Tag Archives: students

Beyond lecture capture

Marieke Guy
Learning Technologist
Royal Agricultural University

ALTC 2018

At the Royal Agricultural University (RAU) we are a little behind with lecture capture (we don’t do it very often), but it now turns out that it isn’t such an issue as other institutions seem to be moving beyond lecture capture and focusing more on other uses of multimedia. I attended a number of sessions at ALTC 2018, courtesy of a UCISA bursary, on how we can take things forward and make multimedia use a more everyday part of our learning tech activities. I enjoyed a talk by UCISA fellow bursary winner, Karl Luke from Cardiff University on ‘Studying learning journeys with lecture capture through Staff-Student partnerships’. His research has looked at how we can educate students in making the most of the tools available. So for example, if it’s not in YouTube why would students know that it’s in Panopto? Interesting to hear that students are increasingly watching lecture capture at home on their TVs in a self-created study space with physical materials at hand. Much more “screen real estate” than on mobile phone.
A talk from Stuart Phillipson of University of Manchester (available on video) looked at how they have used the Equality Act to enable them to record content (regardless of the opt in options) and share with disabled students using a 24 hour grace period for the academics. 85% of lectures are now recorded and shared with disabled students – these students are not allowed to share content more widely, that would be a case of academic misconduct. At the University of Northumbria, they have been successfully using Panopto to give video feedback to students , keeping their audience interested by releasing the grade at the end of the session.
The steps in video feedback from Northumbria University

 

 

 

In a more practical workshop, the University of Wolverhampton team looking at alternative uses of lecture capture , we played lecture capture bingo and shared our experiences. There were also some useful discussions on how we measure success. Is it viewing ratio: how many hours viewed versus how many hours recorded? Or are there other ways that we should be doing this? Also worth a look is Duncan MacIver’s pebble pad on the impact of digital learning capture on student study habits and the University of Wolverhampton article on ‘Flipping the learning experience for science students’.
Lecture capture bingo
More to follow on the noticeable themes and favourite moments at ALTC.
This blog first appeared in the ‘Digital Transformation at RAU’ blog.
Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Communicating with brains in survival mode

Kat Husbands
Digital Content Officer
University of Glasgow

UX Week 2018: Tools we can use

An early contender for my favourite talk of UX Week 2018, which I attended courtesy of a UCISA bursary, was Laura E. Hall’s on ‘Caring for Players in Real World Spaces and Beyond: Lessons from Escape Room Games’.
I’m a huge fan of online puzzle and room escape games, and loved hearing about Laura’s work designing real-world ones.
For starters there were so many crossovers between escape room game design and web design: the need to manage users’ cognitive load, minimise stressors, and communicate story or message, and the importance of accessibility.
Further, I’m writing this during University of Glasgow’s registration and enrolment period: one of the most stressful and most digital-centric times of the year for students. If we could apply Laura’s ideas on how to communicate with the brain when it’s in survival mode, maybe we could smooth this out…
I highly recommend watching the whole of Laura’s 34 mins talk below, or for just the ‘survival mode’ chunk start at 15 mins in.

Phew

All this just from 1 talk and 1 workshop?! More soon…in the meantime, you can watch many of the other talks at the official conference recap.
This blog post first appeared on the UofG UX blog.
Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

A new way to build personas

Kat Husbands
Digital Content Officer
University of Glasgow

UX Week 2018: Tools we can use

Thanks to the UCISA bursary scheme, I was lucky enough to attend UX Week 2018 in San Francisco.
The best thing about going to conferences is meeting and learning from lots of lovely people who are trying to do the same things I try do to. UX Week surrounded me with hundreds of such lovelies, from all over the world, for 4 full-on days of talks, workshops and social events. It was big, bright and — in the best possible way — exhausting!
The other best thing about going to conferences is picking up new ideas and methods I can apply in my work. UX Week certainly lived up to its fantastic reputation for delivering ‘new tools you can put to use immediately’.  I took so many notes that I’m going to have split up my write up across several blog posts.
I’ll start with the ideas that lodged themselves the deepest; the ones my jetlagged brain still churns through at 3am.

Ditch the demographics: segment users by thinking style

For prospective applicants, instead of: ‘Lower GPO’ / ‘Higher GPO’ / ‘Older Student’ / ‘Low-Income’, Indi proposed: ‘Passionate About The Topic’ / ‘Means To An End’ / ‘Looking Forward To The University Experience’ / ‘Exploring Paths’.
Indi Young proposed this new way of building personas in her workshop Paying Better Attention to the Problem.
The idea stuck with me because I’ve really struggled with persona-building. Also because, marvellously, one of her slides covered the thinking styles of university applicants, making it instantly relatable.
During the University of Glasgow UX project, I don’t think it ever occurred to us to categorise our users as anything other than students at different levels of study, and staff in different job families. But when it came to assembling our ‘Digital Life’ interview findings into personas, we found it almost impossible to generalise within these broad categories.
Worse than that, in hindsight I see that personas based on these categories wouldn’t actually help me! I produce internally-facing content for our current students and staff, much of it quite technical. When I’m rewriting, for example, the instructions for connecting to campus wifi, how can I consider the need of First Year UGs vs. Final Year, PGRs vs. Professional Services Staff? They all just need to get connected!
But what about the needs of ‘Help, This Is My First Smartphone’ vs. ‘I Got This, Just Tell Me The Settings’? Now there are two groups I can work for 😃.
I’ve made up these thinking styles, but I fully intend to go back through the interviews we’ve done so far (you know, when I’ve got a spare month…) to identify our users’ real ones.

More tips for demographic-free persona building

  • No photos: Sophie Dennis has observed “One client used a photo of a young blonde-haired woman. That persona would get dismissed as ‘The Blonde.’”
  • Use gender-neutral names, or no names at all, and write bios in the first person
  • Phrase the thinking styles so that users would be happy to identify with them
  • Understand that one person can switch between multiple thinking styles depending on the circumstances.

Empathy = listening

Indi also went into great and fascinating detail on the concepts of cognitive bias, empathy, separating the problem space from the solution space, and how a UX designer should aim to be “woke”:
  • Try not to fall prey to cognitive bias
  • Recognise what systemic bias is
  • Aim for more goals than only ROI
  • Avoid using demographics to refer to a user
  • Be aware that your own culture is one of many.
More on UX Week to follow.
This blog post first appeared on the UofG UX blog.
Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Making the most of a UCISA bursary award at ALT 2018

Marieke Guy
Learning Technologist
Royal Agricultural University

Planning for ALT 2018

It’s only 12 days and 17 hours till ALT 2018 – ALT’s 25th annual conference and the biggest meet up of Learning Technologists this side of the Atlantic (possibly?)
I have been lucky enough to be funded to attend by the UCISA bursary scheme and I intend to make good use of my subsidized ticket.
There is so much on it’s hard to know where to start but in traditional festival fashion I have a list of potential topics and sessions, though who knows what will happen when I actually get there!
Student engagement – At the Royal Agricultural University (RAU) we really want to get better at asking the students what they think. This year we ran the Jisc digital student experience and it was both enlightening and a little scary. I’d like to hear more about how other institutions have been using their data so will be attending Rating their digital experience – what do our students really, really want?.   I might follow this up with What organisational variables support a positive student digital experience? – which also looks at the broader tracker data. The session on Students as partners in technology initiatives: How does the technology aspect affect partnerships, and how can we make the most of this? also looks interesting.
Staff  digital skills – We also need to improve our staff digital literacy so the session on Witchcraft to Wonder – My journey empowering staff with technology sounds like a definite.
Data – I’m a big data fan and it is an area we’d like to explore at RAU. The session on Getting to grips with Learner Dashboards: a research informed critical approach to understanding their potential will be useful as does the well-named session Honey I shrunk the data: small design steps towards a data-informed blended learning approach .  I might also attend the workshop session on Using learning analytics to inform evidence-based interventions on live courses. Hopefully we can get some dashboards up and running in the next year.
VR – Virtual Reality offers so much potential. I’m hoping the Creating VR: what we learned along the way session will give some good pointers on how to get started. There is also Virtual Learning Environments: Walking in the Park or Wandering in the Jungle?. Sounds appropriate for an agricultural university!
Multimedia – Video is where it’s at. If I get time I will take a look at OSCEs at the Oscars: how video assessment has stolen the show and I like the look of the workshop Capturing Imaginations: Why it’s important to consider alternative uses of (lecture) capture technologies .
Distance learning and course design – For the Catalyst project, we need to design four blended learning programmes from scratch so any ideas are useful. I might try OSCAR: A Structured Approach to Course Design. We also know that we will be using ePortfolios for a considerable chunk of the assessments and the talk on Eportfolios in placements: unlocking the potential through collaboration could prove useful.
I’ll also be catching the keynotes from the fantastic all-female line up: Dr Tressie McMillan Cottom, Dr Maren Deepwell and Amber Thomas.

I will be presenting a poster during the poster and talk session entitled From little acorns…growing a learning technology culture.  If you’d like to discuss what it’s like being part of a one-person team then please find me. As I explain in the brief the poster is “of interest to anyone who wants to hear about how ‘more with less’ is possible if you make the most of collaborations and outside help. There will be lots of useful tips and far too many agriculture analogies!” I’ll post up my poster as soon as it’s finished.
Of course, as we all know the networking opportunities are what really make a conference. The Awards Evening and Dinner at the Midland Hotel will be great and I’m looking forward to hearing who has been voted ALT Learning Technologist of the Year.
I’ll also be catching up with my fellow UCISA bursary winner Karl Luke (Business Change Officer from Cardiff University). Karl and I bumped into each other at the recent Panopto user group meet up in Birmingham. We’ll clink glasses on behalf of UCISA!
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

What is the value of video use in education?

Matt Goral
Educational Technologist
City, University of London

Media and Learning Conference 2018 – Leuven, Belgium

Video assessment, video quality and lecturer performance

Courtesy of a 2018 UCISA Bursary, I was able to travel to Leuven in Belgium for this year’s Media and Learning Conference.  Among the conference’s discussions and presentations, there were several which explored the nature and purpose of video in education and assessment.
A long discussion ensued on why we might use video assessment, why ask students to make videos. There was a general consensus that the main reason is that digital literacy is becoming more important all the time. Tools to produce video are widely available and just as essay writing asks students to think critically, engage with existing literature, etc., in addition to the actual content, video format asks them to learn new software, think about data and formats, consider storage and sharing, etc. The speciality of video is providing an opportunity to learn the many digital skills in an authentic context.

Due to the variety of formats and styles, using rubrics to mark is very important to achieve consistency. Getting students to submit a storyboard or script beforehand that’s graded is also very useful, to help them with planning as the temptation is just to start shooting, and we all know how important pre-production is.

Jeanine Reutemann from Leiden University talked about quality of video. She mentioned it’s quite a hard thing to talk about, that we like watching some people and not others. Performance in front of camera really matters and is a bit unpredictable. It’s a skill. Also clearly there is a close relationship between someone’s performance and the way we shoot, communicate, and direct them. We should be mindful that the speaker will be influenced and potentially thrown by the setup. Bright lights, microphones, potentially many people hanging around. There is an intensity that doesn’t suit everyone. We should be mindful and consider how we can get the most out of someone’s style.
Also, let’s not put PowerPoint slides into VR.

Conference format

A few words on the organisation of the conference as I found it interesting. There were several formats running in parallel. First, is the familiar presentation with questions at the end. Those were limited to about 20 minutes each which was great for concentration. Secondly, there was a cinema which screened educational movies and projects at several points. Next, were the small workshops which focused on specific pieces of software that let you try them out with an expert. Finally, there were the discussion groups. Those were great in theory as the room was setup in a big circle, and the facilitators encouraged discussions between participants. However there were a few people introduced as “experts” who framed the discussion by talking about a few projects of their own. This changed the focus of the room from an open discussion between peers, to a panel session with unusual sitting. It was a wasted opportunity in my opinion, especially as only one facilitator had an activity planned and the rest of the sessions were unstructured. I see a lot of educational conferences falling back on lectures, and ignoring our own advice and not taking enough risks with formats, activities and approaches.
Overall, I think the conference was great. It allowed many new ideas and successes to be shared, but also allowed us to see that we are struggling with very similar issues (such as lecture capture adoption, see this paper ‘Tune up, tune in, don’t drop out by Emily Nordman et al.).

What next?

Please feel free to leave a comment, or email me (matt.goral@city.ac.uk), about anything that resonated with you.
I would also like to ask if you’d be interested in a webinar where you are able to ask me about the conference in more detail. If so, please leave a short comment, or email me saying you would be interested, and what you would like to talk about.

P.S. The featured picture is a photo of an untitled sculpture by Gregg Louis shown as part of the 2018 Grand Chess Tour which happened to coincide with the conference.

Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme. 

Developing ideas in pedagogical transparency for staff and students

Brandon Davies
Junior Audio-Visual Technician
City, University of London

Spotlight on Digital Capabilities, June 2018

When I applied for the UCISA bursary scheme, I immediately identified “Spotlight on Digital Capabilities”, as an ideal conference for what I feel is a most urgent and interesting point of contention within the higher education system today. The potential and ambition within the realm of future teaching-enhancing techniques is intense, and the conference further embodied this.
In my blog, I’m going to focus on two talks from the conference, with which I most connected. I will then expand that consolidation of information into my own thoughts on digital pedagogical applications.

Certification for IT training: options and approaches – Gareth Johns

The talk by Gareth Johns on options and approaches for IT training was eye opening.  The options presented brought together a vital mix of ingredients essential to constructing a sustainable system for engagement, efficiency and certification validity.
The MOS Course (Microsoft Office Specialist) is an official course run and certified by Microsoft themselves.  Using this as a benchmark for digital capabilities is a fantastic way to give staff and students a goal that is not just useful for working within the university, but an incredibly useful skill as a whole. Having a highly recognized qualification as the goal, helps add to staff and students’ employability skills for their career, as well as increasing the efficiency with which digital technology is used, and furthers the transition into modern teaching spaces.

Employability as a result of proficiency

As an Audio-Visual technician myself, the vastly increasing use of digital technology within teaching spaces, can be bewildering for staff and students.  However, these spaces have the potential to provide an increasingly communicative, inclusive and engaging form of teaching. Simply setting the MOS course as a goal is not enough.  At Cardiff Metropolitan University, Gareth has implemented interactive pages on Moodle, in which a more bespoke and broken down version of the course lessons can be taught. This, as well as regular seminars, creates a far more friendly environment and approach for learning the necessary skills required for passing MOS. Using real spreadsheets that staff and students interact with, helps bring home how useful these skills can be in day to day life. This contextualisation, as well as additional practice software such as G-Metrix, creates the infrastructure necessary for an intuitive and accessible course.

Developing a holistic institutional approach to digital capabilities development – Karen Barton

Karen’s talk opened my mind to a totally different approach to digital capabilities development, an holistic approach. Rather conveniently from my alma mater (University of Hertfordshire), Karen immediately separated herself from other approaches by viewing the situation from a larger perspective.
This picture from her slide perfectly demonstrates the side effects of a non-centralised approach to providing answers. With too many parties providing their own solutions, the result can be an overcrowded and inefficient environment.

 

 

Having a specific investigative objective from senior management, as one would expect, seems to have gone a long way in progressing Karen’s work. The use of a pilot programme as a result of the extensive resources allocated, is a great way to slowly refine the scheme before being finalised.
Five other universities have signed up to Hertfordshire’s pilot, a collaboration benefiting everybody. At Hertfordshire, the total redesign of the VLE has given the team there an opportunity to apply different pedagogical practices into the most commonly used software around the university. This has provided an exceptional opportunity to increase the accessibility and efficiency of the scheme. Such long-term integration of digital capability approaches, enables an accretion of infrastructure to the point where the very fabric of being a part of the university exposes you to the certification course and its requirements. Many different speakers from a variety of universities pointed out the use of Lynda.com and Karen was no exception. I’d recommended my university (City, University of London) consider the use of Lynda. I’ve used Lynda for personal development in the past and can speak only highly of it.
Here are a few ideas I have for increasing the success rate and enthusiasm for an IT certification scheme.

Don’t Fall Behind in the Digital Age

Marketing Ideas:
  • Giving a focus on the employability aspect of the course is vital; certification within digital capabilities is hugely beneficial in the modern job market. Indicate the need to stay ahead in the digital age and not fall behind, reinforce the accreditation from Microsoft. The opportunities for lecturers to save on valuable teaching time by becoming increasingly proficient with digital technology within the classroom, is an additional marketing focus.

Increase your chances of a higher salary!

  • Holding a prize within the course for exceptional students and staff could also be hugely beneficial to providing additional incentives.

Conclusions

Homogenising the wide variety of ideas and approaches from the conference is not an easy task.  However, what I’ve mentioned goes a long way to solidifying my own approach to a task requiring a great deal of re-wiring across higher education as a whole, which has no easy solution.
I’d like to thank all the speakers from the conference and UCISA for giving me the opportunity through the bursary scheme to attend. I hope to share my findings with staff at City, University of London, and encourage conversation on an incredibly interesting and complex subject.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

Innovation in HE video use

Matt Goral
Educational Technologist
City, University of London

Media and Learning Conference 2018 – Leuven, Belgium

Virtual reality and 360 video

I was fortunate enough to travel to Leuven in Belgium last month for the Media and Learning Conference, courtesy of a UCISA bursary.  In the course of the conference, there was quite a lot of discussion about virtual reality, augmented reality and 360 video. I highlight two particular projects below.
Kristof Cleymans and Annelies Huysentruyt from Artevelde University College talked about how they used 360 video and multi-camera recordings in nursing courses.
To better prepare student nurses for an upcoming practical exam, they gave them an opportunity to view the simulation room where the assessment will take place ahead of time. They took 360 videos and pictures, and annotated them with Vizor to show things like content of cupboards and available equipment. The feedback was very positive. The examiners really appreciated that students arrived at the examination much better briefed, and they were able to spend time discussing the assessment rather than familiarising students with the rooms.
Kristof and Annelies also worked on recording clinical assessments from multiple angles, specifically for feedback purposes. They were asked for help as that particular year there about three times more students in the cohort to give feedback for. Teachers were worried about the quality of the feedback. The recordings meant they were able to provide feedback to whole groups of students at the same time, and the feedback was much more accurate as they did not have to rely on memory. Additional benefit was that the feedback included a lot more positive observations and praise, rather than just focusing on the mistakes. The setup consisted of a few webcams positioned out of the way around the assessment room.

The second project involved Rob Higson and Matt Howcroft from University of Derby working with a literature lecturer. The lecturer said that first year students are really unprepared for studying poetry and wanted to create a resource that would help her address that. The team produced a 360 video that walks the students through a poem, comprised of many creative pieces of footage. The 360 let the students watch and create their own journey through it, whilst listening to a performance of the poem. Some students were given the opportunity to view it using VR which was received very positively. One important piece of advice said to slow everything down and make the cuts a lot gentler than usual, as it is not clear where the students might be looking at any given moment and sharp changes could disorient them, ruining the experience. To ensure students get the most out of it, the video was preceded with explanations on what to consider whilst watching and how it ties to the theory explored in the module.

Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

Expanding horizons with a UCISA bursary

Beccy Dresden
Senior TEL Designer
The Open University

 

 

 

DigPedLab Vancouver 2017

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

HE TEL/IT community

Probably the biggest and most lasting benefit of receiving a UCISA bursary has been the impact that participating in DigPedLab Vancouver has had on me feeling part of a worldwide HE Technology Enhanced Learning (TEL)/IT community: my Twitter timeline now has a decidedly international flavour! The Literacies track included nearly 30 participants – two Brits apart from me, a professor from Puerto Rico, an educator based in the Austrian Alps, and the rest from North America, a mix of librarians, academics, educational project managers, IT folk, and even a practising attorney. This diversity was one of the many things that made DigPedLab so attractive to me: I wanted my western European, middle-class, middle-aged, cis white female perspective to be thoroughly challenged; over the course of the weekend, it certainly was. Each track had a dedicated Slack channel, and many of the participants have generously shared their own digital literacies resources via that medium, which I in turn have been able to share with Open University (OU) colleagues and, where those resources were publicly accessible, with the wider community (e.g. via links in my bursary blog posts). And of course the bursary also gave me an opportunity to share my work and that of my team/institution with the North American (and wider) HE TEL/IT community, an international visibility that would otherwise be difficult to achieve.

Institutional impact

While there have been fewer institutional opportunities than I had hoped to disseminate what I learned at DigPedLab Vancouver (they have mainly been restricted to knowledge-sharing activities within my team, and colleagues in our Learning and Teaching Innovation Portfolio), one exciting benefit to come out of it is that I am currently supporting faculty colleagues to deliver our own mini DigPedLab here at the OU. Having experienced their teaching first hand, I am a strong advocate for the critical digital pedagogy approach promoted by Jesse Stommel, Sean Michael Morris, and their associates, and I am looking forward to developing a network of support for this approach across my institution.

Since this year’s bursary scheme was launched I have been actively encouraging other OU staff to apply for it – by promoting it via email and other internal communication channels, and putting up posters across the campus.

Personal/professional development

I remain connected to many of the DigPedLab participants via Twitter, and the time difference between the UK and the US means my day often starts by reading their posts and following their links. Participating in such a challenging (but supportive) ‘summer school’ with innovative and inspiring practitioners has really boosted my confidence in what I have to offer around digital literacies as a TEL professional, as well as dramatically increasing my understanding of the challenges faced by my peers in North American HE institutions. My horizons could not have been expanded in this way without the opportunity provided by the UCISA bursary, which is why I have a tweet encouraging others to apply for it pinned to my Twitter profile.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Supporting student learning in a digital world – opportunities and obstacles

Beccy Dresden
Senior TEL Designer
Open University

 

 

 

DigPedLab Vancouver 2017 – Day Two

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

For the first half of the afternoon on Day Two of DigPedLab 2017, we had a choice between one of five workshops delivered by the DigPedLab Fellows:

or a lightning talks session.

Three of the five workshops appealed to me, but Leonardo was happy to share the resources used in his, and Penny and Kris were both in my track, so I figured I could pick their brains another time (especially Penny, who is based in the UK), so I went for the lightning talks. These are detailed at the link above, but to save you clicking, I have included the summaries here in italics.

Interdisciplinary Solutions

Michelle Clement, Associate Faculty in the School of Business at Royal Roads University, will offer a talk and case study about how tackling homelessness isn’t a one disciplinary approach. The case study will show how sociology, marketing, mental health and nursing students worked together across disciplines and cultures to better understand homelessness in their community.

I noted the following:

  • Working in multidisciplinary teams, students felt that sharing different perspectives deepened their understanding of the problems.
  • Michelle is now living their experience by participating in the Writing track here!
  • Organising this kind of thing is administratively complicated, but focusing on making it a meaningful experience for students is key.

New Media and Pedagogy

Hannah McGregor, Assistant Professor in Publishing at Simon Fraser University will offer a lightning talk as a provocation: to explore how new media forms (podcasts, social media feeds, etc.) allow pedagogy to take place beyond the university. What would happen if we thought of our role, as academics, to be pedagogy (not research) first? How do forms like the podcast allow us to enact a public-pedagogy-first praxis? How the heck will we convince universities to get on board?

I noted the following:

  • Hannah loves podcasts, but hates the male-dominated maker culture, coding-boot-camps stuff.
  • Maker culture can be too focused on the production of a thing, as opposed to processes, community building, pedagogy, etc. (Is this a male vs female thing?)
  • Where are the women in podcasting? (Hannah referred to an article in Forbes that seems to claim people hate the sound of women’s voices.)

Open Pop Ups

Verena Roberts, Learning Specialist at Rocky View Schools, will discuss open learning networks. From September 2017 to June 2018 she will be connecting learning communities with open learning networks by facilitating serendipitous and planned ‘Open Pop Up’ learning activities with a K-12 contextual lens. She will be completing a pilot version of the ‘Open Pop-ups’ at her school district in the hopes of using the pilot to inform her doctorate research the following year.

I noted the following:

  • Um, what is K-12?! (I Googled it for you: https://en.wikipedia.org/wiki/K–12)
  • We need to keep talking about the differences between OERs and open(ing) learning
  • Stick metaphor – what children see (same with cardboard boxes?) [sorry, I have no idea what I meant by this!]
  • ePortfolios for high school students – not résumé building, but creating relationships and apprenticeships
  • Verena gave a couple of examples of her open pop-ups:

– Kindness ninjas – promoting sharing behaviours among children in underprivileged area

– Assembling diverse groups of students.

Daagu

Carolyn Steele, Career Development Coordinator at York University, Toronto, will discuss Daagu. Daagu is an online platform that offers holistic and collaborative eLearning opportunities to students. Developed at York University in Toronto, Daagu is designed to promote student choice and engagement, community dialogue and meaningful application of conceptual content. It’s very much a self-directed way of learning. This session will introduce Daagu and provide information on how to learn more.

I noted the following:

  • Carolyn has been working in blended classes for the last 5 years, and teaches 7–10pm – she tries to end at 8.30/9pm so the rest – the reflection part of the learning, mainly – can be done online. [This interested me because some Open University (OU) students complain about the timing of synchronous online teaching events.]
  • Daagu was developed for the nursing programme at York.
  • To me, students’ posts look like a combo of Pinterest and OpenStudio [an OU collaboration tool]
  • Students could provide emotional feedback, but they’re very resistant to doing that.
  • Quality vs quantity of posts? Assessing/grading that? How do you create a rubric for that?

Overcoming Digital Obstacles

Christina Chavez-Reyes, Professor in the College of Education and Integrative Studies at Cal Poly Pomona (California State Polytechnic University, Pomona) will discuss digital obstacles to learning and teaching. In her teaching, she has discovered college students’ fear of the digital domain (distraction and breach of privacy) impedes their use of and ability at digital media, particularly social media, to become 21st-century college-educated citizens and professionals. This circumstance undermines the concept of students as ‘digital natives’ and begs the question how colleges can better prepare students with the necessary digital skills and knowledge of the digital domain. An added element is college faculty’s resistance to develop their digital skills to incorporate tech appropriately in classrooms. These converging factors create an equity crisis for first gen college and low-income students (perhaps all students) who likely do not readily have available social and cultural capital in their homes and communities to supplement the lack of learning in college. Many will earn a degree without a model of professional and civic engagement for the digital age.

I noted the following:

  • Christina is a Faculty member plus department chair. She feels working class at heart and, being in a new leadership position, has to play two different roles/apply two different lenses.
  • Social mobility for its students is a key achievement of her institution.
  • The focus is on educating students to undo inequalities and inequities when they become educators.
  • Use of social media: 30% like it, 60% fear it as a distraction, and 10% have privacy concerns
  • Risks are real – going online involves a third party, and creates a ‘non-rival, non-excludable good’
  • To sustain democracy, there needs to be a clear and protected boundaries between civil society and markets
  • Empowerment—intention—confidence is a key continuum.

How Christina described her students really chimed with the challenges I know many OU students faced – demographically they are quite similar, I think, which was interesting, as my impression was that many of the other participants work with students who more closely resemble the UK stereotype of undergraduates than OU students do.

Net Neutrality

Brian Weston, Director of Distance and Accelerated Learning at College of the Canyons will discuss strategies for keeping information accessible for online education.

The main thing I noted from Brian’s presentation was his question ‘What happens if students don’t have top-tier internet access?’. This is a problem that many OU students in rural/remote parts of the UK still face – contrary to government claims of widespread high-speed broadband availability!

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Educating students for media literacy

Beccy Dresden
Senior TEL Designer
Open University

DigPedLab Vancouver 2017 – Day Two

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

Back to the classroom on Day Two of DigPedLab 2017 and Bonnie Stewart, Co-ordinator of Adult Teaching, University of Prince Edward Island and leader of the Digital Literacies track, warmed us up with a couple of images that generated horrified laughter:

 

 

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

These images illustrate all too clearly that media messages are constructed, so rather than accepting (mis)information presented as fact at face value, as media literate educators (and/or students), we need to be asking the following key questions:

  1. Who created this message?
  2. What creative techniques are being used to attract my attention?
  3. Who is the audience?
  4. What values and points of view are represented and omitted?
  5. Who gains profit or power if I accept this message?

These prompted a brief sidebar about snopes.com an on-line fact checking site – a site that, I confess, I only became aware of en route to Canada when various people I follow tweeted about it. (UK readers, is it more of a North American resource? I don’t recall ever hearing about it over here.)

Two more important questions to ask about the ‘news’ we’re served up

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

What’s interesting to me about this is the language: any news report that includes the phrase ‘hulking brute’ immediately sets off my credibility-questioning alarm! It takes me back to one of my favourite undergraduate English modules on stylistics, an area that I don’t hear mentioned much these days, but one that I think has a lot to offer media literacies

The aesthetic fallacy

Next Kris Shaffer talked to us about the aesthetic fallacy. My notes on this are a bit thin, so I just Googled the term and found this:

Put simply, the aesthetic fallacy is the belief that if it looks convincing, it is convincing; or, to refine it slightly, if it looks scholarly, then, agree or disagree with it, it is scholarly and must be taken seriously and allowed a place at the scholarly table.

(Source: Trueman, Carl R. (2010) Histories and Fallacies: Problems Faced in the Writing of History, Illinois, Crossway)

I’m not sure if this is how Kris would describe it, but certainly looking beyond plausible surfaces, using the questions noted above, seems like a key aspect of media literacies. Or, as Bonnie put it: ‘what does this do to our democracy if we don’t educate students to recognise and deal with the crap?’.

Another new-to-me angle was that of ’empire literacies’ – empires are constructed from money, territory and information. Consider…

 

 

 

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

… and then ask yourself, who owns them? Follow the money! In relation to that, Penny Andrews talked us through a slide that showed how the neutral-seeming information provider you rely on for your work could actually be funded by rather less benevolent backers…

(Slide courtesy of Bonnie Stewart)

(I’m pretty sure that in the midst of that Penny explained why Ashton Kutcher may be evil – hopefully I’ve expressed that vaguely enough to avoid either of us being sued – but I was too busy laughing to note the detail, so you’ll have to ask Penny if you want to know more!)

 

 

 

 

 

The point is, some messages have way more power and money behind them, and way more reach than may initially be apparent (e.g. you and Trump both have twitter accounts, but…). However, there is a degree of democracy on some media platforms, e.g. Twitter may be the only space where you can directly speak back to Rupert Murdoch.


(Slide courtesy of Bonnie Stewart)

Contribution literacies – e.g. how to use Twitter for activist public speaking

 

 

 

(Screenshot courtesy of Bonnie Stewart)

Catastrophe literacies – e.g. the ‘breaking news consumer’s handbook’

 

(Slide courtesy of Bonnie Stewart)

 

 

 

 

 

 

 

 

 

 

 

And this might be my favourite…

Crap detection literacies

Another participant, Sajni Lacey Learning and Curriculum Support Librarian, University British Columbia, Okanagan, talked us through an activity she runs in her first and second year classes when she is asked to come in and teach ‘the library stuff’. Rather than giving a traditional point-and-click session on accessing Library resources, she likes to try to get students thinking about the information that they consume in their own lives, and how that relates to what they are being asked to do for academic research.  She kindly shared this activity on the DigPedLab Slack channel, so these are her words.

Activity

“I start by having students get into small group, anywhere from 2 to 5 depending on the size of the class and come to consensus in their groups of the top 3–5 places they go in their personal lives to get information. I stress to them that I would like to see where they actually go for information not where they think I want them to tell me they go (i.e. the library website, books etc.). I ask them to rank these places from the most frequented places to the least. I then, when possible, ask the students elect one person to go to the board and write out the list. You could easily do this in a Google Doc, or Padlet if you have a large group or want to start keeping a record.

I then ask the entire class to tell me what stands out for them on these lists. Usually this is that Google and Wikipedia are at the top, followed by YouTube and various social media sites; currently the most frequent is Instagram.

I then ask them (depending on time) what it is they like about getting information on these platforms. Sometimes I do this in groups, and sometimes I just have a class discussion about it. I use their responses to get an idea of what, how, and why they like to consume information in this way. I use this to start the conversation on thinking about how they smell the crap in the information they are getting. Here I ask them to get back into small groups and list 3–5 criteria they look for in ‘good’ information on the sites they had previously listed and how they ‘smell the crap’ of bad information. Of course, this is very subjective as to what is ‘good’.

I bring the groups back, and through a class discussion start constructing a list of what they identified in their groups as good and bad information. These lists are usually pretty good, and I can use this to start a conversation about why we need to be critical of the information we consume, any authority structures that appear here (depending on what pops up in the list), and how this applies to academic research as well as their own lives.”

One point Sajni made in our class that stuck with me was that, as a librarian, she can’t professionally recommend Wikipedia, but actually it’s a really good resource for gaining broad context on an unfamiliar subject.

Incidentally, some of the things that Sajni’s students question are:

  • Breadcrumb trails
  • Location/domain
  • Media bias
  • Adverts
  • Visual literacy – aesthetic fallacy.

Deepening media literacy practices

The session ended with Bonnie asking us which media/digital literacies we could deepen in our own practices or classes.

(Slide courtesy of Bonnie Stewart)

Within our table I said I was struggling to link a lot of this stuff to the Open University context. David White from The University of the Arts London, challenged that and I said it felt like we were often ‘hiding the vegetables’, when I wanted us to more explicitly acknowledge that students should be ‘eating their 5 a day’, and to find engaging ways to support them in that. Is that a challenge at your institution?

Après ski

In the evening I sampled the delights of Seto Sushi. If you ever find yourself in Richmond, I highly recommend it: wild salmon for the price of the farmed stuff in the UK, yum!

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.