What I really like about week 10’s collaborative video is the way it offers the potential to transform learning tasks. In terms of Puentedura’s SAMR model of technology use this is a ‘redefinition’ whereby technology allows for the creation of a new task that previously could not be done as he explains it here
The project that I added is the example of a group of learners simultaneously investigating a location. e.g. an orientation. The learners choose locations and produce a video that switches between places within the location. Pedagogical support includes guidelines/suggestions for both the content (tour, directions, key things to know, main people) and the process of digital collaboration (allocating tasks, agreeing on timing, mode of communication). The collaborative video becomes a shared resource both for the creators and other learners. They use an app such as JumpCam on their mobile devices. Learners thus co-create rather than consume or curate content.
(Next to work on a hands-on example for Week 11/12 activity)
Thanks to the week6 Scholarship of Teaching and Learning (SOTL) recommendations I’ve joined Researchgate and Mendeley. Mendeley I think will be particularly useful as I undertake ongoing study. I look forward to completing more papers to add to Researchgate.
I like the week7-9 idea of The Project Bank – and have now added an audio offering. It was great to join the inaugral Mosomelt Google Hangout yesterday. The link is here. Audio connected smoothly with my newly downloaded Hangout app – and for next time I’ve worked out how to enable video. Educationally, Hangouts offers a useful means for learners (like me) to connect with experts at different locations. It has many other remote meeting applications.
And in catchup mode…I’ve just created a widget Twitter feed to add to this blog and completed the Survey. My initial reflections on education uses for interactive mobile social media tools are: Wireless screen mirroring is, I find, useful to facilitate sharing things like student generated content and connecting to external-people/locations. For learner content creation I like tools such as Evernote, Explain everything, Educreations and Showme app, GoogleDocs, GoogleSites etc. I’ve tinkered with tools like Flipboard, Storify not so much Picasaweb to curate and mash together content, more for my interest. The new social learning opportunities using tools like Twitter and GooglePlus communities, and learner generated contexts, are particularly interesting and I look forward to seeing others’ posts on this.
Adding geospatial data to user generated content provides a way to for learners to share and connect with authentic contexts. I wonder about balancing data authenticity/accuracy benefits with user privacy/anonymity.
Whilst attempting to update the shared google map I enabled location services for my smartphone photos, after trying to use an iPad mini, wifi and work-secured GoogleID as I tried to upload my Akld city photo.
Week2 Here’s my Mosomelt Vine V2 The first Vine was an uploaded iPhone video. V2 was edited on iPad iMovie app. I still have much to learn. The posted group Vines are inspire me next to tinker with apps such as CuteCUT, Freevideo, Splice. I like the idea of getting students to create ‘expressive artifacts’ for ‘dramaturgical communicative actions’ like Matt Crosslin describes in Downes (2014)
This is the first post in my blog for #mosomelt cMOOC community. I’m enthusiastic about the learning opportunities. Twitter I was using, mainly to access educational technology resources. Now my Gravatar and Google+ are ready.