Effective Uses of technology

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 Peter Brooks pltted hisotory of the appropriate pedagogical uses of educational technologiesOtago Polytechnic Staff development conference April 2009. 

Effective Uses of Technology

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Otago Polytehnic staff development conference April 2009 explored effective uses of technology. One keynote speaker Peter Brooks presented his potted  history  in an eclectic overview of  pedagogical uses of educational technologies. Peter brings his discussion back to the question is as to their appropriate use

day to day

I'm assisting with producing and archiving educational resources-

Training and technical support and collation of tutorial resources for Otago Polytechnic staff for DIY audio and video production.

I explore techniques, skills, knowledge and competence in areas that may differ from their specific discipline i.e. Copyright and intellectual property and Open educational Resources to support staff to develop basic sound recording skills and an understanding of production of sound.

Educational Media production of the documentation of staff development presenters this year uploaded to http://www.archive.org

I subscribe to an otago university community of practice meets occasionally to consult about copyright issues.

My digital media production skills are being shared by the university of Otago. I'm training one of the researchers working on a pilot project with HEDC, and editing some short films.

Copy of DIY Audio (using Audacity)

DIY audio using audacity: a series of 2 hour workshop session held during Staff Development conference at Otago Polytechnic:

a. (introductory) Produce your own audio recordings:

Recording in Audacity, editing, exporting using wave-mp3 conversion and audio formats, file compression.

b. Consider effectiveness of audio resources:

(scenarios and technical tips for quality and (size of files & length) when making quality audio resources for teaching/learning) Sound tips for audio and video

c. Choose a scenario from the following list and utilise these free tutorial resources:

Scenario 1 Sourcing audio

• online archives, downloading and streaming podcasts (eg youtube, bliptv, internet archive) importing MP3 files

Scenario 2 Editing and recording audio

• simple recording and editing techniques (volume, cutting and syncing) of course materials to

• publish on a Learning Managment system Web Publishing 5 ways to publish powerpoints

Scenario 3 recording, interviews lectures

• simple editing techniques (volume, cutting and syncing)

• consider appropriate options for web publishing media to public slide sharing server (slideshare)
  
• copyright, intellectual property, referencing, creative commons
  

Additional Tutorial Resources

General facts about Digital Audio formats, bit rate, sampling size, http://aquaculturepda.wikispaces.com/ipods3


HOw to get audacity a opensource (free) software available from from soundforge

download audacity (and lame) for MP3

Recording and mixing with Audacity

Audacity Effects

Mixing with Audacity

Story design and splitting tracks

exporting mp3 file

QUality Audio

Avoiding bad audio


Recording devices

hardware
personal computers,
soundcard,
headset or microphone (desk top, lapel microphone
digital recorder

recording software

audacity 1.26 & 1.3 (opensource)

microsoft powerpoint 2003
microsoft powerpoint 2007 (Ispring (flash plugin)
camtasia studio
open office.org Impress 2.4

Web Publishing and Archiving
Internet archive (creative commons)
Slidecasts
Blogs
wikis

Online Learning Managment systems

Blackboard (proprietry)
Moodle (open source)

How to make a short video

Not necessarily in this order

• design a storyboard

• or arrange a collection digital images, slides and video and use wave and mp3 files, into a folder
  

• or record voice over multi tracking in audacity or a free online music editor
  

• import these to windows movie maker and begin to synchronise these images to the soundtrack across a timeline

• export as a wmv or mpg video file
  

Taking stock publishing education media on-line.

Publishing educational media on line:

I've been thinking that my own confusion could be good for something, and I have come up with an exercise that my knowledge of these tools may be able to stretch if i use a combination of the following tools in media production

1) Slide presentation archive:
The process of creating and editing image and text in Powerpoint presentations using the following formats .
OOP
PPT
Image files
PDF
JPG

2) the process of recording audio for linking with images into audio visual presentations for publiciation and for reuse
Audio files
WAV analogue
MP3 digital compression

Video files
AVI
SWF
WMV
MP4

the digital editing tools for audiovisual Projects
Audacity
Windows Movie Maker
Camtasia Studio

the process can include additional steps and software programmes .

My first priority is to review and recommend the appropriate tools the medium simply according to who the audience are , the range of materials to present and how the project will be published and the audience . . . ?

Scenario 1
make a short audiovisual presentation for students about health and safety at the computer workstation.

Scenario 2
create digital media for a promotional display for prospective students

Scenario 3
Constructing course materials to publish on a Learning Managment system

Scenario 4
Documenting staff seminars (powerpoint presentations) for streaming online:

Do It Yourself time constraints

This present plan: examining time constraints

I want to take an action for monitoring and evaluate time contraints of publishing online that are additional to offline. this is a sustainability issue, given that a course can be flexible in both directions. Flexiblity can take longer or so it sometimes seems. Or is it in fact that this would be comparing apples and oranges.

Monitoring
I will endeavour to experiment and tweak the way I am approaching the computer to monitor my use.(preferably I ferret some evidence somehow measuring this after the fact so as to not squwif what is at issue already a time constraint ). One idea I have had is I could use use an audio recorder as a log, reflect on a system that i could introduce into the practice of offline online multimedia publication. Changing practices seems to translate to growing it in size and time constraints. This will have to be the one resounding aspect to monitor, although time is what it takes, there has to be a definition of the critical level to judge or measure of output over input across time. This could just become a consciousness raisiing exercise - a filtering of procrastination would be just as effective a self experiment.

Evaluation
A rough break down of the time spent could be useful considering these tools online publication are being treated as mandatory to in some organisations like the Otago Polytechnic while in others ...there is sometimes isolated or no uptake. Asking critical questions and evaluating generating and examining evidence of outcomes about the digital tools needs to become mandatory to foster sustainablity for the long term.


Output is not the be all and end all some of the critical reflection should weigh up the sustainability of this publication boom
It would be interesting to analyse and evaluate a 3 step framework as series of micro decisions each of which arrise

lost in the mists of time
Whats to say no matter what time it takes a few good quality results become buried in a morass of mediocracy even as they are published.

Revised general plan
I predict, a second action will necessitate I uncover other forms indifferent work habits, that various digital tools that amount to me spending vast tracks of time on input, and derives small results considering these are time consumming practices.






http://www.coe.int/t/dghl/StandardSetting/InternetLiteracy/InternetLiteracyHandbook_en.asp#P121_1703

new media co-opyright

My general idea
the resolution of this template which I copied from the DIL wikieducator page makes it unsuitable to print and read


another plan this one is for final DIL workshop.


Action plan is a task -incompleted as although I have embedded this original DIY animation ( credited to Nick and Stuart) work that I have uploaded to blip.tv -my podcasting site because I have not authored this video, the online academic publication is subjective ... I can't . Where does the line between the freedom to and reuse share new media become a community collaborate to police academically correct referencing and evidence of documentation.

Revised general plan

Action that is

This is an archiving, a copyrighting and a licencing to legally reference the intellectual property rights. Upon reflection, as I am becoming more familiar with the fundamental processes that underlie creating (assenbling audio image text) and publishing this on new media platforms like blogs and podcasting services ....copyright to an online archive to name one important step to online publishing. It is hard to know how to discuss matters in the reflective 3 step framework for a range of readers, so many of whom are likely to be starting from scratch internet literacy all the fact sheets that online publication could involve immediately or further down the track.

Collaboration when it is not about policing each other it is about critical evaluation of the tools and processes and banding together, sometimes refered to as social networking but this is so much bigger .... multi author & "radio userland"
quality new media starting from scatch about music and images on the internet.

Recording and publishing audio -

The Polytechnic responding to staff feedback have introduced a new Intellectual Property Policy, that of a creative commons attribution (CC BY). In short, the All Rights Reserved default CCL has been replaced by a Some Rights Reserved - Attribution default with an option for individuals to restrict.

-using resources that have restrictions (like Share Alike, Non Commercial and even more restrictive). Those Individual staff who wish to publish with licence restrictions beyond attribution are required to notify the Polytechnic so that an appropriate restrictive statement can be added. Where possible, to foster collaboration between practitioners academics and students [replacing a CCL top down default copyright with the recommended CC BY copyright

-limiting the free access to material Otago Polytechnic owns (with only? the three exceptions to this complicating matters -"Co-owned" “Exclusive ownership” “Ownership by a 3rd party”

Illegal content

· The definition of illegal content varies from country to country.