Reading: Chapter 17 HEA / TEL – podcasting for pedagogic purposes

10 06 2013

Chapter 17 by Newton and Middleton Podcasting for Pedagogic Purposes: The journey so far and some lessons learned

http://www.heacademy.ac.uk/assets/documents/learningandtech/Transforming-17.pdf

I really liked this chapter.  I think I was influenced by the early inclusion of CoP, Biggs’ constructive alignment and a whiff of ‘it’s not napster’ in the opening paragraphs.

P236:If we aspire to a learner-centred, well-aligned, constructivist paradigm, we need to be creative and open in evaluating the potential of new and emerging technologies.

I would advise you to read it if interested in podcasts, but I particularly liked the twist of students producing video podcasts outlined on p240. I think it has potential for peer feedback in a large team-based module I take.  I plan a video podcast gallery of each team’s initial idea and to make it an early formative feedback point, I think it also has the potential to encourage team development.

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Useful resources for further reading from this chapter:

Lewis, D. and Allan, B. (2005) Virtual learning communities – a guide for practitioners. maidenhead: Society for research into higher education and open university Press.

Nason, E. and Wooding, S. (2006) Hub and spoke model for high technology platforms. rand europe memorandum for the Department of Health. Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4130722.pdf [23 August, 2009]

Salmon, G. and Edirisingha, P. (eds.) (2008) Podcasting for Learning in Universities. maidenhead: open university Press.

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Reading Chapter 16 HEA / TEL

10 06 2013

Chapter 16:

http://www.heacademy.ac.uk/assets/documents/learningandtech/Transforming-16.pdf Transforming higher education through technology-enhanced learning is about DeMonfort’s pathfinder project

It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided.

Page 225: How can an HEI begin to make sense of the proliferation of read/write web tools and approaches available to both staff and students, and the concomitant growth in networking opportunities available to users, in order to lever pedagogic gains?

HEA Chap 16 p224

P224: For Anderson (2007), the relationships between individuals, their PLEs and their networks will become more important both socially and educationally, because they will “challenge conventional thinking on who exactly does things” (p.57). Managing a possible disconnect between old and new cognitive models of the curriculum will need thoughtful planning, so that flexible curriculum strategies can be implemented. This, in turn, requires a shared institutional framework for understanding the rationale for change.

Anderson, P. (2007) What is Web2.0? Ideas, technologies and implications education. Bristol, UK: JISC.

P232: the DMU Pathfinder project demonstrated that the learner can be empowered to make effective decisions about their learning where read/write web tools are used to catalyse pedagogic innovation (DMU, 2009; Napier, 2008). Such innovation is driven by learning and teaching cultures that emphasise starting with the learner and her/his aspirations and conceptual understanding, and encourages students to find spaces within which their personal, critical, learning literacies can be enhanced and extended…the read/write web can proactively shape the means for the production of educational outputs by shaping the creation of personal learning spaces.