The Higher Education Academy (HEA) has a comprehensive online resource concerning 'feedback'.
The next meeting of the DMU Social Media Group is scheduled for the 18th April 2013, from 1pm to 2pm in the Transdisciplinary common room. The meeting will discuss WordPress as an online CV and Personal Development Auditor.
If you are interested in attending please come along or contact Steve Mackenzie:
Pinterest is one of the most popular image sharing websites. It allows individuals to set up an online profile where they can post personal information, upload photographs, pin images sourced from other websites and organise the material in virtual pinboards which are available publicly.
Explorers of all things Social Media
The Social Media Group meets in the transdisciplinary common room. The focus of the group is to share practices of social media used for learning and teaching and too evaluate how effective they are. During the forthcoming weeks there will be dissemination on different social media programmes; how they are used; and their effect on learning and student experience.
To join the group and find out more information:
Select this link https://plus.google.com/u/0/communities/112373844650640338606 to join on Google groups
Or email:- Steve Mackenzie or Thom Corah at DMU
In my work as an educational technologist I am more and more frequently receiving queries and requests from academic teaching staff who want to make a video of their lecture so it can be available to their students on their module page in Blackboard. A request to which I respond with the following (or thereabouts) for them to consider:
Before embarking on the creation of a video of your lecture or presentation to be used as a learning object, it is important that you consider if there is a ‘pedagogic’ necessity to create this type of resource?
Is the knowledge content of the lecture such that a video of you presenting it makes it more likely that students will be able to understand it/apply it or do whatever it is that they are required to do with it in order to achieve the learning outcomes?
Does your visible presentation style (how you comport yourself as you present your lecture) increase the potential for students to achieve the required learning outcomes for this particular session?
In general – is this method of re-presenting your lecture imperative to the learning requirements and outcomes for the session? Are the students going to learn more from engaging with this learning object if they can see you in it?
If your answer is NO to the above, then you may well be better creating an 'audio' recording of your talk and supporting this with slides/images from your presentation.
I have come across many examples of lecture videos wherein it would have been so much better not to be able to see the presenter, where a slideshow with voice-over would have been a more effective approach. The fundamental issue here is not one of visual quality – it’s not such a big deal if the video camera has been setup with a bit of a lean to it, or there are some tatty posters hanging on the walls behind the presenter – sure, these factors can lend an air of ‘quality’ to the presentation – but ‘all that glitters is not [pedagogic] gold’. What is key is the ‘content’ that is being presented, and how it is articulated for the most effective pedagogic ends via this particular medium of presentation.
Sometimes it is better to be heard…and not seen.
This post touches on some broader issues concerning the notions of ‘technology driven education’ vs. ‘education driven technology’.
The increased desire for academic teaching staff in HE to engage with technology for teaching and learning is in principal good news, as enhancing learning through technology (ELT) offers some exciting spaces in which education can undergo innovation and evolution and allow us to explore and establish new educational models. However, the demand for creating technology enhanced learning ‘things’ is not always based on a robust pedagogic imperative but can tend towards that of using technology for technology’s sake. There is a danger that if we do not confront the use of technology in education with a critical pedagogic eye at the point of local inception (that is when we as individual educators decide that we want to use a specific technology or technologies for teaching and enhancing student learning) we may simply establish practices in which our pedagogic energies (the time we invest in the development of educational things) are invested in the production of technology-driven learning objects that have no real educational value, and that do not fully exploit the innovative developmental potentials that ELT can offer.
For more information and guidelines on various methods for capturing and re-presenting lecture content, visit:
To find out how to capture your voice and presentation slides as you present your lecture in real-time, visit:
To find out how to add a voice-over to PowerPoint presentations, visit:
This is the call for workshops or presentations for the 2013 DMU ELT Symposium, run by the CELT team. The symposium will offer a space for DMU-wide discussion about our shared learning and teaching experiences, using technology. There are five strands that underpin the symposium and we would welcome submissions for workshops or presentations in each strand.
Technology and pedagogic change: workshops or presentations might focus on why and how specific technologies have been deployed to enhance classroom practice, or they might evaluate the efficacy of specific pedagogic strategies.
Using technology to enhance assessment and feedback: workshops or presentations might focus on the impact of technological innovations on the student experience of assessment, or they might highlight the barriers and opportunities to e-assessment in specific disciplines.
Developing distance learning: workshops or presentations might focus on the curriculum design process for distance learning provision, or the ways in which technologies affect curriculum delivery and academic relationships.
Technology and staff/student digital literacy: workshops or presentations might focus on the ways in which technologies impact either student or staff confidence, skills, attitudes and/or knowledge, or the rationale behind pedagogic approaches to developing digital literacy.
Any other ELT business: this is an open space in which you might wish to offer a workshop that critiques the use of technology in education, or facilitate a teach-meet on a specific area of practice etc.. It's up to you.
The CELT team's intention is to offer two 90 minute slots for each of the five strands. We are calling for submissions for:
20 minute presentations, with space for a further discussion;
45 minute discussions on specific themes that will be participant-led;
90 minute workshops on a specific theme that will be participant-led.
If you wish to present individually or as a team, a submission should include the following.
Author and DMU department:
Type of presentation:
Session outcome for participants (no more than two):
Session context: (250 words maximum):
A key question for participants to consider:
The submission should be emailed to email@example.com by noon on Friday 22 March. Submissions will be blind reviewed and we will provide feedback on all each with decisions by the close-of-play on Friday 19 April.
There will be the opportunity for presenters to work with the CELT team to capture the session outcomes as a case study that will be published as an addendum to the ELT Evaluation report of 2012, in order to extend the outcomes of that report. Where appropriate, presenters will be supported in writing-up their presentation as a case study for possible publication.
Whilst figuring out what would be the best output for a package that I'm developing for somone in our Library based on the tool 'Freemind', I need to decide which output based on what Freemind permitted amongst others 'Flash' or 'Java' would be best for users (both these retained mind map as the main front page from which to navgiate) I was not sure what would be the best out of the two, so I tried to gather some views and came across this article 'Flash or Java, Sitting in a tree – Develop in a cloud' -apart from getting lost in the developers jargon what I did like was this qoute re technologies, codes etc:
"Nothing ever dies. When people say something is 'dead,' what they usually mean is that it has either fallen out of fashion or there's no more growth in it. Other technologies have become more prevalent, and there's higher growth there. People who say such-and-such is 'dead' are usually off by as much as 20 years." (Forrester vice president and principal analyst John R. Rymer)
We need to be wary of HTML5, how this will look in the future we will see here. For my issue, I think I'm leaning more towards Flash!
Great news here by the co-jointed afforts of JISC and Mike Thrussell, Assistive Technology Coordinator.
"ACCESS: YouTube simplifies the standard You Tube site making it easier to search and play videos, and allows the use of assistive technologies. It is now publicly available so everyone can benefit from this accessible method."
Posterous the blogging platform will be turning off its service on April 30th 2013. Up until then you can back up your blog and consider importing your blog to wordpress or square space, read more here.
Note to DMU staff/students if you don't have a wordpress blog you can set up one on our commons (hosted at DMU).
Contact your Faculty PO officer for further advice.
Yes, things do move thick and fast, but embracing that's a different matter. Anyhow, just picked on this lastest app for the IPAD. Doceri which allows for an interactive whiteboard and screen cast recorder. Another option to add to the ways of capturing screens!