tag:blogger.com,1999:blog-28347954440332728992024-03-14T02:10:02.634-07:00David Callaghan: Musings on the use of technology in Teaching and Learning.David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.comBlogger72125tag:blogger.com,1999:blog-2834795444033272899.post-27875709505258847192021-01-04T07:23:00.002-08:002021-01-04T07:23:39.256-08:00Work from Home "Best Practices"<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTt69lZKCfLpmb6Z1O_06WJuMxbhTIsseLTC1QHUECu9XTc1aFMaU_TTaEqUWOpldHgoe9jeT4StvsSpvI-U1AoIsG-iMiNuCU4lkyJsKo9YlIpkCs6PZY9JZQYTjeVQzCGv3HmGvvYO5w/s1198/IMG_20201102_111317.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="898" data-original-width="1198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTt69lZKCfLpmb6Z1O_06WJuMxbhTIsseLTC1QHUECu9XTc1aFMaU_TTaEqUWOpldHgoe9jeT4StvsSpvI-U1AoIsG-iMiNuCU4lkyJsKo9YlIpkCs6PZY9JZQYTjeVQzCGv3HmGvvYO5w/s320/IMG_20201102_111317.jpg" width="320" /></a></div><br />Just noticed I hit most of the Work From Home 'best practices', such as:<p></p><p></p><ul style="text-align: left;"><li>Have a comfortable workspace (desk, kit, environment);</li><li>Separate from day to day activities;</li><li>Rituals (e.g., Start at 9; breaks / coffee at 11 / 3; fruit in the morning etc.);</li><li>Plants and pets.</li></ul><p></p><p>Anyone got any 'Not to be without' tips for WfH?</p><p><br /></p><p><br /></p>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-64229977961787358522020-06-14T06:20:00.001-07:002020-06-28T07:56:32.092-07:00Adaptive Action Learning<div dir="ltr" style="text-align: left;" trbidi="on">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><span style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><a href="https://pixabay.com/users/dcondrey-122249/?utm_source=link-attribution&utm_medium=referral&utm_campaign=image&utm_content=1084597" target="_blank"><img alt="Group of university student working outside a classroom" border="0" data-original-height="1067" data-original-width="1600" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMp4vDRdNVYeLKL6rsT2nr2SQ8dI8CqZtNa4VzIJs5AVUXkXrupQ8vdmi17d6f98gUI_DNpAmYcppqDsGplnAvyl0vBzQRI4fHDOZitgvNkKmzTS0CkNrTjzo_SVTjAv4AdMHoJu4NMUZu/s320/students-1084597_1920.jpg" title="Typical Action Learning set" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://pixabay.com/users/dcondrey-122249/?utm_source=link-attribution&utm_medium=referral&utm_campaign=image&utm_content=1084597" target="_blank">Typical Action Learning set</a></td></tr>
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I am working on another Action Learning (AL) paper, reflecting on the success of the large cohort I led to great success in 2013 (Callaghan, 2013); on the type of AL I used; which type of AL; how did it change through the course; what are the implications for AL practitioners, and others (teachers, learners, institutions)? And is AL a pedagogy, a method, or a toolkit? And what is ‘Adaptive Action Learning’?<br />
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Here are my thoughts so far:<br />
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<h3 style="text-align: left;">
Adaptive Action Learning</h3>
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In 2012 I led a group of 60 undergraduate education students through their dissertation process. Social Constructivism was my guiding pedagogy – informed by Salmon’s 5 stage model (2004) that encourage me to offer initial support, but then, quickly, step back and allow the students to support each other. The result was stunning – over 57% of the students achieve a First in their dissertation (Callaghan, 2013). Today, being more informed about teaching and learning, I look back on my approach and see that it quickly morphed away from Social Constructivism to be more accurately categorised as traditional ‘Action Learning’ – and because this ‘evolved’ from a constructivist cauldron, perhaps ‘Adaptive Action Learning’.<br />
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<h3 style="text-align: left;">
From design to reality</h3>
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I designed the course, the discussion boards, and webinars to facilitate discussion amongst the student about their diverse topics – all informed by a Social Constructive pedagogy. There was a central theme – the ‘dissertation’ process that they were all going through – this was perhaps the ‘wicked’ problem (an AL reference) – trying to do their research, devise their methodologies, and write it up to be able to submit a dissertation at the end of the process. I was also keen to generate a community spirit, to get them to help each other with their ‘wicked’ problems, and I was following Salmon’s model (2004) of the tutor becoming highly engaged in the first few weeks, and tapering that involvement quickly as the course progresses.<br />
<br />
<br />
My approach cannot be classified as ‘problem’ or ‘case’ based learning (Callaghan, 2018), as the topics were selected by the students. The key attributes of a traditional AL approach (Marquardt, 2004) were present – and those of other pedagogies, such as a single source of ‘truth’, a ‘right’ answer, and clearly defined learning content were not.<br />
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<h3 style="text-align: left;">
Move from Sage to Ghost</h3>
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<br /></div>
It is interesting to look at how my role changed – being fully engaged with the students during the first few weeks, encouraging interaction with the discussion boards, the webinars, and each other (following Salmon’s 5 step model (Salmon, 2004) of early tutor support). Therefore, my approach may be better categorised as Marquardt’s AL model (2004), where I was the ‘Action Learning Coach’. As I followed Salmons model further, my input needed to be reduced, aiming to move from a ‘Sage of the Stage’ (King, 1993) to a ‘Ghost in the Wings’ (Mazzolini and Maddison, 2007) – moving away from Marquart’s model, towards Brook, Pedler & Burgoyne’s ‘Key Principles’ (2012:271) where there is no facilitator. Note - Revans expressed concerns about the facilitator being an obstruction to learning, demanding that the facilitator of the group "...must contrive that it achieves independence of them at the earliest possible moment" (Revans, 2011:20).<br />
<br />
<br />
During the final few weeks my input was minimal with students feeding back to each other on their work, following my lead from feedback I had given in earlier weeks. One of my final posts, on the Discussion and Conclusion board was along the lines of:<br />
<br />
<blockquote class="tr_bq">
At this stage in your dissertation, you have led us on wonderful journey, we have read your literature, have a thorough grasp of your methodologies, and know clearly what you have found and understood your analysis of the data. What I would like to see in at the end of your Discussion and Conclusion are the implications for you, your organisations, and wider society. You have done a beautiful job of taking us on this journey, up the mountain – now it is time to tell us what you see on the other side.</blockquote>
<br />
This post, like a handful of others in the final weeks, was designed to elicit novel and insightful perspectives on the problems they have been studying – pushing student reflection and personal development – key indicators of AL.<br />
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<h3 style="text-align: left;">
Conclusions</h3>
<div>
<br /></div>
It seems quite clear that an AL approach had been taken with this cohort – not from the outset, and not intentionally, but then again, AL was originally ‘stumbled across’, so I feel in good company 😊.</div>
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<br /></div>
<div>
One of the tensions I see now is the role of ‘coach’: Revans identified dangers of being prescriptive – steering participants in directions that would hinder learning and produce poorer outcomes, both for the participants and their organisations. At the time I was very mindful of this as I fed back to students – yet I did not have AL in mind.</div>
<div>
<br /></div>
<div>
Now I see the role of facilitator as key in an AL context – too much and it becomes Problem or Case Based Learning, too little and learning opportunities can be wasted – so skilled facilitation seems key to a successful AL approach.<br />
<br />
Also, I see AL as a pedagogy, a method, and a toolkit. It gives us a perspective on teaching and learning that helps teachers design curriculums that are engaging and effective.<br />
<br />
Further, Revan’s work seems to have come full circle in some areas, with authors such as Marquardt (2004) emphasising the presence of a coach, whilst the more recent key principles by Brook, Pedler & Burgoyne (2012:271) don’t include this role.<br />
<br />
<h3 style="text-align: left;">
Implications for students, teachers, and other stakeholders</h3>
<br />
Well, that will be in the final paper, I hope! And when done, I will link from here 😊 <br />
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<br />
<h3 style="text-align: left;">
References</h3>
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<div style="text-align: left;">
<span style="background: white; font-family: inherit;">Brook, C., Pedler, M. and Burgoyne, J., 2012. Some debates
and challenges in the literature on action learning: the state of the art since
Revans. </span><i style="font-family: inherit;">Human Resource Development
International</i><span style="font-family: inherit;">, </span><i style="font-family: inherit;">15</i><span style="font-family: inherit;">(3), pp.269-282.</span><br />
<br />
<span style="font-family: inherit;">Callaghan (2013) A Tidal Wave of Discussion … How active discussion produced outstanding* results, </span><i style="font-family: inherit;">The Best of TEL, </i><span style="font-family: inherit;">1 November, Available at:</span><span style="font-family: inherit;"> </span><a href="https://blogs.edgehill.ac.uk/learningedge/2013/11/01/a-tidal-wave-of-discussion/" style="font-family: inherit;">https://blogs.edgehill.ac.uk/learningedge/2013/11/01/a-tidal-wave-of-discussion/</a><span style="font-family: inherit;"> </span><span style="font-family: inherit;">(Accessed: 14 June 2020)</span><br />
<br />
<span style="background: white; font-family: inherit;">Callaghan (2018) What is Case Based </span><span class="il" style="font-family: inherit;"><span style="background: white; color: #222222;">Learning</span></span><span style="background: white; font-family: inherit;"> (CBL), Problem Based </span><span class="il" style="font-family: inherit;"><span style="background: white; color: #222222;">Learning</span></span><span style="background: white; font-family: inherit;"> (PBL), & Scenario Based </span><span class="il" style="font-family: inherit;"><span style="background: white; color: #222222;">Learning</span></span><span style="background: white; font-family: inherit;"> (SBL)? <a href="http://dbcallaghan.blogspot.com/2018/05/what-is-case-based-learning-cbl-problem.html">http://dbcallaghan.blogspot.com/2018/05/what-is-case-based-learning-cbl-problem.html</a></span><br />
<br />
<span style="background-color: white; font-family: inherit;">Mazzolini, M. and
Maddison, S. (2007) When to jump in: The role of the instructor in online
discussion forums. Computers & Education, 49 (2) 193-213 </span><a href="https://www.sciencedirect.com/science/article/pii/S0360131505000990" style="font-family: inherit;">https://www.sciencedirect.com/science/article/pii/S0360131505000990</a><br />
<br />
<span style="font-family: inherit; line-height: 107%;"><span style="background: white;">King, A., </span></span><span class="il" style="font-family: inherit;"><span style="background: white; color: #222222; line-height: 107%;">Learning</span></span><span style="background: white; font-family: inherit; line-height: 107%;">, P. A. and Questioning, G. R. P. (1993) From sage on the
stage to guide on the side. College Teaching, 41 (1) 30-35.</span><br />
<br />
<span style="font-family: inherit; line-height: 107%;"><span style="background: white;">Revans, R. (1983)
ABC of </span></span><span class="il" style="font-family: inherit;"><span style="background: white; color: #222222; line-height: 107%;">Action</span></span><span style="background: white; font-family: inherit; line-height: 107%;"> </span><span class="il" style="font-family: inherit;"><span style="background: white; color: #222222; line-height: 107%;">Learning</span></span><span style="background: white; font-family: inherit; line-height: 107%;"> (Bromley, Chartwell-Bratt). London: Chartwell Bratt.</span><br />
<span style="background: white; font-family: inherit; line-height: 107%;"><br /></span>
<span style="background: white; line-height: 107%;">Revans, R.W. 2011. <i>ABC of action learning.</i> Farnham: Gower.</span><br />
<br />
<span style="font-family: inherit; line-height: 107%;"><span style="background: white;">Salmon, G. (2004)
E-moderating: The key to teaching and </span></span><span class="il" style="font-family: inherit;"><span style="background: white; color: #222222; line-height: 107%;">learning</span></span><span style="background: white; font-family: inherit; line-height: 107%;"> online. London: Routledge.</span><br />
<br />
<span style="font-family: inherit;">Marquardt, M. </span><span style="color: #000085; font-family: inherit;">2004</span><span style="font-family: inherit;">. Optimising the
Power of Action Learning: Solving Problems and Building Leaders in Real Time.
London: Davies-Black.</span></div>
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David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-48301650614836396522018-05-30T08:38:00.001-07:002018-06-06T04:29:17.716-07:00What is Case Based Learning (CBL), Problem Based Learning (PBL), & Scenario Based Learning (SBL)?<div dir="ltr" style="text-align: left;" trbidi="on">
<h3 style="text-align: left;">
What are they, why use them and suggestions on how to implement.</h3>
Yesterday was a fairly quiet at the School, so I got a
chance to research and write up something on case vs problem vs scenario based
learning.<span style="mso-spacerun: yes;"> </span>These are my current notes and
are likely to feed into a TEL briefing, staff development session, conference
or journal article.
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<h4 style="text-align: left;">
Abstract</h4>
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The School is interested in developing a pedagogy that will
fare well with increased student numbers and the expansion into online
provision.<span style="mso-spacerun: yes;"> </span>There is an implicit
assumption that an ‘active learning’ and/or ‘student centred’ pedagogy may be
most appropriate.<span style="mso-spacerun: yes;"> </span>These approaches often
use problem, scenario, or case base learning (PBL, SBL, CBL), and thus this post
summarises what we know, why they may be effective, and suggests ‘good
practice’ for implementation.</div>
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<br /></div>
<h4 style="text-align: left;">
What:</h4>
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Case Based Learning (CBL), Problem (PBL), & Scenario
(SBL) are pedagogies that outline a case, problem, or scenario, and then ask
the learners to consider the scenario in the context of learning outcomes to
reinforce existing knowledge and perhaps find new information that is relevant.
Typically, the approach uses small groups supervised by an expert (in content
& teaching) who nudges learners towards the learning outcomes. Barrows
(1986) outlines a PBL spectrum with two main variables – the amount of briefing
(minimal to comprehensive), and expert input (minimal to ‘directed’), and
concludes: ‘The term problem-based learning must be considered a genus for
which there are many species and subspecies’ (ibid, 1986:485).<span style="mso-spacerun: yes;"> </span>Currently, PBL approaches suggest minimal
briefing and guidance, allowing learners to “explore tangents” (Srinivasan,
2007:74) whilst a CBL approach suggests increased guidance, avoiding “tangents”
with guided questioning (ibid).</div>
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<br /></div>
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Kirschner, Sweller & Clark, (2006:75, my bolds) identify
some PBL approaches:</div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span style="mso-spacerun: yes;"> </span>“…<b style="mso-bidi-font-weight: normal;">discovery
learning</b> (Anthony, 1973; Bruner, 1961); <b style="mso-bidi-font-weight: normal;">problem-based learning</b> (PBL; Barrows & Tamblyn, 1980; Schmidt,
1983), <b style="mso-bidi-font-weight: normal;">inquiry learning</b> (Papert,
1980; Rutherford, 1964), <b style="mso-bidi-font-weight: normal;">experiential
learning</b> (Boud, Keogh,<span style="mso-spacerun: yes;"> </span>&<span style="mso-spacerun: yes;"> </span>Walker,<span style="mso-spacerun: yes;">
</span>1985;<span style="mso-spacerun: yes;"> </span>Kolb<span style="mso-spacerun: yes;"> </span>&<span style="mso-spacerun: yes;">
</span>Fry,<span style="mso-spacerun: yes;"> </span>1975),<span style="mso-spacerun: yes;"> </span>and <b style="mso-bidi-font-weight: normal;">constructivist
learning</b> (Jonassen, 1991; Steffe & Gale, 1995).”</div>
<div class="MsoNormal">
<br /></div>
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Scenario based learning is less well defined – a scan of
contemporary literature reveals a paucity of description of the technique
(Domingos & Lee, 2015; Ozogul, 2018; Khatiban et al, 2018).</div>
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Currently, I suggest that many implementations of PBL are
more like CBL, and that at the School we tend to mean CBL when we mention these
approaches.</div>
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Why:</h4>
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The School favours CBL because it produces a deeper learning
experience where a real understanding of the issues and techniques are
developed and is preferred by students and staff (Hassoulas et al., 2017;
Wilkes & Srinivasan, 2017; Srinivasan, 2007).<span style="mso-spacerun: yes;"> </span>The approach and its inherent critique of
didactic approaches is perhaps best encapsulated in the phrase:</div>
<h4 style="margin-left: 36pt; text-align: left;">
“Tell Me and I Will Forget; Show Me and I May
Remember; Involve Me and I Will Understand”</h4>
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… often cited as
Confucius (450BC).</div>
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<br /></div>
However, there are tensions when introducing PBL to medical education as it takes significantly longer to cover the same curriculum items vs the traditional didactic method (Wilkes & Srinivasan, 2017). It is also resource intensive in terms of space and experts’ time (Hassoulas, et al., 2017). Kirschner, Sweller & Clark (2006) are also critical of a PBL approach, citing Albanese and Mitchell’s (1993) study of PBL vs conventional methods that concludes that “…although PBL students receive better scores for their clinical performance…” (ibid:82), they also find:<br />
<ul>
<li>Lower exam scores;</li>
<li>No differences in residency selections;</li>
<li>More study hours each day;</li>
<li>Inefficient use of tests (significantly more tests & less benefit);</li>
</ul>
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<h4 style="text-align: left;">
How:</h4>
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"></span></span><br />
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span>For the School, I suggest: <br />
<ul style="text-align: left;">
<li>A social constructivist approach via group work (6-10 members);</li>
<li>Scenarios should be written, perhaps augmented by audio / video segments;</li>
<li>Scenarios may develop as a session progresses (e.g., emergency real time role-play);</li>
<li>An expert supervises the session – perhaps one expert for 6-8 groups;</li>
<li>Experts listen in and guide learners towards learning outcomes, with guided questioning or more direct intervention to reduce ‘off piste’ exploration.</li>
</ul>
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<b style="mso-bidi-font-weight: normal;">Face to face:</b></div>
<div class="MsoNormal">
Problems may arise supervising groups as they may not easily
corral themselves to areas convenient for supervision.<span style="mso-spacerun: yes;"> </span>Space for these sessions will be
significantly more than that required by a traditional ‘lecture’ – ideally a
large space with a handful of tables set far enough apart to allow group
discussion and close enough to allow expert monitoring and facilitation.</div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Online:</b></div>
<div class="MsoNormal">
This may be an easier implementation due to moving from
virtual room to room via a click (for synchronous sessions) or being able to
monitor all interactions on an asynchronous discussion board.<span style="mso-spacerun: yes;"> </span>However, more supervision and guidance will
demand more attention from experts.</div>
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<h3 style="text-align: left;">
References<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;"> </span></h3>
<br />
<span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Barrows, H. S. (1986). A taxonomy of problem-based learning
methods. <i>Medical Education</i>, <i>20</i>, 481–486.</span></span><br />
<br />
<span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Domingos, E., & Lee, J. (2015). The evolution of
scenario-based learning. In <i>Games+ Learning+ Society Conference</i>.
Madison, Wisconsin. Retrieved from <a href="http://www.academia.edu/download/38390582/The_Evolution_of_Scenario-Based_Learning.docx">http://www.academia.edu/download/38390582/The_Evolution_of_Scenario-Based_Learning.docx</a> </span></span><br />
<br />
<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Hassoulas, A., Forty, E., Hoskins, M., Walters, J., & Riley,
S. (2017). A case-based medical curriculum for the 21st century: The use of
innovative approaches in designing and developing a case on mental health. <i>Medical
Teacher</i>. <a href="https://doi.org/10.1080/0142159X.2017.1296564">https://doi.org/10.1080/0142159X.2017.1296564</a> </span><br />
<br />
<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Khatiban, M., Amini, R., & Farahanchi, A. (n.d.).
Lecture-based versus problem- based learning in ethics education among nursing
students. <a href="https://doi.org/10.1177/0969733018767246">https://doi.org/10.1177/0969733018767246</a> </span><br />
<br />
<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why
Minimal Guidance During Instruction Does Not Work. <i>Educational Psychologist</i>,
<i>41</i>(March 2015), 87–98. <a href="https://doi.org/10.1207/s15326985ep4102">https://doi.org/10.1207/s15326985ep4102</a> </span><br />
<br />
<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Ozogul, G. (2018). Best Practices in Engaging Online Learners
Through Active and Experiential Learning Strategies. <i>Interdisciplinary
Journal of Problem-Based Learning</i>, <i>12</i>(1). <a href="https://doi.org/10.7771/1541-5015.1764">https://doi.org/10.7771/1541-5015.1764</a> </span><br />
<br />
<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Srinivasan, M., Wilkes, M., Stevenson, F., Nguyen, T., &
Slavin, S. (2007). Comparing problem-based learning with case-based learning:
Effects of a major curricular shift at two institutions. <i>Academic Medicine</i>.
<a href="https://doi.org/10.1097/01.ACM.0000249963.93776.aa">https://doi.org/10.1097/01.ACM.0000249963.93776.aa</a> </span><br />
<br />
<span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;">Wilkes, M. S., & Srinivasan, M. (2017). Problem Based
Learning. In J. A. Dent, R. M. Harden, & D. Hunt (Eds.), <i>A practical
guide for medical teachers</i> (Fifth, pp. 134–142). Edinburgh: Elsevier
Churchill Livingstone. Retrieved from <a href="https://liverpool.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat00003a&AN=lvp.b5165252&site=eds-live&scope=site">https://liverpool.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat00003a&AN=lvp.b5165252&site=eds-live&scope=site</a></span></div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com5tag:blogger.com,1999:blog-2834795444033272899.post-28388045621180385512018-04-25T08:42:00.001-07:002018-04-26T02:19:14.351-07:00Using web conferencing for presentations<div dir="ltr" style="text-align: left;" trbidi="on">
<h3 style="text-align: left;">
<span id="docs-internal-guid-deb5a671-fd72-9ba8-58af-d4c9c0137b77" style="background-color: transparent; clear: right; color: black; float: right; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><b> … and how to avoid students saying 'Less Skype lectures please!'</b></h3>
<br />
Often, LSTM staff and visiting lectures are man<span id="docs-internal-guid-deb5a671-fd72-9ba8-58af-d4c9c0137b77" style="background-color: transparent; clear: right; color: black; float: right; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="213" src="https://lh4.googleusercontent.com/SIUv0FjGbi3F955gvePa4iy9fE66Ydp_ZgGRt31UQ2cQ-uIDeXU2f1OC79WOmWw2AuWzm9Mp97SJuwKFMj2b8A0jqmYxpXLzDWISOOOcAV_8YgA4lZTk1pasUkURimycXlXO4WG1" style="border: medium none; transform: rotate(0rad);" width="320" /></span>y thousands of miles away. Hence we sometimes use web conferencing to bring those presenters on site - into our teaching rooms. However, sometimes the most excellent presenter and content will be undermined by poor internet connectivity – resulting in one of our student reps saying: “Less Skype lectures please!”<br />
<br />
I found this phrase troubling – I was concerned that an excellent opportunity to hear from those at the top of their field, to pass their knowledge and experience on to our students, was being lost. Unpacking a little, I discovered the issue was poor internet connections being used to web conference a lecture - hence the student comment.<br />
<br />
So, I came up with some advice for staff using conferencing technology themselves or using it to bring others into their lectures. A prerequisite is that staff realise that web conferencing systems will struggle over poor internet connections - relevant to LSTM as many of the geographic areas we work in have poor connectivity. Once understood:<br />
<br />
<ol style="text-align: left;">
<li>For content - ask the presenter to forward (well in advance) learning materials so that the students can do much of the ‘learning’ before the session - perhaps a reading list, annotated notes, or a video of the presenter delivering the ‘content’;</li>
<li>Ask the students to prepare two or three questions each, and have these emailed to the presenter so that they can address those questions - though avoid a didactic experience by the back door!?</li>
<li>During the webinar (Skype or whatever), encourage interaction - use the tools - generate a dialogue - use the prepared questions as a starting point.</li>
<li>Prioritise voice over video - still images may be fine, but video might be too challenging;</li>
</ol>
<br />
<div>
<h3 style="text-align: left;">
Plan B</h3>
<br />
So, what if the web conference software fails? Try some alternatives such as:<br />
<ul style="text-align: left;">
<li> <a href="https://zoom.us/" target="_blank">Zoom</a></li>
<li> <a href="http://appear.in/" target="_blank">Appear.in</a></li>
</ul>
<br />
… though perhaps you should test one of these before you need to use it!<br />
<br />
The current <a href="https://zoom.us/" target="_blank">Zoom</a> and <a href="http://appear.in/" target="_blank">Appear.in</a> terms allow free 1-2-1 use - suitable for the above scenario.<br />
<br />
And if it really falls apart I’d advise using a discussion board to explore the questions - the board will wait until the network catches up.<br />
<br />
<br />
<div style="text-align: left;">
</div>
<h3 style="text-align: left;">
Plan A - LSTM’s virtual classroom:</h3>
<span id="docs-internal-guid-deb5a671-fd77-5c86-fcbb-05799e4d3c8b" style="background-color: transparent; clear: right; color: black; float: right; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br />
A better alternative to Skype etc might be our dedicated virtual classroom - YouSeeU - but that’s a <a href="https://youtu.be/6egwpi44R-I" target="_blank"><span id="docs-internal-guid-deb5a671-fd77-5c86-fcbb-05799e4d3c8b" style="background-color: transparent; clear: right; color: black; float: right; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="264" src="https://lh4.googleusercontent.com/rmpvBL3NcwjLUhNCbbooqwMcoqFJhZWqdVA0FTqWiK_mgbWG3SoAo-1SPDt1NhOosb1RDSv3o7PzVvw6BW9bV8X1UpWshddtNo_4KhMpHWZmihVTGlvfpsiTUFNUL1pWzMqbdSDd" style="border: medium none; transform: rotate(0rad);" width="320" /></span></a>whole other post. In the meantime, here’s a video that’ll show what YouSeeU looks like: <a href="https://youtu.be/6egwpi44R-I" target="_blank">https://youtu.be/6egwpi44R-I</a><br />
<br />
Whatever option you use, or if you want to discuss the alternatives, <a href="mailto:TEL@lstmed.ac.uk">TEL@lstmed.ac.uk</a> would be pleased to help - so email, call x3747, or just pop in!<br />
<br />
Kindest regards to all,<br />
David<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></span><br />
<br />
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Picture credits: </span><a href="https://pixabay.com/en/users/ulrichw-977721/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #555555; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ulrichw</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> on </span><a href="http://www.pixabay.com/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">pixabay.com</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="https://twitter.com/d2l?lang=en" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">@D2L</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></span><br />
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<span style="font-family: inherit;"></span><br /></div>
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David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com1tag:blogger.com,1999:blog-2834795444033272899.post-18038709461691908572016-12-05T01:09:00.001-08:002017-03-14T15:36:39.927-07:00Peer review: How to enhance learning without increasing your workload.<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "calibri"; font-size: 14.6667px; white-space: pre-wrap;">Peer review and feedback is generally perceived as an effective pedagogy (Zingaro & Porter, 2013; Mostert & Snowball, 2012; Nicol, 2010; Crouch, et al, 2007; Mitra, 2003). As stated by Nicol (2013:103):</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Peer review is an important alternative to teacher feedback, as research indicates that both the production and the receipt of feedback reviews can enhance students learning without necessarily increasing teacher workload.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In written activities peer review facilitates ‘</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">... improvement in writing style, an awareness of how to apply assessment criteria and an ability to self-assess future work ...’ </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Mostert & Snowball, 2012:679). Nicol (2010) goes further, and states that:</span></div>
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<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">… the act of giving feedback is cognitively more demanding; it engages students more actively in the process; they spend time thinking about the criteria and how the assignment is related to the criteria ...</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Nicol (2010, in University of Strathclyde, 2010:3:06)</span></div>
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<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A recent online course at Edge Hill University (Callaghan, 2013), following Salmon’s five stage model (2004) evidenced the effectiveness of peer review. Here are some points from students’ perspectives:</span></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">More timely, and a greater quantity of feedback available (no ‘one academic’ bottleneck);</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Several varied perspectives encourages deeper self-reflection;</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Peer language is better received / understood (Topping, 1998);</span></div>
</li>
</ul>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">… and that the quality of the peer feedback became more useful as the course progressed - and peers’ became more confident and competent in their review and feedback skills.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">More recently, Nicol </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">et al.</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> suggest that peer review closes “ … the gap between receipt of feedback and its application” (2015:104), allowing opportunities to use the feedback in their current work, something that is “ … quite rare after teacher feedback” (ibid).</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Issues / barriers</span></div>
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<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Some issues / barriers include:</span></div>
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<br /></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students’ having a lack of confidence in their own work (Callaghan, 2015 & 2013; Mostert & Snowball, 2012)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students’ lack confidence in commenting on peers’ work (Callaghan, 2015 & 2013)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students not happy with others commenting on their work (Callaghan, 2015; Wilson et al., 2014)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Quality of comments poor, in some part due to reluctance to offer areas for improvement (Callaghan, 2015)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">‘ … lack of confidence in assessors and/or assessments ...’ (Mostert & Snowball, 2012)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mostert & Snowball report 47% of students found ‘ … the peer assessment exercise was not useful.’. [note though, this was </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">assessment</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, not review / feedback]</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students concerned about others using their work (Callaghan, 2015 & 2013; Mostert & Snowball, 2012)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evidence that instructor intervention is required to reap significant learning gains (Zingaro & Porter, 2014);</span></div>
</li>
</ul>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">… and in an online ‘leveraged’ environment, where the the tutor's voice is amplified to 100s or 1000s of students, tutors will feel pressured to produce well polished interactions (Bair and Bair, 2011).</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here's a PowerPoint addressing some of the barriers: <a href="http://eshare.edgehill.ac.uk/10866/" target="_blank">Peer Review as a Pedagogy</a>, given as part of my <a href="https://www.edgehill.ac.uk/solstice/team/fellows/" target="_blank">SOLSTICE Fellowship</a> at <a href="https://www.edgehill.ac.uk/" target="_blank">Edge Hill University</a>.</span></div>
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<b style="font-family: Calibri; font-size: 14.6667px; white-space: pre-wrap;">Now what (Driscoll, 2007)</b></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Intended outcomes of following this approach include:</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1) Getting </span><span style="font-family: "calibri"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">students more engaged with learning content - effectively: i.e., minimising interaction required from tutors. However, those looking to reduce their workloads should be warned that such motivation is not a successful driver (Wilson </span><span style="font-family: "calibri"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">et al., </span><span style="font-family: "calibri"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">2014).</span></div>
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<span style="font-family: "calibri";"><span style="font-size: 14.6667px; white-space: pre-wrap;">2) Encouraging</span></span><span style="font-family: "calibri"; font-size: 14.6667px; white-space: pre-wrap;"> the use of technology to facilitate peer review - with echoes of 'Community of Inquiry' (Garrison & Anderson, 2003) creating a deeper and more engaging learning experience. Ideas such as Zhao et al.’s (2014) three strands of participation, interaction and social presence may further inform your approach.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">3) Also consider the role of the tutor - encouraging tutors to move away from being the source of knowledge or ‘Sage on the Stage’ (King, 1993) to be more of a learning facilitator, like a ‘Guide on the Side’ (Hertz-Lazarowitz & Shacher, 1990) or ‘Ghost in the Wings’ (Mazzolini and Maddison, 2007).</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I hope that having read this far you might have a little more confidence and knowledge about the peer review process and have ideas about how to embed effective online discussion into their curricula. I'm always happy to continue the discussion too - perhaps via <a href="https://twitter.com/dbcallaghan" target="_blank">@dbcallaghan</a> - perhaps this may lead onto a webinar?</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">References</span></div>
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<a href="http://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss2/10/?utm_source=digitalcommons.georgiasouthern.edu%2Fij-sotl%2Fvol5%2Fiss2%2F10&utm_medium=PDF&utm_campaign=PDFCoverPages" style="text-decoration: none;"><span style="background-color: white; color: #1982d1; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Bair, D. E., and Bair, M. A. (2011). Paradoxes of online teaching. </span><span style="background-color: white; color: #1982d1; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">International Journal for the Scholarship of Teaching and Learning</span><span style="background-color: white; color: #1982d1; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: white; color: #1982d1; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">5(</span><span style="background-color: white; color: #1982d1; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">2), 1–15.</span></a></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Callaghan, D. (2015) Experiences teaching an online 3rd year dissertation module at Edge Hill University, Nov 2014 - Feb 2015.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Callaghan, D. (2013) A Tidal Wave of Discussion … How active discussion produced outstanding results [online]. Available from: </span><a href="http://blogs.edgehill.ac.uk/learningedge/2013/11/01/a-tidal-wave-of-discussion/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://blogs.edgehill.ac.uk/learningedge/2013/11/01/a-tidal-wave-of-discussion/</span></a><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [13th May 2015].</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Crouch, H., Watkins, J. Fagen, A.P., Mazur, E. (2007) Peer Instruction: Engaging students one-on-one, all at once in Reviews in </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Physics Education Research</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, Ed. E.F. Redish and P. Cooney, pp. 1-1 (American Association of Physics Teachers, College Park, MD, 2007). Available from:</span></div>
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<a href="http://mazur.harvard.edu/publications.php?function=display&rowid=537" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.google.com/url?q=http%3A%2F%2Fmazur.harvard.edu%2Fpublications.php%3Ffunction%3Ddisplay%26rowid%3D537&sa=D&sntz=1&usg=AFQjCNEE4vZS_XmVtMfmaGW_eLb-hWBKpg</span></a><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [Accessed 13th May 2015]</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 13px;">Driscoll, J., 2007. </span><i style="background-color: white; color: #222222; font-family: Arial, sans-serif; font-size: 13px;">Practising clinical supervision: a reflective approach for healthcare professionals</i><span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 13px;">. Elsevier Health Sciences.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hertz-Lazarowitz, R. and Shachar, H. (1990) Teachers' verbal behavior in cooperative and whole-class instruction. In: S. Sharan (eds) </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Cooperative Learning.</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Praeger. 77-94.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">King, A., Learning, P. A. and Questioning, G. R. P. (1993) From sage on the stage to guide on the side. </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">College Teaching</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">41</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (1) 30-35.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mazzolini, M. and Maddison, S. (2007) When to jump in: The role of the instructor in online discussion forums. </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Computers & Education</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">49</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (2) 193-213.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mitra, S. (2003). “Minimally Invasive Education: A progress report on the "Hole-in-the-wall" experiments”. </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">British Journal of Educational Technology</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">34</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(3), 367-371. </span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mostert, M.; Snowball , J. (2012) Where angels fear to tread: online peer-assessment in a large first-year class </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Assessment & Evaluation in Higher Education</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Vol. 38, Iss. </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">6</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, 2013</span></div>
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<a href="http://dx.doi.org/10.1080/02602938.2012.683770" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://dx.doi.org/10.1080/02602938.2012.683770</span></a><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [Accessed 13trh May 2015]</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Nicol, D. (2010) The foundation for graduate attributes: Developing self-regulation through self and peer assessment. The Quality Assurance Agency for Higher Education.Scotland,</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Nicol, D., Thomson, A, and Breslin, C. (2013) Rethinking feedback practices in</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">higher education: a peer review perspective. </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Assessment and evaluation in higher education.</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">39(</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1), 102-122.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Salmon, G. (2004) E-moderating: The key to teaching and learning online. London: Routledge.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Topping, K. 1998. Peer Assessment between Students in Colleges and Universities. </span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Review of Educational Research</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">,</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 68</span><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(3), 249–276.</span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">University of Strathclyde (2010) REAP Video </span><a href="http://www.reap.ac.uk/Portals/101/Media/strathclydefinal.wmv" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.reap.ac.uk/Portals/101/Media/strathclydefinal.wmv</span></a><span style="background-color: transparent; color: black; font-family: "calibri"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [accessed 20-05-2015]</span></div>
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<span id="docs-internal-guid-7ea256ee-ce26-e315-2f8c-0bf474c8f78c"><span style="font-family: "calibri"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">Zingaro, D., & Porter, L. (2014) Peer instruction in computing: The value of instructor intervention. </span><span style="font-family: "calibri"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Computers & Education</span><span style="font-family: "calibri"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">, 71 , 87–96.</span></span></div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-21268116869052515012016-09-20T08:57:00.002-07:002016-09-20T08:57:47.685-07:00Blogs, discussion boards and journals.<div dir="ltr" style="text-align: left;" trbidi="on">
A frequent question is how to use blogs and discussion boards. Here's some recent advice:<br />
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<blockquote class="tr_bq">
<blockquote class="tr_bq">
Hi</blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote class="tr_bq">
Thanks for this opportunity to think things through – I feel a blog post coming on!?</blockquote>
<blockquote class="tr_bq">
I like discussion for collaboration – it’s a fab tool for those developing their confidence with their peers, reinforcing concepts; exploring issues; learning by explaining to others etc.</blockquote>
<blockquote class="tr_bq">
Blogs may be useful for more confident /capable students as there is an intended audience to write for and the possibility of critique / criticism.</blockquote>
<blockquote class="tr_bq">
Journals should also be considered – these are usually private to the student and tutor, so are great for less confident learners to build up their writing skills.</blockquote>
<blockquote class="tr_bq">
So, in summary, and making swathing* generalisations, journals for Y1, blogs (perhaps just Blackboard / internal ones) and discussion for Y2, and for Y3 look at public blogs and engagement with public discussion forums (TES etc).</blockquote>
<blockquote class="tr_bq">
Very kindest regards,</blockquote>
<blockquote class="tr_bq">
David</blockquote>
<blockquote class="tr_bq">
*Did you know a swathe is the amount of hay you can cut by hand in one pass? (late night R4!?)</blockquote>
</blockquote>
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David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-20943348615982949612016-03-16T03:29:00.000-07:002016-03-16T03:35:36.600-07:00Creating talking head and similar videos<div dir="ltr" style="text-align: left;" trbidi="on">
A popular topic on the Edge Hill PGCert course has been making ‘talking head’ and other videos / screen casts for teaching and learning. <br />
<br />
I encourage colleagues to create ‘rough and ready’ / disposable video for teaching and learning. However, if colleagues want to move to the next step, here’s an excellent piece outlining an approach to create great looking video: <a href="http://www.edutopia.org/discussion/low-budget-high-quality-videos-flipped-classroom?utm_source=twitter&utm_medium=socialflow" target="_blank">http://www.edutopia.org/discussion/low-budget-high-quality-videos-flipped-classroom?utm_source=twitter&utm_medium=socialflow</a> (via <a href="https://twitter.com/edutopia" target="_blank">@edutopia</a>) <br />
<br />
Link to mic mentioned: Movo PM20 Dual-Headed Lavalier Lapel Clip-on: <a href="http://www.amazon.co.uk/dp/B00X8470MQ" target="_blank">http://www.amazon.co.uk/dp/B00X8470MQ</a> <br />
<br />
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Other resources for video creation: <br />
<ul style="text-align: left;">
<li>Edge Hill web conferencing equipment guide: <a href="http://www.eshare.edgehill.ac.uk/5262/" target="_blank">http://www.eshare.edgehill.ac.uk/5262/</a> </li>
</ul>
<ul style="text-align: left;">
<li>Serif MoviePlus - available on all Edge Hill computers – this is fabulously easy to use and produces great results: <a href="http://www.serif.com/MoviePlus/" target="_blank">http://www.serif.com/MoviePlus/</a></li>
</ul>
<ul style="text-align: left;">
<a href="https://1minutecpd.wordpress.com/2016/02/18/49-recording-videos-using-your-webcam/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDs9RCWFp_PGnnjBOUTBxGP5L1PQ25TVEzjM6U2tZdZUuvyo4zkDOcGyhD4rO6e9N3EBYorr6uHv6BZMp30XLmHB0L71R9_KbUHxV1BM95WYBCVDmCc7fEKVDpJFl70Sc-xzhnaBZT7EGE/s320/Capture.png" width="320" /></a>
<li>Microsoft MovieMaker – perhaps the most ubiquitous ways do to a talking head with a webcam (from <a href="https://twitter.com/1minutecpd" target="_blank">@1minutecpd</a>): <a href="https://1minutecpd.wordpress.com/2016/02/18/49-recording-videos-using-your-webcam/" target="_blank">https://1minutecpd.wordpress.com/2016/02/18/49-recording-videos-using-your-webcam/</a> </li>
</ul>
<ul style="text-align: left;">
<li>5 'Best' Movie Maker alternatives: <a href="http://www.ezvid.com/moviemakeralternatives" target="_blank">http://www.ezvid.com/moviemakeralternatives</a> </li>
</ul>
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David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com2tag:blogger.com,1999:blog-2834795444033272899.post-57395859360029063272015-06-15T02:07:00.000-07:002015-06-15T02:13:57.703-07:00Education should be learner led, facilitate unfettered access to best of breed materials, and ditto staff (teachers, facilitators, co-constructors) (Bonk, 2009)<div dir="ltr" style="text-align: left;" trbidi="on">
Larry Cuban's recent post on school reform ("<a href="https://larrycuban.wordpress.com/2015/06/15/educators-love-affair-with-change/" target="_blank">Educators’ Love Affair with Change</a>") reminded me of the preface to my MA dissertation from 2010 - posted below. Even though this is six years old (and for the first time in public here), it still feels very contemporary and perhaps even prescient given more recent developments such as <a href="https://en.wikipedia.org/wiki/Massive_open_online_course" target="_blank">MOOCs</a>, the <a href="https://www.khanacademy.org/" target="_blank">Khan Academy</a> and <a href="https://www.ted.com/speakers/sugata_mitra" target="_blank">Sugata Mitra's work</a>:<br />
<br />
<br />
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<b><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; line-height: 150%; mso-ansi-language: EN-GB;">Preface<o:p></o:p></span></b></div>
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<i><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">“Whether you are a scientist on a ship in Antarctic waters or a young
girl in a Philippine village, you can learn whenever and whatever you want from
whomever you are interested in learning it from.”<o:p></o:p></span></i></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">From the cover sleeve of: “The
World Is Open: How Web Technology Is Revolutionizing Education”<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">Curtis J. Bonk<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">July 2009<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">The statement is not as outlandish as it might seem on
first reading. Curtis Bonk is making the
point that technology, and in this case the Internet, and more specifically the
services that are facilitated by the Internet, have made information available
on a scale unimaginable to previous generations – and that it’s possible to
harness those services in the pursuit of education, the gathering of
information, and obtain assistance converting that data into knowledge.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">I, too, have a strongly held belief that technology will
transform the world’s educational systems, for the better.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">Thus I began to explore, using this dissertation as a
vehicle for that exploration, how university teachers use on-line learning
environments in their teaching.
Originally the technology I intended to study was “Multimedia” (audio
and video content), but it became clear later in the study that “Multimedia”
must include text based content and therefore the study expanded to include
attitudes and opinions towards on-line learning environments that by their
nature are often heavily text based.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">This might be an appropriate point to inform the
reader of my background, to help them place my words and ideas and others
concepts and notions into the reader’s knowledge landscape – to give a context
to this dissertation.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">Computers and me go back a long way. I first came across computer equipment first
hand in school in 1976 – firstly using a local council mainframe via a remote
tele-type device and the second was an early micro-computer from Research
Machines using a Z80 8-bit microprocessor.
I studied computer science at school, gaining 'O' level, 'A' level and
then my first degree in the subject.
Hence my background with the technology is deep, wide and, perhaps in
the IT industry, ancient; or in e-learning, even pre-historic.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">I spent 20 years in the IT industry, became a
classroom teacher of ICT from 2003 (following my PGCE) until December 2007,
when I took up the role of a Learning Technologist.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">Hence I have a good background in technology and
education – and am currently finding my role as a learning technologist suits
my experience and background.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">Over the past few years I have become increasingly
dissatisfied with the education system.
This paragraph is explicitly designed to be contentious in order to
illustrate – and I admit that it suffers from the precise “Academic Liteness” I
go on to accuse the educational establishment of. Around 2005, whilst working as a classroom
teacher, I came to the conclusion that the UK’s compulsory education system, especially
provision from 11 years on is dis-educating our children. During my time as a teacher I have observed
children being taught how NOT to learn, sometimes as a side effect of the
system evidencing how good it is at doing its job. Notions of “Spoon Feeding” only scratch the
surface of my dissatisfaction. And now as
a parent I see my own children suffer the same fate. Parents remain trusting of the system to
educate and/or contain their children.
Educators impose their attitudes and beliefs as to what is best from a
frequently paternalistic and often “evidence lite” perspective. Such approaches echo with Freire’s (1972)
notions of colonial education, where the oppressed (children) are educated
using the curriculum of the oppressor (education system). I believe that to be effective, education must
be driven by the desires and interests of the learner, not of the system. </span><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-size: 12.0pt;">There are initiatives in many countries that adopt
this “Radical” educational approach, such as the Sudbury schools in the USA (Holzman
1997) and the educational philosophy of the city of Reggio Emilia, Italy (Thornton
and Brunton, 2006). </span><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">In the UK, Summerhill School
(</span><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-size: 12.0pt;">Andresen et al.,
1995) has shown both how successful the philosophy can be and how distasteful
the educational establishment find the approach (the school has suffered a
barrage of attacks from Ofsted (House of Commons Standing Committee G (pt 9), 2002)
and the DfES (BBC News, 2000).<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">I believe the free and open educational resources that
are mushrooming via the Internet (MIT, BBC’s Byte Size etc.) will evolve,
Darwinian style, into the best of breed.
There is nothing any authority, government or educational stakeholder
can do to stop this. To prevent our
learners, at whatever age, access to these resources in full, by overtly
blocking access to, like the Chinese government, or implicit restrictions, like
the UK’s education system demanding that our children attend the sort of
institution a child from the workhouses of the 18<sup>th</sup> century would
recognise, is wrong. Further, these
attitudes are dangerous to the prosperity of future society. Curtis Bonk explores these issues in “The
World is Open” – (2009:367-368) in which he suggests (demands?) that education
be learner led, facilitate unfettered access to best of breed materials, and
ditto staff (teachers, facilitators, co-constructors).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-size: 12.0pt;">David Callaghan</span></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-size: 12.0pt;">December 2009<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: left;">
References: <a href="http://dbcallaghan.blogspot.co.uk/2010/02/current-reference-list.html" target="_blank">Current reference list</a>.</div>
</div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com2tag:blogger.com,1999:blog-2834795444033272899.post-17152146130274123482015-01-23T05:31:00.001-08:002015-01-23T06:21:20.392-08:00First vs Third person?<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: left;">
<span style="font-family: inherit;">A recurring question for academic work is whether to
write in the first or third person. If you
are researching someone else’s area, then third is the obvious choice. However, if you are, as in the case of most
teacher </span>researchers<span style="font-family: inherit;">, researching YOUR practice / context / setting then I would
suggest you use the first person.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Below are four snippets from a <a href="http://blogs.edgehill.ac.uk/learningedge/2013/11/01/a-tidal-wave-of-discussion/" target="_blank">discussion board I ran acouple of years ago</a> that I hope you might find useful:</span><br />
<span style="font-family: inherit;"><br /></span></div>
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: inherit;">You can write it all in the first person. Perhaps what Michelle means is that the
literature review should only present other people's opinion and not your
own. There might be occasions that
bringing your own voice to the review would be useful - hence 'I' in the
literature review on these occasions is fine.</span></blockquote>
<blockquote class="tr_bq" style="text-align: left;">
<div style="text-align: right;">
<span style="color: #999999; font-family: inherit;">03 March 2013 21:27</span></div>
</blockquote>
<blockquote class="tr_bq">
<span style="font-family: inherit;">There are benefits to both first and third person.</span><span style="font-family: inherit;"><o:p> </o:p></span><span style="font-family: inherit;">First person: is more authentic – you can get more
passion in the text and therefore more engagement from the reader.</span><span style="font-family: inherit;"><o:p> </o:p></span><span style="font-family: inherit;">Third person: May help you maintain an academic and
balanced style.</span><span style="font-family: inherit;"><o:p> </o:p></span><span style="font-family: inherit;">It’s your choice – but if the story is yours, your
‘narrative’, please consider using the first person – perhaps try writing the
introduction in the first person and then post it on the Introduction
discussion for some feedback. It's your
decision - whatever you feel works best for you - but please be consistent!</span></blockquote>
<blockquote class="tr_bq">
<div style="text-align: right;">
<span style="color: #999999; font-family: inherit;">18 January 2013
18:41</span></div>
</blockquote>
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: inherit;">You should aim for consistency across the piece.</span><span style="font-family: inherit;"> </span><span style="font-family: inherit;">I notice in the draft methodology I have you
have used first and third person.</span><span style="font-family: inherit;"> </span><span style="font-family: inherit;">This
late on you may benefit from changing to first person because you will gain
authenticity, and at the same time be protected against falling into the trap
of anecdotal or emotional writing because you wrote it in third person
originally.</span><span style="font-family: inherit;"> </span><span style="font-family: inherit;">However, either is
acceptable and the only difference in grading will be in the use of English row
on the grading grid if you're not consistent.</span></blockquote>
<blockquote class="tr_bq" style="text-align: left;">
<div style="text-align: right;">
<span style="color: #999999; font-family: inherit;">18
May 2013 10:42</span></div>
</blockquote>
<div style="text-align: left;">
<blockquote class="tr_bq">
<span style="font-family: inherit;">Writing in the third person is perfectly acceptable -
although I'm encouraging you to try the first person, note that many colleagues
here at the University would frown on such a suggestion - so please don't be
swayed by my suggestions - it won't make any difference to the marks. Though do ensure that if you use the third
person that you get the passion and commitment in there - so easy to lose when
discussing 'the researcher'.</span></blockquote>
</div>
<blockquote class="tr_bq">
<div style="text-align: right;">
<span style="color: #999999; font-family: inherit;">14 March 2013 23:23</span></div>
</blockquote>
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<o:p></o:p></div>
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David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com1tag:blogger.com,1999:blog-2834795444033272899.post-80050610458084813252013-11-01T06:55:00.001-07:002013-11-01T06:56:26.450-07:00Getting hung up on 'word count'<div dir="ltr" style="text-align: left;" trbidi="on">
A contentious issue that has raised its head again is 'word count' - with students asking 'what if I go over' etc...<br />
<br />
Here's my stock reply - I understand that most find this useful:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm_SRv0NK3WGUoHvZTLZ40hdsMGVfn9OpOtwQnZpKfPdSl9HBITBjn6AqfEn8jHJqJcbCX1kq0_diMztYEgtAhHkDk9mb4noK-1znnezz9OgFiZaVY1IpxzrojGOgEj_sgHbLExbCndTvw/s1600/temp.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm_SRv0NK3WGUoHvZTLZ40hdsMGVfn9OpOtwQnZpKfPdSl9HBITBjn6AqfEn8jHJqJcbCX1kq0_diMztYEgtAhHkDk9mb4noK-1znnezz9OgFiZaVY1IpxzrojGOgEj_sgHbLExbCndTvw/s1600/temp.png" /></a></div>
The official line from the University is that we can't penalise for being over the word count. However, what we can penalise for is not writing concisely, content not relevant to the topic (waffle?), and repetition. So - if you are heading well over the suggested word count, perhaps you need to go back and make sure that your study can't be accused of any of that.<br />
<br />
One way you could reduce the word count may be to put some of the data from your findings in an appendix and then report them in summary form in the Findings and Discussion chapter. Also - watch out for long quotes - you can paraphrase very concisely.<br />
<br />
If you google 'reduce word count' you might come up with other suggestions. Here's one I like: <a href="http://expertedge.journalexperts.com/2013/01/01/editing-tip-of-the-week-reducing-word-counts/" target="_blank">http://expertedge.journalexperts.com/2013/01/01/editing-tip-of-the-week-reducing-word-counts/</a>.<br />
<br />
If anyone finds good advice elsewhere please post a comment here.<br />
<br />
Very kindest regards to all, David</div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com2tag:blogger.com,1999:blog-2834795444033272899.post-40192035793105572162013-10-17T03:59:00.001-07:002013-10-17T03:59:27.880-07:00What I use, will use and should use an iPad for ...<div dir="ltr" style="text-align: left;" trbidi="on">
I've been asked by a colleague to give a brief talk about how I use my iPad in my practice - so have blogged here to collect some links that others may find useful.<br />
<br />
<b>Stuff I use frequently</b><br />
<br />
<br />
<div class="separator" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;">
<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB8Qg9yOWQdMVt3ljjejObrOXujLuAgdtA-4PcOA31gXI41cGMRT_fmd2bEs3Ykee3spuDIj2YM8Uhxf_PJkg6zuNSNg76lzcnUZYgQD1yet5USyODqtVUfbGezvtH3ija5FvPgZyrLkPM/s1600/temp.png" /></div>
My favorite app for the iPad is <a href="https://itunes.apple.com/gb/app/dropbox/id327630330" target="_blank">Dropbox</a> because I can access any of my notes, presentations, papers on my desktop, phone or tablet wherever I am - off or on site. <a href="http://www.youtube.com/watch?v=w4eTR7tci6A&feature=share&list=PL0D1EF8DAA916C301" target="_blank">Here's a short video introducing it</a>. Please use the link on the right to sign up as it gives me some credit!<br />
<br />
Next is the <a href="https://itunes.apple.com/gb/app/gmail-email-from-google/id422689480?mt=8" target="_blank">Gmail app</a> - on the iPad and my Android phone. It's got a wonderful search feature - and I NEVER delete anything, so have full records available to me wherever I am. Another use of the Gmail service is to quickly transfer files across platforms if I'm on a PC that isn't synched to my Dropbox.<br />
<br />
<a href="https://www.blackboard.com/platforms/mobile/products/mobile-learn.aspx" target="_blank">Blackboard Mobile Learn</a> gives me access to content and discussion 'on the go' - more for my phone than the tablet. V4.0 is a great improvement - with a much cleaner interface and the ability to change notifications settings within the app: <a href="http://blogs.edgehill.ac.uk/ls/2013/09/24/dont-turn-your-mobile-off/">http://blogs.edgehill.ac.uk/ls/2013/09/24/dont-turn-your-mobile-off/</a><br />
<br />
Also - I love the <a href="https://play.google.com/store/apps/details?id=com.ted.android&hl=en" target="_blank">TED app</a> - it allows you to download thousands of great talks (as I do when I go on holiday).<br />
<br />
<b>Stuff I use less frequently:</b><br />
<br />
<a href="https://itunes.apple.com/gb/app/prezi-for-ipad/id407759942?mt=8" target="_blank">Prezi viewer</a><br />
<a href="http://www.goodiware.com/goodreader.html" target="_blank">Goodreader</a><br />
<br />
<br />
<b>Stuff I intend to buy:</b><br />
<br />
<a href="http://www.explaineverything.com/" target="_blank">Explain Everything</a> - watch <a href="http://vimeo.com/59845203" target="_blank">this video</a> to find out why.<br />
<br />
<br />
<b>Fun stuff</b><br />
<br />
I couldn't resist '<a href="https://itunes.apple.com/gb/app/garageband/id408709785" target="_blank">Garage Band</a>'. Here's a tutorial: <a href="http://youtu.be/vv_VWD3rEMw" target="_blank">http://youtu.be/vv_VWD3rEMw</a><br />
<br />
<b>Finally</b><br />
<br />
I've done a broader iPad session last year: <a href="http://dbcallaghan.blogspot.co.uk/2012/04/introductory-ipad-training.html">'Introductory iPad Training'</a><br />
<br />
<br /></div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-27637309750399450102013-07-23T15:58:00.000-07:002013-07-24T05:03:41.724-07:00Blackboard VLE Summer Upgrade webinar<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: left;">
<i>(Wednesday 24th July 2:00pm - E9)</i></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Please sign into Edge Hill's 'Blackboard VLE Summer Upgrade webinar session via: <a href="https://go.edgehill.ac.uk/apps/pls/apex/f?p=186:1:::NO:1:P1_FILTER_CHOICE,P1_FFF:F,Blackboard+VLE+Summer+Upgrade+-+Introducing+New+Features" rel="nofollow" target="_blank">THIS LINK</a></div>
<br />
Then use the link from your email to join the Collaborate session.<br />
<br />
<h2>
<a href="https://help.blackboard.com/@api/deki/files/16163/Blackboard_Learn_SP12_Feature_Guide_for_End-Users_April_24_2013docx.docx" rel="nofollow" target="_blank">Feature Guide for End-Users (Service Pack 12)</a></h2>
<div style="text-align: left;">
<br /></div>
<h2 style="text-align: left;">
Other materials:</h2>
<b></b><br />
<div style="text-align: left;">
<b><a href="https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Administrator/000_Product_Updates/010_SP_12_New_Features" rel="nofollow" style="font-weight: normal;" target="_blank">New SP12 features (Blackboard's take)</a></b></div>
<b>
</b>
<br />
<div style="text-align: left;">
<b><a href="https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Administrator/000_Product_Updates/010_SP_12_New_Features" rel="nofollow" style="font-weight: normal;" target="_blank"><br /></a></b></div>
<b>
Discussion: </b><a href="http://www.youtube.com/watch?v=ObKS6_DB_nI&feature=share&list=PLontYaReEU1uzg9FcSX8FxFdRBH1Z2j6J" rel="nofollow" target="_blank">Quick Hit</a> / <a href="http://www.youtube.com/watch?v=UxjOU5sXmns&feature=share&list=PLontYaReEU1v1P4Nq1ilNGlkfDUNQDZVl" rel="nofollow" target="_blank">On Demand Tutorial</a><br />
<div>
<b><br /></b></div>
<div>
<b>Navigation: </b><a href="http://www.youtube.com/watch?v=y153uPOetTk&feature=share&list=PLontYaReEU1uzg9FcSX8FxFdRBH1Z2j6J" rel="nofollow" target="_blank">Quick Hit</a> / <a href="http://www.youtube.com/watch?v=J_aZCVQYSj0&feature=share&list=PLontYaReEU1v1P4Nq1ilNGlkfDUNQDZVl" rel="nofollow" target="_blank">On Demand Tutorial</a></div>
<div>
<b><br /></b></div>
<div>
<b>Inline grading: </b><a href="http://youtu.be/3X9Rerz0VX0" rel="nofollow" target="_blank">Quick Hit</a> / <a href="http://www.youtube.com/watch?v=CbafANRJ7Zw&feature=share&list=PLontYaReEU1v1P4Nq1ilNGlkfDUNQDZVl" rel="nofollow" target="_blank">On Demand Tutorial</a></div>
<div>
<b><br /></b></div>
<div>
<b>Calendar: </b><a href="http://youtu.be/pTdGOMAZhQY" rel="nofollow" target="_blank">Quick Hit</a> / <a href="http://www.youtube.com/watch?v=OaZBBDKvSMc&feature=share&list=PLontYaReEU1v1P4Nq1ilNGlkfDUNQDZVl" rel="nofollow" target="_blank">On Demand Tutorial</a></div>
<div>
<b><br /></b></div>
<div>
<b>My Blackboard (profiles): </b><a href="http://www.youtube.com/watch?v=qMEwrLskxaI&feature=share&list=PLontYaReEU1uzg9FcSX8FxFdRBH1Z2j6J" rel="nofollow" target="_blank">Quick Hit</a> / <a href="http://www.youtube.com/watch?v=LuUTg9LSGG4&feature=share&list=PLontYaReEU1v1P4Nq1ilNGlkfDUNQDZVl" rel="nofollow" target="_blank">On Demand Tutorial</a></div>
<div>
<b><br /></b></div>
<div>
<b>The Retention Center: </b><a href="http://youtu.be/_bnSHI3qLik" rel="nofollow" target="_blank">Quick Hit</a> / <a href="http://www.youtube.com/watch?v=ECYwy8TSEJA&feature=share&list=PLontYaReEU1v1P4Nq1ilNGlkfDUNQDZVl" rel="nofollow" target="_blank">On Demand Tutorial</a><br />
<h2 style="text-align: left;">
</h2>
<div style="text-align: left;">
<br /></div>
</div>
</div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-14387768470726060262012-10-21T17:05:00.003-07:002012-10-22T02:51:39.151-07:00My first TED!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZjq0UerJGrCabPLr1g8NSiTSWrTZftO10VMbrKJQVhAfgDDH3t_swZs6-87PxfXoQ6ZidMgfvInW0wCb6T_gxTQvfv6IpiqFxrP4_lwnxsqxMmUwJPS-88ZGl4_nSLk3UVQtHN6tq8qv9/s1600/DSCF2564.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZjq0UerJGrCabPLr1g8NSiTSWrTZftO10VMbrKJQVhAfgDDH3t_swZs6-87PxfXoQ6ZidMgfvInW0wCb6T_gxTQvfv6IpiqFxrP4_lwnxsqxMmUwJPS-88ZGl4_nSLk3UVQtHN6tq8qv9/s400/DSCF2564.JPG" width="400" /></a></div>
OK - TEDx, but perhaps the largest TEDx in the UK – if not
Europe.</div>
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Hosted (rather well!) by <b>Jim Dickenson</b> – Director of Policy and
Delivery at NUS.<br />
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(The image has one of my tweets!)</div>
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<b>Morning Session: </b></div>
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<a href="http://www.salford.ac.uk/university/university-structure/leadership-and-management/martin-hall" target="_blank"><b>Professor Martin Hall</b></a>, who waded back 5 million years, saying “That’s
what archaeologists do” ...</div>
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<b>Salil Shetty</b> –<b> </b>Secretary General of <a href="http://www.amnesty.org/" target="_blank">Amnesty International</a>. Salil gave a personal and emotive speech, perhaps paraphrased
as ‘... when you notice an absence of justice ... do something!’<span style="mso-spacerun: yes;"> </span><a href="https://twitter.com/search?q=%2350shadesoffair&src=hash"><s>#</s><b>50shadesoffair</b></a></div>
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<b><a href="http://www.crm.ed.ac.uk/research/group/redirecting-cell-fate" target="_blank">Sir Ian Wilmut</a> </b>– Professor of Reproductive Biology at the <a href="http://www.crm.ed.ac.uk/" target="_blank">Centre for Regenerative Medicine</a>. Ian led the team that cloned an adult sheep –
‘Dolly’.<span style="mso-spacerun: yes;"> </span>Ian talked us through some of
the mechanics and science behind cloning, and some of the hopes for future uses
of the technology.</div>
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<a href="http://www.manchesterlieutenancy.org/index.php?page=felicity-marsh" target="_blank"><b>Felicity Goodey</b></a> gave a passionate speech about bringing the BBC to
Salford – that the BBC don't own the buildings (unusual for the BBC) - about how the Salford community were engaged in the project – about
how lives were changed – about how <a href="http://en.wikipedia.org/wiki/MediaCityUK" target="_blank">Media City</a> is not a ‘one off’, but an
emerging worldwide phenomena.<span style="mso-spacerun: yes;"> </span>Almost
makes me want to move to Salford – but although the creators of the Manchester
Ship Canal brought the sea to Manchester (after Liverpool dock charges became
too much) – they didn’t bring the beaches – never mind!</div>
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<tr><td class="tr-caption" style="text-align: center;">Humour was a coping mechanism: The txt says:<br />
<i>"Debs - it's Matt here. Don't listen to Hayley<br />ROW SLOWER.<br />The airfares get cheaper in February!!!"</i></td></tr>
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<a href="http://www.debrasearle.com/www.debrasearle.com/Home_Page.html" target="_blank"><b>Debra Searle</b></a> – <a href="http://www.youtube.com/watch?v=eRBkCukVqO8" target="_blank">the woman that rowed across the Atlantic</a>, (mostly) on
her own.<span style="mso-spacerun: yes;"> </span>Quote: “Choose your attitude
.….” because out in the Atlantic that’s about all you can choose. Debra also use visioning as a motivational aid - envisioning what rowing into Barbados would look like<b>.</b><br />
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<br />
<b></b><br />
<a href="http://www.ariadnecapital.com/html/about/the-team.html"><b><span id="goog_789358780"></span>Julie Meyer</b></a><span id="goog_789358781"></span>: “David and Goliath must dance” – saying that start-ups
coming to <a href="http://www.ariadnecapital.com/" target="_blank">Ariadne Capital</a> are coming with ideas that work with the giants
(Tesco, Google, Amazon), not with the intention of defeating them.<span style="mso-spacerun: yes;"> </span>Another notion was “capital follows
innovation” – illustrated with the philanthropists behind da Vinci and Michelangelo.</div>
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<a href="http://www.fnal.gov/pub/today/archive_2011/today11-04-01.html" target="_blank"><b>Joseph Incandela</b></a>: “Searching for the genetic code of our universe”
(hinting at others?) or “The Hunt for the Higgs boson ...”.<span style="mso-spacerun: yes;"> </span>Thrilling stuff for physicists – I love this
stuff!</div>
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<a href="http://www.davideswarup.com/" target="_blank"><b>Davide Swarup</b>:</a> Playing the ‘Hang Drum’ – Very chilled – very ethnic - see (and listen!): <a href="http://www.davideswarup.com/">http://www.davideswarup.com/</a><span style="mso-spacerun: yes;"> </span></div>
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<b>Afternoon session:</b></div>
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<b>Ken Shamrock</b>: Whose message was that getting wayward kids back on the
rails should be the personal responsibility of everyone, not left to
governments and institutions.<span style="mso-spacerun: yes;"> </span>See: <a href="http://www.kenshamrock.com/">http://www.kenshamrock.com/</a></div>
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<a href="http://www.teamgb.com/athletes/etienne-stott" target="_blank"><b>Etienne Stott</b></a> – the English Slalom Canoeist who along with Tim Baillie
won Olympic Gold in 2012.<span style="mso-spacerun: yes;"> </span>In 2011
Etienne needed surgery on his shoulder; in his speech he mapped out the
milestones to the Olympic Gold – visioning his journey as a “ ... red thread
from the hospital bed to the Olympics”.<span style="mso-spacerun: yes;">
</span>Note the visioning echoed Searle’s speech from earlier.<span style="mso-spacerun: yes;"> </span>His is perhaps the most quoted quote from the
event: "The response to the problem is more important than the problem
itself" – and they responded like champions.</div>
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<a href="http://www.paulzenon.com/" target="_blank"><b>Paul Zenon</b>: </a>Gave an amusing and thought provoking talk about airport
security – poking fun at policies and procedures, highlighting how organisations
hide behind these paper shields; then he illustrated the absurdity of being
able to have as much liquid as you want, as long as it was in separate 100ml bottles – by suggesting how convenient for anyone that wanted to keep liquids apart and
combine them when airborn – and encouraging them to have a mixing vessel – the
clear plastic bag to carry the bottles in!?<span style="mso-spacerun: yes;"> </span>Also – he finds
taking his own metal detectors (the paddle type) through airport security highly
amusing (so did we!).</div>
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<a href="http://www.jimal-khalili.com/" target="_blank"><b>Jim Al-Khalili</b></a> – perhaps best known for Radio 4’s “The Life Scientific”
– Jim introduced (to me, anyway) the notion of ‘Quantum biology’ – illustrating
with the example of the European Robin that seems to navigate using Quantum
effects in its right eye!?<span style="mso-spacerun: yes;"> </span>(something to
do with blue light causing electrons to detach from an atom in the right eye of
the Robin)<span style="mso-spacerun: yes;"> </span>He quotes many who say:<span style="mso-spacerun: yes;"> </span>“If you are not baffled by quantum mechanics
then you don't get it”.</div>
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<a href="http://en.wikipedia.org/wiki/John_Robb_%28musician%29" target="_blank"><b>John Robb</b></a>: Punk rock vocalist and TV presenter – encouraging us to get away
from the X-Factor and so many ‘covers’ to <a href="http://www.upliftmagazine.com/uplift/wp-content/uploads/X-Factor-Judges-131108.jpg" target="_blank">please the judges</a>, and back to making
real music and real culture with our mates in our back yard – and totally with
you on that John.<span style="mso-spacerun: yes;"> </span>How about a ‘Concert
Goers Charter’ that would put a top limit on the most someone should pay for a ticket?<span style="mso-spacerun: yes;"> </span>If enough signed up prices would tumble.</div>
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<a href="http://www.geoffburch.com/" target="_blank"><b>Geoff Burch</b> </a>gave a very hard-nosed speech on sales – a bit too hard
nosed for me.<span style="mso-spacerun: yes;"> </span>I tasted ‘vacuum cleaner
salesman’ – (I’ve had them in my house – promised the earth – delivered a
mess).<span style="mso-spacerun: yes;"> </span>I loved the sheepdog analogy –
getting the sheep into the pens.<span style="mso-spacerun: yes;"> </span>But I’m
into the (Geoff) derided customer relationship management and getting the sheep
to feel comfortable with the direction your taking them and making sure that
what you are doing is right for the sheep.<span style="mso-spacerun: yes;">
</span>I’d prefer to come up with a different product rather than sell
something unsuitable.<span style="mso-spacerun: yes;"> </span>If you’re thinking
of getting around this by creating a need for your product, perhaps that might
be seen as morally grey if there were no need before you arrived with it.<span style="mso-spacerun: yes;"> </span>However, there are many products out there
that had no market before a market was ‘invented’ – such as the ‘laser’ that is
used from everything from CDs to telephone lines these days.<span style="mso-spacerun: yes;"> </span>Good speech.<span style="mso-spacerun: yes;">
</span>Jury out on the morals - but then again, here's a YouTube version of today's speech that seems to have a different emphasis in the final few seconds: http://www.youtube.com/watch?v=Kd4F9UutNHY</div>
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<a href="http://www.rayhammond.com/" target="_blank"><b>Ray Hammond</b></a>: Outstanding!<span style="mso-spacerun: yes;"> </span>News
to me was that futurologists see a ‘black hole’ in the next 20-30 years when
computers become ‘as capable’ as humans. <span style="mso-spacerun: yes;"> </span>Now as long as machines do the work – what
they do best – and leave humans to ‘enjoy themselves’ – that’s fine with
me.<span style="mso-spacerun: yes;"> </span>I seem to remember Harold Wilson suggesting in the 60s that technology would perform more and more 'work' leaving us to have more and more leisure! However, what’s new is the ‘singularity’ – and beyond, when computers
make computers that are twice, then four times, then eight times ... etc.<span style="mso-spacerun: yes;"> </span>I kept getting images of ‘SkyNet’
(<a href="http://www.imdb.com/title/tt0088247/" target="_blank">Terminator</a>) in my head.</div>
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<a href="http://www.akalamusic.com/" target="_blank"><b>Akala</b> </a>– who rounded up the evening with a history of HipHop – that he
traces back to ancient story-tellers – and then performed – making us all sit
up and take notice.<span style="mso-spacerun: yes;"> </span>Outstanding!</div>
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Footnote: The above is my recollection following the event – I’d be
delighted to take any corrections – at worst by comments.</div>
</div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-6918876618778897212012-10-21T13:36:00.002-07:002012-10-22T18:28:21.706-07:00Three things that continue to hold my attention:<div dir="ltr" style="text-align: left;" trbidi="on">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm1.staticflickr.com/7/8395382_f6ae20d648_n.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" src="http://farm1.staticflickr.com/7/8395382_f6ae20d648_n.jpg" title="ICT's in Education" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">ICTs in Education<br />
(<a data-rapid_p="27" data-track="user" href="http://www.flickr.com/photos/pmorgan/" id="yui_3_5_1_2_1350852270005_227" title="pmorgan">pmorgan)</a></td></tr>
</tbody></table>
As a means to 'pay forward' can I draw your attention to three emerging trends / thinkers in education:<br />
<br />
<b><a href="http://en.wikipedia.org/wiki/Flip_teaching" target="_blank">Flipped model of Education</a>:</b><br />
This is where students do the learning outside the classroom, and use contact time with the teacher to discuss and explore the topics presented. (I should point out that I started doing something similar in 2007 - students being 'instructed' by the machine leaving time for me to interact with them in a tailored manner). I suggest the wikipedia article is the best starting point to find out more about this: <a href="http://en.wikipedia.org/wiki/Flip_teaching" target="_blank">http://en.wikipedia.org/wiki/<wbr></wbr>Flip_teaching</a><br />
<br />
<b>Khan Academy: <a href="http://www.khanacademy.org/" target="_blank">http://www.khanacademy.org/</a></b><br />
Why create instructional videos on maths, history or art when this guy (or one of his colleagues) already has? Watch Salman Khan explain the academy's background and phenomenal growth in this <span class="il">TED</span> talk: <a href="http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html" target="_blank">http://www.<span class="il">ted</span>.com/talks/<wbr></wbr>salman_khan_let_s_use_video_<wbr></wbr>to_reinvent_education.html</a> If you're not hooked by 1:07, then " ... you have no emotion."<br />
<br />
<b><span class="il">TED</span>: <a href="http://www.ted.com/" target="_blank">http://www.<span class="il">ted</span>.com/</a></b><br />
If Khan didn't alert you to <span class="il">TED</span>, then get on and take a look! There's something really entertaining and thought provoking every week on <span class="il">TED</span> - you'd be mad not to subscribe to their weekly email: <a href="http://www.ted.com/pages/view/id/112" target="_blank">http://www.<span class="il">ted</span>.com/pages/view/<wbr></wbr>id/112</a>. Note I've just got back from <a href="http://www.tedxsalford.com/" target="_blank">TEDxSalford </a>- so I'm 'officially' hooked! <br />
<br />
<b>Sugatra Mitra: <a href="http://www.ted.com/speakers/sugata_mitra.html" target="_blank">http://www.<span class="il">ted</span>.com/speakers/<wbr></wbr>sugata_mitra.html</a></b><br />
I heard Sugatra Mitra at the ALT conference in Leeds in 2010 - he is an outstanding speaker with huge ideas that will make you question your value as a teacher - and I got to talk to him later too, but I didn't realise the significance and global reach at the time - I hope you do: <a href="http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html" target="_blank">http://www.<span class="il">ted</span>.com/talks/<wbr></wbr>sugata_mitra_the_child_driven_<wbr></wbr>education.html</a><br />
<br />
<b>Ken Robinson: <a href="http://www.ted.com/speakers/sir_ken_robinson.html" target="_blank">http://www.<span class="il">ted</span>.com/speakers/<wbr></wbr>sir_ken_robinson.html</a></b><br />
A seminal thinker and presenter on education - particularly the education of children. In this (11 minute) video the RSA have animated Robinson's speech from 20??, providing an entertaining, amusing and challenging look at the developed world's systems of education: <a href="http://www.youtube.com/watch?v=zDZFcDGpL4U" target="_blank">http://www.youtube.com/watch?<wbr></wbr>v=zDZFcDGpL4U</a><br />
<br />
OK - I can't count - that's five!?<br />
<br />
I'd be delighted to have a conversation with anyone about any of the above - perhaps we could arrange a lunch time 'virtual' seminar; <a href="http://www.google.com/+/learnmore/hangouts/" target="_blank">Google Hangouts</a> anyone? I'm conscious that all the above barely scratch the surface of each topic - for example, Khan's <span class="il">TED</span> talk doesn't cover the student tracking system - a vital component of the success of the approach.<br />
<br />
Kindest regards to all, David (Just got back from <a href="http://www.tedxsalford.com/" target="_blank">TEDxSalford </a>- BRILLIANT!!!) </div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-26531294617376333512012-09-19T15:27:00.002-07:002012-09-22T15:19:04.686-07:00A good research question<div dir="ltr" style="text-align: left;" trbidi="on">
A good research question:<br />
<ul style="text-align: left;">
<li>Will sustain your interest for the entire study<br />... and hopefully beyond!</li>
<li>Is achievable - i.e., can be completed within the time and resources you have<br />... yet suggests a significant area of study.</li>
<li>Is open ended, encouraging exploration of a topic<br />... and doesn't give a yes or no answer.</li>
<li>Is not loaded with assumptions<br />... avoiding leading questions like "How has X improved pupils performance ..."</li>
</ul>
<div style="text-align: left;">
And, finally, facilitates the meeting of the learning objectives.<br />
<br />
It is rare for students to come up with a definitive question initially - the question will be honed over the period of the study. Although your question might be refined as your study progresses you must have sufficient focus in your initial question to ensure your study remains 'on track'.<br />
<br />
I think I might have taken some of the above from the University of Birmingham: <a href="http://www.socscidiss.bham.ac.uk/s7.html" target="_blank">http://www.socscidiss.bham.ac.uk/s7.html </a>- take a peek - it's quite good!<br />
<br />
Update - I've just found this 4 min YouTube clip that might have been created just for this posting:<br />
<br />
<object height="315" width="420"><param name="movie" value="http://www.youtube.com/v/KEuzeL06IwM?version=3&hl=en_US"></param>
<param name="allowFullScreen" value="true"></param>
<param name="allowscriptaccess" value="always"></param>
<embed src="http://www.youtube.com/v/KEuzeL06IwM?version=3&hl=en_US" type="application/x-shockwave-flash" width="420" height="315" allowscriptaccess="always" allowfullscreen="true"></embed></object><br />
</div>
</div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-34018992321845814272012-09-05T05:56:00.001-07:002012-09-20T04:21:33.622-07:00AT Update Links<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<a href="http://www.eshare.edgehill.ac.uk/2206/" target="_blank">David's screen cast 'WalkThrough' of the Assignment Handler Process</a><br />
<br />
<a href="http://prezi.com/uoeboz_f4et3/assignment-handler/?auth_key=b696cefa87b83c342e1a91206ad29ddf15a19095" target="_blank">David's Prezi about Assignment Handler.</a><br />
<br />
Student guide to Assignment Handler: <a href="http://www.eshare.edgehill.ac.uk/2042/">http://www.eshare.edgehill.ac.uk/2042/</a><br />
<br />
List of Guides from LTD: <a href="http://tinyurl.com/ltdguides" target="_blank">tinyurl.com\ltdguides</a><br />
<br />
<br />
<br />
<br />
<br /></div>
David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-46909986574961503462012-06-29T03:01:00.000-07:002012-06-29T03:04:46.533-07:00What do you mean by a different browser?<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: left;">
<a href="http://upload.wikimedia.org/wikipedia/commons/thumb/0/08/Wikimedia_browser_share_pie_chart_3.png/220px-Wikimedia_browser_share_pie_chart_3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/thumb/0/08/Wikimedia_browser_share_pie_chart_3.png/220px-Wikimedia_browser_share_pie_chart_3.png" /></a><a href="http://upload.wikimedia.org/wikipedia/commons/thumb/0/08/Wikimedia_browser_share_pie_chart_3.png/220px-Wikimedia_browser_share_pie_chart_3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><br /></a>If you are reading this, you are probably using Internet
Explorer or Safari – these are the ‘default’ browsers that come with PCs and
Apple computers. That is, when you click
on ‘Internet’, your computer runs a program that ‘Browses’ the internet.<br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">There are alternative browsers available, the two that I
recommend are:</span><br />
<br />
<a href="http://www.mozilla.org/en-US/firefox/">FireFox</a><br />
<a href="https://www.google.com/intl/en/chrome/browser/">Google's Chrome</a><br />
<br />
The image is from Wikimedia, indicating the types of
browser usage on Wikimedia - and I hope that this will update to reflect current usage.</div>
<div class="MsoNoSpacing" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
<a href="http://www.blogger.com/blogger.g?blogID=2834795444033272899" name="_GoBack"></a></div>
<div class="MsoNoSpacing">
<o:p></o:p></div>
<div class="MsoNoSpacing">
<o:p></o:p></div>
<div class="MsoNoSpacing">
<o:p></o:p></div>
<div class="MsoNoSpacing">
<o:p></o:p></div>
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<o:p></o:p></div>
</div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-30582938967143809502012-06-19T15:38:00.005-07:002012-06-20T06:58:12.780-07:00Staff development suggestions for 2012-13<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
I needed to do a quick written submission to a committee
about staff development at my university for 2012-13 – after making a bit of it
up, I trawled the net to get some more serious thoughts from the community that
have been added to my list giving this:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>1) Flipped classroom:</b><br />
Here's a great discussion:<a href="http://net.educause.edu/ir/library/pdf/ELI7081.pdf" target="_blank">http://net.educause.edu/ir/library/pdf/ELI7081.pdf</a></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
... and not just creating content ourselves - but
sourcing pre-reading on the web and getting students to actually look at it
BEFORE the session. For sources, look at
the 'Find Content' section of my Prezi:</div>
<div class="MsoNormal">
<a href="http://prezi.com/kuocyppvcc69/technology-enhanced-learning-presentation/?auth_key=72ea8e2376828e40869768624959cc9906fa5a13">http://prezi.com/kuocyppvcc69/technology-enhanced-learning-presentation/?auth_key=72ea8e2376828e40869768624959cc9906fa5a13</a></div>
<div class="MsoNormal">
(actually - this is
worth looking at - there are some surprises in YouTube and TED - take a peek!</div>
<div class="MsoNormal">
OERs will fit in here too.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>2) Screen casting</b></div>
<div class="MsoNormal">
- including screen
casting to individuals - for feedback on assignments. Is there a free tool we could recommend? Perhaps http://camstudio.org/?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>3) Web 2.0 tools </b>( blogging,, wikis - concentrating on
pedagogy) - and concerns - Facebook?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>4) Blackboard Mobile </b>- give academics a student's perspective.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>5) Personal CPD </b>- using online resources to develop
ourselves (MOOCs, or any of the sources on the Prezi above)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Priorities from elsewhere:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>6) Webconferencing (Collaborate?)</b><br />
<span style="background-color: rgba(255, 255, 255, 0.917969); color: #222222; font-family: arial, sans-serif; font-size: 13px; text-align: -webkit-auto;">AND Elluminate Plan - allows you to create a session plan which saves times when running a live collaborate session as your session is planned out.</span><br />
<div style="text-align: -webkit-auto;">
<a href="http://www.blackboard.com/docs/documentation.htm?DocID=611017PDF" style="background-color: rgba(255, 255, 255, 0.917969); color: #1155cc; font-family: arial, sans-serif; font-size: 13px;" target="_blank">http://www.blackboard.com/<wbr></wbr>docs/documentation.htm?DocID=<wbr></wbr>611017PDF</a></div>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>7) Presentation tools</b></div>
<div class="MsoNormal">
(Prezi seems a favourite - I've seem
some poor examples!?) - again, my prezi above covers suggestions here, from
Prezi through Voicethread - but missed out Xtranormal (perhaps not suitable?).</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Finally, how about something like virtual conference
attendance - Anyone want to pay for me to go to the 5th Annual Emerging Technologies for
Online Learning International Symposium? This one:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
http://www.regonline.com/Register/Checkin.aspx?EventID=1055054<br />
<br />
Well, it was worth asking ...<br />
Nite<br />
D</div>
</div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-6397144840076155102012-06-01T05:45:00.003-07:002012-06-01T05:45:55.399-07:00An International Standard Configuration for Teaching Computers<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNoSpacing">
<a href="http://blogs.edgehill.ac.uk/learningedge/files/2011/06/David_Callaghan2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" src="http://blogs.edgehill.ac.uk/learningedge/files/2011/06/David_Callaghan2.jpg" /></a><a href="http://blogs.edgehill.ac.uk/learningedge/files/2011/06/David_Callaghan2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><br /></a></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">A constant problem for me is the length of time taken for machines
at the front of teaching rooms to boot up. At every institution that I’ve
taught at boot times of more than 60 seconds are common – even longer if the
kit is a little older or connections a little slower. During such boot
times I tend to mutter “Unsuitable for the purpose …” (hinting at the UK’s Sale
of Goods Act 1979). <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">I think what irritates me most is when I compare what we have now to
what we had 20 or 30 years ago – what is the boot time of an OHP? OK, that’s a little unfair as the PC has
massive affordances over such primitive technologies, but you get my point?<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">So, let’s be positive and consider the following suggestions aimed at making significant time savings yet have no capital cost implications:<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
</div>
<ol style="text-align: left;">
<li><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">No login; not to the machine or the network.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">Have the standard Office applications, Whiteboard software and Anti-virus
software installed.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">If a member of staff needs access to the Internet, on launching a
browser they need to authenticate themselves via a web interface.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">If someone wants to get a PowerPoint up quickly, put it on a memory
stick - or use a service like SlideShare - though I'd prefer to see them
download it from a VLE or similar.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">NOT to have any passwords on the screen savers.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">Screen savers set to one hour.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">Machines set to hibernate after 70 minutes of inactivity.</span></li>
</ol>
<br />
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">I’d be delighted if anyone wants to edit this list – perhaps someone
could put it on a wiki and point us there from the comments? Can I
suggest a title: “An International Standard Configuration for Teaching
Computers” – now, we might be onto something …</span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">Kindest regards to all<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">David<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br /></div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com1tag:blogger.com,1999:blog-2834795444033272899.post-6337520589721566882012-05-14T07:42:00.001-07:002012-05-14T07:44:19.792-07:00How to insert a YouTube video into PowerPoint<div dir="ltr" style="text-align: left;" trbidi="on">
A student has just asked how to insert a YouTube clip into PowerPoint. In PowerPoint 2010, this is rather easy.* This is how to do it:<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEonSYtq50UuGKvbM9g9dcl1YK19wNiw4gv7FVLwiW9N3eyWdn2L9hxJs036yXxBq8Gf3FUeLBGHUYFXpbox65gfSjBgyaunk95PaeXpnXnYppfe3Kk1QEbMC8tY1i5TIsOd0LHuj7kBD7/s1600/temp.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" height="252" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEonSYtq50UuGKvbM9g9dcl1YK19wNiw4gv7FVLwiW9N3eyWdn2L9hxJs036yXxBq8Gf3FUeLBGHUYFXpbox65gfSjBgyaunk95PaeXpnXnYppfe3Kk1QEbMC8tY1i5TIsOd0LHuj7kBD7/s320/temp.png" title="" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
<br />
To insert a youtube video into Powerpoint 2010:<br />
<ol style="text-align: left;">
<li>Go the YouTube video you want.</li>
<li>Click the 'Share' button</li>
<li>Click the 'Embed' button</li>
<li>Untick 'Show suggested videos when the video finishes'</li>
<li>Tick Use Old Embed Code</li>
<li>Copy the old embed code<br /><br />In your PowerPoint:</li>
<li>On the Insert tab, click 'Video'</li>
<li>Click 'Video from Web Site'</li>
<li>Paste the embed code into the box.</li>
</ol>
You'll just see a black box - you can move and resize this. You'll only get to 'see' the video when you 'Show' the PowerPoint.<br />
<br />
Please have a go, and get back to me if you need further help / assistance.<br />
<br />
Kindest regards<br />
<br />
David<br />
<br />
<span style="font-size: x-small;">(*I remember having to jump through all sorts of hoops to get the 2003 version playing YouTube videos!)</span><br />
<br /></div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com1tag:blogger.com,1999:blog-2834795444033272899.post-88359066454651817432012-05-13T14:27:00.000-07:002012-05-13T14:27:36.225-07:00How to write an essay<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal">
I was constructing something earlier today for a few of my students,
and those notes became this blog posting – aimed at a much wider audience.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>What is an introduction?<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
My initial concern was that I notice many students were mixing
description with analysis with critique right at the beginning of their essay –
making evaluative and critical comments and opinion before they have so much as
described their area of enquiry or ‘laid out their stall’. I advise that such rich critical points are reserved
for later discussion where comparisons can be drawn between theory and practice. An introduction should concentrate on describing
the area of interest including context, theoretical models, expert
contributions (literature) and policy (government?).</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>What is a ‘good’ structure?<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
What you are aiming for is a nicely ordered journey, from
description and background to evaluation and critical analysis. Here’s a general outline that should be
suitable for most requirements:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Introduction:</b> This
should be very descriptive and objective, with the exception of your hypothesis
– avoid comparisons or opinion. Perhaps
state what the essay is about, clarify what you intend to cover. Things to include are contemporary incidents
that are raising the subject's profile at the moment (if any) and any current
debate or policy around the issues. You
can state others opinions (that MUST be referenced), but reserve yours until the
discussion or critique later in the piece where you will have opportunity to
bring in your own experience and how that compares to the expert literature /
policy.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Background:</b> This
sets the scene and allows you to evidence that you are au-fait with both
contemporary and historical debates and literature around the subject. You could also include what steps you took to
find out about the topic and, perhaps of more importance, any limitations your
approach or your context may have on your essay. Perhaps there is a lack of
literature in your area, and stating how you tried to find material would
inform the reader.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Discussion (aka critique,
where you should offer a synthesis of a variety of perspectives):</b> This is where the ‘real’ marks are – where students
can move from a ‘pass’ on a typical marking grid through to distinction. At this point in the essay (and you can sub-title
this section discussion or even ‘Critical Analysis’) - you should be drawing
together the variety of perspectives presented earlier – some may be mutually
supportive, some may be contradictory. Here
are some points I suggest you think about that may prompt your critical discussion:</div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal">Evaluate the relative
merits of existing literature and/or policy. What are the authors’ viewpoints? What bias
might be present? Was any evidence presented; how reliable is the evidence? Perhaps no evidence was presented – was the
literature just people opinions / belief / thoughts / rhetoric / dogma? Where
is the material published – is it a reliable source? What was driving (funding?) the
publication?</li>
<li class="MsoNormal">Are there any perspectives
that compare or contrast radically with your experience – why might they
contrast?</li>
<li class="MsoNormal">Offer an interpretation of
the existing literature/policy that is a synthesis of a number of
perspectives. It may be valuable to
add your own experience at this point.
This is where you can make your perspective, your synthesis of a
variety of viewpoints, clear – and if bringing in your own context and experience
it seems relevant, perhaps ‘authentic’ to begin your thoughts with ‘I
suggest ...’ or ‘I consider ...’.</li>
</ul>
<div class="MsoNormal">
Re-iterating synthesis: In the discussion you need to
demonstrate to the reader that you have understood a variety of perspectives
and at this point begin to offer a <b><i>synthesis</i></b> of opinions that is your
own unique perspective on the subject.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Conclusions (and
recommendations): </b>Perhaps<b> </b>allowing
you to re-contextualise the discussion to your area of practice?</div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b>Further support and advice<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
Students at my university can book a 1-2-1 session with
academic advisors that can offer general essay writing advice, help and
guidance – I strongly advise you to see if this service is available to you,
and USE IT if you have read this far in my blog post!</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Final word: An ‘easy
hit’ to impress the examiner is good referencing. Here’s an excellent guide to Harvard
Referencing that I strongly recommend (it's the one I use and understand!?).</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.edgehill.ac.uk/documents/learningServices/Harvard_Referencing.pdf">http://www.edgehill.ac.uk/documents/learningServices/Harvard_Referencing.pdf</a>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Comments on the above are welcomed – anything you want to
add – just comment. I especially would
like to invite comments pointing to resources that may have helped you in your
essay writing – and if I get enough comments I’ll make another posting summarising
those links.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Kindest regards to all</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
David</div>
<div class="MsoNormal">
<br /></div>
</div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com2tag:blogger.com,1999:blog-2834795444033272899.post-79481983897951410172012-05-04T04:29:00.000-07:002012-05-04T04:51:42.242-07:00Introduction to Campus Pack<div dir="ltr" style="text-align: left;" trbidi="on">
In about 1/.2 an hour I'm presenting an introductory session on Campus Pack to some colleagues at the University, so I've collected a few YouTube videos that may support this. (Note Learning Objects is the name of the company that own, develop, support and sell Campus Pack):<br />
<br />
<a href="http://youtu.be/AP8jkWjoqe0" target="_blank">Introducing Campus Pack with a focus on the "Personal Learning Space" from Learning Objects</a>:<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="182" src="http://www.youtube.com/embed/AP8jkWjoqe0" width="299"></iframe>
<br />
<br />
<a href="http://youtu.be/0mQzBatZHUA" target="_blank">How to add a Podcast</a> - by <a href="http://www.youtube.com/user/1rgibson" target="_blank">Rob</a> from Emporia State University<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="182" src="http://www.youtube.com/embed/0mQzBatZHUA" width="299"></iframe>
<br />
<span style="color: #666666; font-family: arial, sans-serif;"><span style="font-size: 11px;"><br /></span></span><br />
<br />
<a href="http://youtu.be/cwdOBXnWmKQ" target="_blank">How to Create a Campus Pack Blog</a> by <a href="http://youtu.be/cwdOBXnWmKQ" target="_blank">LearnTechNorthampton</a>.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="182" src="http://www.youtube.com/embed/cwdOBXnWmKQ" width="299"></iframe>
<br />
<br />
<br />
<a href="http://youtu.be/nd-u5kWD8OA" target="_blank">How to create a Journal</a> - by <a href="http://www.youtube.com/user/MarjonLearn" target="_blank">MarjonLearn </a>(LearningSpace)<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="182" src="http://www.youtube.com/embed/nd-u5kWD8OA" width="299"></iframe>
<br />
<br />
<br />
<a href="http://youtu.be/EMY0nc_eA2g" target="_blank">Campus Pack - How to use 'Templates' - by Learning Objects</a><br />
<br />
<iframe allowfullscreen="" frameborder="0" height="182" src="http://www.youtube.com/embed/EMY0nc_eA2g" width="299"></iframe><br />
<br />
<br />
<br /></div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-2939413062543773832012-04-28T05:06:00.000-07:002012-04-28T05:09:28.488-07:00How can learning technologies help you or your organisation?<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div style="text-align: left;">
I keep getting asked for advice from all sorts of professionals about how technology can help them and their organisations – hence this post. Most of my work is around learning technologies,
so here I suggest some examples to ponder:</div>
<div style="text-align: left;">
<b><br /></b></div>
<div style="text-align: left;">
<b>Re: Examples of
e-learning techniques</b></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Most of the stuff I do is password protected. Below are some of my examples and
examples from others demonstrating the type of things I think you might find useful.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<b>Video:</b></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Here is one that I did a while back with colleagues,
introduction new students to the SCONUL service – using a presentation
technique developed by Lee LeFever of CommonCraft:</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<a href="http://www.edgehill.ac.uk/video/how-to-use-a-local-uk-university-library" target="_blank">http://www.edgehill.ac.uk/video/how-to-use-a-local-uk-university-library</a></div>
<div style="text-align: left;">
<b><br /></b></div>
<div style="text-align: left;">
<b>Screen Casts:</b></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Most of mine aren’t public, but below is an example from a
colleague introducing Blackboard to academic staff, and a very old example of
mine when YouTube didn’t allow high quality video:</div>
<div style="text-align: left;">
<a href="http://youtu.be/uQ_Wbrkehss" target="_blank">http://youtu.be/uQ_Wbrkehss</a></div>
<div style="text-align: left;">
<a href="http://www.youtube.com/watch?v=C_MT8YvbDLg" target="_blank">http://www.youtube.com/watch?v=C_MT8YvbDLg</a></div>
<div style="text-align: left;">
<b><br /></b></div>
<div style="text-align: left;">
<b>Web Conferencing</b></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The product we’re trialing at this year is Blackboard’s
Collaborate – here’s a 4 minute overview from Blackboard themselves:</div>
<div style="text-align: left;">
<a href="http://youtu.be/98mgLa1QNAM" target="_blank">http://youtu.be/98mgLa1QNAM</a></div>
<div style="text-align: left;">
<b><br /></b></div>
<div style="text-align: left;">
<b>Online discussion</b></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Access to my University’s online discussions is password
restricted. However, there is a wealth
of publically accessible material presenting the concept and suggesting why it
is significant. On the following link Alan
Eisenberg (a corporate communications expert) outlines how online learning has
moved from content presentation to engagement of an audience – and a
significant vehicle for engagement is online discussion. He hints at elements of the ‘community of
practice’ I’ve been going on about … specifically, to facilitate “ … the people
who were trained to help the people who are getting the training …”
(0:58). There is a wealth of evidence
around people who are encouraged to discuss their practice with others becoming
better at what they do – something I think leading organisatios may want to
foster – to be seen as responsible for building those communities of practice.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<a href="http://youtu.be/nJ8NildAYJI" target="_blank">http://youtu.be/nJ8NildAYJI</a><br />
<b><br /></b><br />
<b>Call to action</b></div>
<br />
The best way for me to offer any advice is to have a meeting, preferable face to face, where I can get more of an idea of what your or your organisation does and therefore tailor my suggestions of techniques and technologies with specific examples from your practice. I'd welcome a conversation - so please get in touch!<br />
<br /></div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-74757172473641524872012-04-23T18:59:00.010-07:002012-04-27T08:21:02.672-07:00Introductory iPad Training<div dir="ltr" style="text-align: left;" trbidi="on">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.fotopedia.com/redirect?u=http%3A%2F%2Fwww.flickr.com%2Fphotos%2F68217628%40N00" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7w8XVQ1aCB3WlVrzBwaz8FI_6Dwx2Xvq7RD96DMHuRAkQEkSNf8dPyWZqYbbsZQXtAVihqhkP6GXTg3KfTKjiajO8I7ogi_YmPPSy9JW1RhXJWLUZdZk-YGLHKttNRbzrZWx34CaZ_Iqj/s320/temp.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Image by <a class="external_author" href="http://www.fotopedia.com/redirect?u=http%3A%2F%2Fwww.flickr.com%2Fphotos%2F68217628%40N00" rel="cc:attributionURL" target="_blank">JaredEarle</a> on <a class="external_photo" href="http://www.fotopedia.com/redirect?u=http%3A%2F%2Fwww.flickr.com%2Fphotos%2F68217628%40N00%2F4596211451" rel="cc:attributionURL" target="_blank">Flickr</a></span> </td></tr>
</tbody></table>
I've been asked to deliver an introductory session on iPads for staff at my University. Below are some notes that I will use to teach from, and for those going on the course, and even those who didn't, can use to revise and return to.<br />
<br />
[Note that this session assumes your iPad is up to date (April 2012) with the latest iPad operating system <a href="http://www.apple.com/uk/ios/?cid=mc-features-uk-g-soi-ioi-ios5" target="_blank">iOS 5</a>. If it isn't, you'll not be able to use some of the advanced facilities like tabs in Safari - see this <a href="http://youtu.be/LLJIef-e-7g" target="_blank">YouTube video</a> for details.]<br />
<br />
<br />
<b>1. Setting a password for basic security.</b> <br />
<br />
Please be VERY cautious of using this - ensure you don't forget the password you choose. If you want to test it in this session perhaps use 1111. <a href="http://www.wikihow.com/Set-a-Passcode-on-the-iPad" target="_blank">This article from WikiHow.com</a> shows the steps you need to take.<br />
<br />
<br />
<b>2. Connecting to wifi</b><br />
<br />
If your iPad belongs to Edge Hill, then ask IT services to do the campus network connection for you - you can then move around campus and the iPad will connect to the various hot-spots around the campus without asking you for any input.<br />
<ul style="text-align: left;">
<li>Settings</li>
<li>WiFi (turn it on if it is off)</li>
<li>Select the network you want to join – if there are no networks in range, there will be nothing listed under “Choose a Network”. Note also the strength (more bars means a faster connection) and security indicators.</li>
<li>If the network you selected has a password you will be asked to enter it. If this is a home system the wireless password may be printed on a label attached to your router or in the router manual. Once the password is entered, tap ‘Join’.</li>
</ul>
You should then be online, and be able to access web sites via Safari etc…<br />
<br />
<br />
<b>3. Setting up your iTunes account</b><br />
<br />
I suggest you create an Apple ID and use that for both <a href="http://www.apple.com/itunes/" target="_blank">iTunes </a>and <a href="https://www.icloud.com/" target="_blank">iCloud</a>.<br />
<br />
<a href="http://support.apple.com/kb/HT4895" target="_blank">Here are Apple's instructions for creating an Apple ID</a> and here is a shorcut to the <a href="https://appleid.apple.com/cgi-bin/WebObjects/MyAppleId.woa/" target="_blank">Create an Apple ID page</a>. If you are working on your own machine, start downloading Apple iTunes NOW because it is HUGE!? Otherwise just go create and ID (if you haven't already got one) and we'll be using that shortly to download some free apps from the store.<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.techradar.com/news/mobile-computing/tablets/top-50-best-free-ipad-apps-2012-692418" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="287" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRPLcuFJqNRrdlR10LQKOi4DBDrOHmb3cVZV1Z8Fd70c2jQJMnABn6VRkE_vANFkvZJ9f_ow1E0WpPOelwIUWVwy0WvaS31WUGeWb4GBfiJHgQZmkhS9SKKiAKGVZ8ZZRytpwKHnLcPl-p/s320/temp.png" width="320" /></a></div>
<b>4. Downloading apps</b><br />
<br />
Once you have an Apple ID you can go to the App Store on your iPad and select some apps to download. Try <a href="http://flipboard.com/" target="_blank">FlipBoard</a> first; that should engaged you for a while!? Then perhaps try looking for <a href="http://www.techradar.com/news/mobile-computing/tablets/top-50-best-free-ipad-apps-2012-692418" target="_blank">some of these 'top' free apps</a> ... and don't forget <a href="http://itunes.apple.com/gb/app/blackboard-mobile-learn-for/id364252826?mt=8" target="_blank">Learn from Blackboard</a> - the free app that allows you to have our VLE on your iPad.<br />
<br />
Two apps I've bought (so they must be good?!) are <a href="http://www.goodiware.com/goodreader.html" target="_blank">GoodReader</a> and <a href="http://www.apple.com/uk/ipad/from-the-app-store/apps-by-apple/garageband.html?cid=mc-ipad-uk-g-gba-garageband&sissr=1" target="_blank">GarageBand</a>. A favourite free app with an educational flavour is <a href="http://www.youtube.com/user/TEDtalksDirector" target="_blank">TED</a>.<br />
<br />
<br />
<b>5. Tips for workplace activity.</b><br />
<br />
<i> - syncing your email</i><br />
<br />
The iPad has an email application that you can use to send and receive email from our Novell Groupwise system. Please contact IT Services for more details of how to set this up - you will need technical details to enter into your iPad account mail settings, such as our SMTP server name. However, note that Edge Hill may move away from a GroupWise system - so perhaps wait a while to see what we decide before investing time and effort synching your iPad. If you don't give the iPad at least one email account then you won't be able to use shortcuts to send emails.<br />
<br />
Alternatvively, don't synch your email - use the web mail system - it works fine. Or even do what I do - send all your email to a Google email account - that way you will always have access to all your email - right back until the time you started to send your email out to a Gmail account.<br />
<br />
<br />
<i> - creating shortcut links to your favourite websites</i><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEije9d2xJfLaCyRlEuL9WI3nf_mqYVLyLSVx8B-oGYnNsOKM8DHuD4Tq5V98ISfLP53NziJ3LgEmIaT15-wIrT66lgtAtcayXCLBYKVRBBok7NV1k81sIgosGj-s_gS3RSD74JV01rKJEaw/s1600/temp.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU3zxvdx1YefQUMfhxWcmMRndkjeMJDUpLB1LK-mQVSCcuJ_736W6h7jXXQWJ6ZvvwXCnLahWwzq1OFShuUfue9YuPIMOmZ_HlgSaoHo3D9ULLxufXduAbdwaPt2mxfKhKLtJJ7LOzTZHp/s1600/temp.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="66" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU3zxvdx1YefQUMfhxWcmMRndkjeMJDUpLB1LK-mQVSCcuJ_736W6h7jXXQWJ6ZvvwXCnLahWwzq1OFShuUfue9YuPIMOmZ_HlgSaoHo3D9ULLxufXduAbdwaPt2mxfKhKLtJJ7LOzTZHp/s320/temp.png" width="320" /></a>In Safari, tap the Share button (indicated here with the red circle) and then select Add bookmark. Note the other options:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEije9d2xJfLaCyRlEuL9WI3nf_mqYVLyLSVx8B-oGYnNsOKM8DHuD4Tq5V98ISfLP53NziJ3LgEmIaT15-wIrT66lgtAtcayXCLBYKVRBBok7NV1k81sIgosGj-s_gS3RSD74JV01rKJEaw/s1600/temp.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEije9d2xJfLaCyRlEuL9WI3nf_mqYVLyLSVx8B-oGYnNsOKM8DHuD4Tq5V98ISfLP53NziJ3LgEmIaT15-wIrT66lgtAtcayXCLBYKVRBBok7NV1k81sIgosGj-s_gS3RSD74JV01rKJEaw/s200/temp.png" width="186" /></a><br />
<br />
<br />
<i> - using apps for paperless meetings</i><br />
<br />
I use two apps extensively for 'paperless meetings'. <a href="https://www.dropbox.com/tour/0" target="_blank">Dropbox</a> and <a href="http://www.pcmag.com/article2/0,2817,2382542,00.asp" target="_blank">Goodreader</a>.<br />
<br />
<a href="http://db.tt/dYkGQlwm" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB8Qg9yOWQdMVt3ljjejObrOXujLuAgdtA-4PcOA31gXI41cGMRT_fmd2bEs3Ykee3spuDIj2YM8Uhxf_PJkg6zuNSNg76lzcnUZYgQD1yet5USyODqtVUfbGezvtH3ija5FvPgZyrLkPM/s1600/temp.png" /></a>Dropbox creates a 'folder in the cloud' and allows you to replicate that folder on various devices, including PC, Mac, iPhone, iPad, Android and BlackBerry. I have it install on my home and office PCs, my iPad and my Android phone.<br />
<br />
When you receive your papers for a meeting, create a folder in your dropbox, drag the files in there, and within minutes these will be duplicated across all your devices. A disadvantage is that you need to be connected to the internet to use the service - though some functionality exists if you have no connection. Note there is also a web service for DropBox, so you only need a browser and an Internet connection to get at your documents.<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.goodiware.com/goodreader.html" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEgrX6H5h6bO-5sT83ncNj1p7Wvj6qAsix0Lnqpc1diP54rRhO-rtlEveobZSW2SkQNNuKGNfECRxSujjwhEQE3q_4LMV5vrTX8Xfmo8MjYYHWfl8bF7QdSeEjCJP1psiQN78UJeaFkaYb/s1600/temp.png" /></a></div>
Goodreader allows you to work in a similar fashion, but the application runs on the iPad, and downloads documents to local storage so it doesn't need a constant Internet connection. Goodreader also allows you to annotate documents, including PDF documents, using a stylus, your finger, or adds text via the iPad keyboard. If you want to have a go at GoodReader before spending any money, have a go on my iPad.<br />
<br />
<br />
<i>- saving notes (text and audio)</i><br />
<br />
Besides the 'native' note taking application, there are several apps you can buy that allow you to take notes - <a href="https://www.google.co.uk/search?q=ipad+note+taking" target="_blank">google 'ipad note taking'</a> and follow the links to find one suitable for your needs. Some (such as <a href="http://itunes.apple.com/gb/app/groovy-notes-text-voice-notes/id468411950?mt=8" target="_blank">Groovy Notes</a>) even allow you to make audio (voice?) recordings - perhaps very useful in some meetings, but I'd be tempted to use my phone to do this (disable incomming calls though!?).<br />
<br />
<br />
<i> - maintaining a diary/calendar - with reminders</i><br />
<a href="https://www.google.co.uk/search?q=ipad+calendar" target="_blank">Google 'iPad Calendar'</a> and you'll get a wealth of links, some quite good, showing you how to use the calendar feature. If you have linked any of your email accounts to the iPad, and then received invitations to one of those accounts, the appointment appears in the iPad calendar - try sending one to me for later today and let's see how long that takes to appear on my iPad!?<br />
<br />
<br />
<i> - keeping up-to-date with the latest news in the field - by subscribing to RSS feeds which bring the news to you.</i><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://youtu.be/LDARc7jhM8U" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2SjSaq3rAYCl2XaUO6AlBA83DfRVg6K17T8NYIAFqcQITRHvuWbM-p5QFv-BeJAoZ_7CVIObmP2O0PpbtuJqE9TvLsTrrIcGVbYLJ7smuSt5HncvF1tou-9newsmh4ofTFFQI27Uq8f20/s320/temp.png" width="320" /></a></div>
You'll need an RSS reader too - and there are a few good ones out there - <a href="http://www.geek.com/articles/gadgets/the-best-rss-reader-apps-for-ipad-20120215/" target="_blank">see this recent review of the best of the crop</a>. My favourite RSS reader is <a href="http://youtu.be/LDARc7jhM8U" target="_blank">FlipBoard</a> - though I don't use it for RSS stuff at all (as I prefer pulling the news via google searches rather than having it pushed to me). Flipboard is highly recommended, and the RSS features are merely an added bonus for me!<br />
<br />
<i> - Accessibility (with thanks to Mark in LTD):</i><br />
<br />
<br />
Zoom is under Settings > General > Accessibility > Zoom - <a href="http://youtu.be/FnOGQIXy77U" target="_blank">here's a YouTube screencast showing the feature.</a><br />
<br />
<ul style="text-align: left;">
<li>To zoom, double-tap with three fingers.</li>
<li>To move around the screen, drag three fingers while zoomed.</li>
<li>To change zoom, double-tap and drag three fingers up or down.</li>
</ul>
<br />
<b>6. Organising your apps using pages and folders</b><br />
<br />
<a href="http://youtu.be/wdMCGQ7G0_k" target="_blank">This is a very clear screen cast of how to organise your apps</a> - from <a href="http://gilsmethod.com/">GilsMethod.com</a>. After looking at this let's spend a few minutes organising our apps. Here's what my current home screen looks like, organised by my 12 year old after he upgraded me to the lastes OS:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigccAsnuC2Bcaq9wIawqu6UVkA8U8p6GNuVzNm5qkxznzNgBlJHwzvwEU-WQXAMUhDj27BmsLBq_GcBwTKMkGNIYRTdn_QlAdCIUGfH7u7CP76qCoKksgBr4UGekpYPu_8PabZwXHxwTs7/s1600/photo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigccAsnuC2Bcaq9wIawqu6UVkA8U8p6GNuVzNm5qkxznzNgBlJHwzvwEU-WQXAMUhDj27BmsLBq_GcBwTKMkGNIYRTdn_QlAdCIUGfH7u7CP76qCoKksgBr4UGekpYPu_8PabZwXHxwTs7/s400/photo.png" width="400" /></a></div>
<br />
<br />
<b>7. Personalising the login and / or background screen with images of your choice</b><br />
<ul style="text-align: left;">
<li>Get an image you want into the photo application.</li>
<li>Click the share button</li>
<li>Tap 'Use as Wallpaper'</li>
<li>Select Lock Screen, Home Screen or Both.</li>
</ul>
<br />
<b>8. Some tips for efficiency eg. multi-tasking apps</b><br />
<br />
<i>- switching between open apps</i><br />
<br />
Double clicking the Home button brings up the last seven applications running - (along the bottom of the screen) - you can click on one to go to that app, or drag them to the right to see other apps, or drag them ot to the left to access the to let you quickly switch between open apps. Swiping right will reveal the iPod audio controls and the rotation or silence button.<br />
<br />
<i> - closing apps</i><br />
<br />
Double clicking the Home button brings and then holding one of the apps for a few seconds will present the close application option on every open app - try it!?<br />
<br />
<i> - faster on-screen typing</i><br />
<br />
Tap and hold to get a magnifier to allow you to position the cursor precicely. <br />
<br />
You can select text with your finger, and move around to select earlier or later entries. Double tap a word to select and therefore copy or cut it. To select more than a word, drag the blue bars to where you want the selection to start / finish.<br />
<br />
To get an apostrophe hold down the ! key, and a quote ("), hold down the question mark. When entering web addresses, holding down the .com key gives other options such as .co.uk or .org.<br />
<br />
To hold down the caps lock, double tap the shift key. The upper case key cap becomes a solid blue.<br />
<br />
You can search for text on a web page by entering the text you want to search for in the search box at the top right, and then scrolling to 'On This Page' - if your text is on the the page it will be highlighted for you, and you can quickly go to the next or prevous occurance of that text.<br />
<br />
<i> - quick volume mute</i><br />
<br />
... can be achieved by holding the reduce volume button down.<br />
<br />
Here's an excellent <a href="http://www.dummies.com/how-to/content/ipad-for-dummies-cheat-sheet.html" target="_blank">'Cheat Sheet'</a> from the Dummies publisher.<br />
<br />
<div style="text-align: right;">
That's all folks!</div>
<div style="text-align: right;">
David Callaghan, 24th April 2012</div>
</div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0tag:blogger.com,1999:blog-2834795444033272899.post-6917196253891704442012-04-22T06:22:00.003-07:002012-04-22T06:33:50.003-07:00My Den!<div dir="ltr" style="text-align: left;" trbidi="on"><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9obC1AiYe7Hkom5lXMIi2UNdD-HNXNjldh_upiD6fleDHeCBppWjOEdiWVu9pg98HMNeDV7eNxCWdipcwHYL9YkDYdUH6cVOsv-SE0dFaWm4v6VNE84bhzjqQk6LFhGmuKs4PI122yy2K/s1600/DSCF0917.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9obC1AiYe7Hkom5lXMIi2UNdD-HNXNjldh_upiD6fleDHeCBppWjOEdiWVu9pg98HMNeDV7eNxCWdipcwHYL9YkDYdUH6cVOsv-SE0dFaWm4v6VNE84bhzjqQk6LFhGmuKs4PI122yy2K/s320/DSCF0917.JPG" width="320" /></a></div>Here’s where I’ve just started and may continue to ‘hang out’ for a serious number of years. I have an interest in music and IT, so perhaps this pic sums up the ideal location for me. I have:<br />
<div class="MsoNormal"></div><ul style="text-align: left;"><li>42” LCD TV – being used as a PC monitor here (but with a HD Freeview box on the right)</li>
<li>A Roland full sized digital piano – with a USB midi interface to:</li>
<li>A recent DELL PC, that is running a midi programmer (to be replace with <a href="http://www.cakewalk.com/Products/PPP/" target="_blank">Cakewalk Production Plus Pack</a> on July 6<sup>th</sup>), connected via HDMI so capable of HD video.</li>
<li>A half decent hi-fi system (Rega P III, Creek, MS10s)</li>
<li>A nice comfy chair (thanks to Ikea) when I just want to chill out!?</li>
</ul><br />
<div class="MsoNormal">(I wrote and uploaded this post from here – not ideal, but it worked OK.)</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Anyone have a similar setup?</div><div class="MsoNormal"><br />
</div><br />
<br />
</div>David Callaghanhttp://www.blogger.com/profile/15622709805029745985noreply@blogger.com0