films using the devices in their pockets, i.e. their mobile phones. Students assumptions about film-making practice were challenged, they widened their thinking/repertoire, and gained an appreciation for the potential of short-form content to engage - they had a tendency to equate high end equipment with quality (HD movies), and ubiquitous technologies with frivolity (YouTube funnies). They explored the crossover between technologies and genres and developed new techniques as a result of the technical constraints of the medium, having to ‘think outside the box’, and develop skills in the production of ‘user-generated content’ (complementing their professional practice which focuses on high production values). How does a learning activity that requires students to switch roles and ‘technology genres’ (medium specificity), and challenges their core disciplinary assumptions, help them learn more about the practice of their discipline and the changing context in which they will practice? At first, the students were resistant to the idea of creating mobile phone films as many of the (technical and narrative) techniques ran counter-cultural to the predominant disciplinary culture. Once the students began to work on the films, they discovered a whole range of innovative and imaginative techniques that could be used with small handheld devices that they wouldn’t be able to do with normal video cameras. They learned through discontinuity by, having to rethink their practice and turning constraints into opportunities. Students worked in groups and produced 8 videos, 3 are described here: FILM SOUND FOUND - http://www.youtube.com/watch?v=oV69CgPZpnU Influenced by musique concrete composers like Pierre Schaeffer and the sampling ethos of bands like the Art of Noise and Coldcut. The group recorded footage of music and noise on their mobiles from a series of events and locations. Audio from the video clips was sampled into a sound library and then manipulated to create new track. The track was then imported back into the video editing programme and the original video clips were synched to the audio - essentially the video clips were cut up and re-pasted to make a collage of organised sound. THE MOVE - http://www.youtube.com/watch?v=uYxcQLeA26Y&playnext_from=TL&videos=AAOgBGm2IW4 "The Move" pieces together the story of a murder. The majority of the movie is comprised of videophone footage shot by the two murderers of their benign activities (presented as police evidence) and it doesn't become apparent that they are planning to murder until the last act. The film offers a different perspective on the dark-sider side of UGC, showing how mobile phone technology can be used to record and capture acts of evil. 3MP DESPERADOS - http://www.vimeo.com/8251541 This is a film about a man (Arthur) who is addicted to his mobile phone, becoming increasingly detached from his friends and his environment until he is actually absorbed into his phone. Once his friend realises what has happened, he tries every means at his disposal to get Arthur out of the phone.... As evidenced above, some of the students took a critical look at mobile technologies, e.g. exploring the dark side of mobile recording devices/addiction to technology; others used their mobile phones film capture truly engaging, authentic footage, while others used the phones in unexpected, alternative ways developing a range of innovative techniques (attaching phone to revolving door, walking through city with phone on high pole, putting phone inside a glass which went inside a fishbowl, taping phone to record to video DJ scratching from deck perspective etc.). The project enhanced learning by allowing the students to challenge their usual practice and explore mobile film-making as an emerging genre. This active, experiential learning video-based project was highly digital and networked; students used wikis for all aspects of project management, technical analysis and final reporting, accompanied by online photo journals (Flickr) which gave an insight into the entire process. The films were also uploaded to YouTube and presented in class (mini film-festival). Assignments were submitted as QR codes, leading to the work online. Through using multiple media across a range of open platforms the students immersed themselves in the technologies as mobile and networked learners and content producers. Institutionally – and further afield - this project has raised awareness of the creative potential of consumer technologies and the benefits of UGC creation as way for students to create open content which can be repurposed for others. We are now transferring this approach across disciplines and faculties in a university-wide drive to establish innovative digital curricula, and staff in other universities are now following our approach. The student experience was evaluated through focus groups, interviews and questionnaires. The response was overwhelmingly positive; after initial scepticism at the project brief (which moved the focus away from high production values) the evaluation showed that they appreciated the extended scope for creativity and imagination as they developed their work beyond the constraints of conventional practice. They also welcomed the ‘new way of working’, which allowed them to connect, collaborate and present across multiple platforms. The project has had a huge impact on the students. Not only have they developed a digital/networked mindset and workflow, but this project seems to have had a transformative effect on the way they think about themselves as media consumers/producers on the mobile web. Their final films were highly praised at a recent TEDx conference by Hugh Garry (BBC Content Producer who delivered a masterclass to the group), who praised their breadth and range (see http://bit.ly/ac1fWT - go to 21:45), which is a real boost for the students. They generated public video content in an experiential and social learning activity situated in a technological context that was simultaneously accessible, motivating and engaging. By challenging their assumptions about film-making through creating engaging content using the devices in their pockets, the learners accepted alternative approaches and developed an openness to rethinking their practice as a result of technological shifts – easing their transition from education to industry through encouraging a transformation in mindset which is ideally suited to lifelong learning in an rapidly changing world
Educational Technology and Related Education Conferences for January to June 2011 - November 11, 2010
Get PDFIf you attend the same conferences each year, you don’t need to scan this list. This list is your opportunity to “push the envelope” by trying something new. There are hundreds of professional development events that may give you a different perspective or help you learn a new skill. Rather than attend the same event you always do, scan this list and investigate conferences, symposiums, or workshops you have never attended. The list below covers selected events focused primarily on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until June 2011 are complete as dates, locations, or URLs are not available for a number of events held after June 2011. A Word 2003 format is used to enable people who do not have access to Word 2007 or higher version and those with limited or high-cost Internet access to find a conference that is congruent with their interests or obtain conference proceedings. (If you are seeking a more interactive listing, refer to online conference sites.) Consider using the “Find” tool under Microsoft Word’s “Edit” tab or similar tab in OpenOffice to locate the name of a particular conference, association, city, or country. If you enter the country “United Kingdom” in the “Find” tool, all conferences that occur in the United Kingdom will be highlighted. Then, “cut and paste” a list of suitable events for yourself and your colleagues. Please note that events, dates, titles, and locations may change; thus, CHECK the specific conference website. Note also that some events will be cancelled at a later date. All Internet addresses were verified at the time of publication. No liability is assumed for any errors that may have been introduced inadvertently during the assembly of this conference list. If possible, please do not remove the contact information when you re-distribute the list as that is how I receive updates and corrections. If you publish the list on the web, please note its source
ALT-C 2011 template for proceedings papers
Get PDFThis is the .DOC template for use by those submitting Proceedings Papers for inclusion in the programme of the September 6-8 2011 ALT Conference. The conference "Thriving in a colder and more challenging climate" will be co-chaired by John Cook (Professor of Technology Enhanced Learning at the Learning Technology Research Institute, London Metropolitan University), and Sugata Mitra (Professor of Educational Technology at Newcastle University)
‘Video Mark Schemes to Support Self-Assessment in Organic Chemistry’
No full textWe identified midway through the year that a sizeable proportion of our second year students had difficulties with aspects of organic chemistry. It was essential to devise a solution that would require the students to be active in their learning - a set of ‘remedial lectures’ would simply not be sufficient. We felt that a set of tutorials would be a better approach, but we were concerned that, for some students at least, the learning would be restricted to the timeframe of the tutorial sessions. It should be noted that some of the less able students find textbooks difficult to interpret in this area, with reaction schemes often appearing cluttered with so much information being presented ‘in one go’. Hence we decided to support the delivery of the first tutorial with a suite of video resources. Students were instructed to complete the tutorial (PDF file on Blackboard) over Easter. A set of video tutorials on basic aspects of organic chemistry were made available, along with a set of animated reaction mechanisms. Usage of these resources was monitored with Blackboard’s statistics tracking features. Students were then instructed to submit their work after the Easter break, and copies were taken before the work was returned. The students then completed ‘Self-Assessment’ of their work, using a video of an academic talking through the mark scheme to guide them. The meechanism for delivery of student feedback was directly embedded into the core of the exercise, meaning we were able to obtain feedback from every single student who completed the task, and this made fascinating reading. Some comments include: “I found it very useful. its clearer to see where you’ve gone wrong if you’re marking it yourself rather than having a cross and a wrong answer you see why its wrong” “YES VERY!! please more during the year” “This has been a brilliant exercise if i am honest…” “… you can actually see where you went wrong and understand the areas to work on. It was really good that the videos paused to allow you to add up the marks and stuff.” “It was a brilliant exercise in covering things I had already understood, whilst simultaneously highlighting things I'd clearly managed to remember or even learn wrong…” “This is an excellent resource and should be developed further for organic chemistry” “…it is a very useful exercise, with the feedback accessible to watch again.” “Yes, it would have been even more useful before easter... “ “yes there should be more like this that are marked throughout the course” There were also some constructive negative comments including: “Useful but still does not replace contact time with lecturers in tutorial type situations
Interactive use of video conferencing in Initial Teacher Training
Get PDFTwo examples of using video conferencing to enhance learning
ALT-Epigeum award for most effective use of video - winner and finalists
Get PDFThis document announce the winner and finalists of the 2010 award