Webinar: 9th May 2013

Can you hear me?

SECTION 1: BLACKBOARD COLLABORATE/WEBINAR

Join Me…

• http://bit.ly/jiscelsupport13• iPad app: http://bit.ly/

jiscelsupport13 • Android?:

https://play.google.com/store/apps/details?id=com.blackboard.android&hl=en

Image Credit: Stockfresh

Download App

LogIn

Home Screen:

Emoticons

Away…

Hand-Up

Yes/No

Settings…

Leave Session

Moderator View

Regular View

Load Content

Page Navigation

Keep to Time…

Side Options

• Point• Laser-Point• Free Pen• Text• Filled Shape

• Empty Shape• Straight Line• Screenshot• Symbols

Clear Page

Chat (to who?)

• Default = whole room• As a moderator = other

moderators• Double-click on a name

of another delegate = private message

• Simply type (add an emoticon if desired), and press enter

The 4 Options

Audio/Video

Share App

Web Tour

Further Options

Ah-ha: Polling

Final Highlight: Breakout Rooms

Allow another user cursor control

SECTION 2: PROGRESS REPORT

What have we worked on?

• Baseline: http://j.mp/baselineodhe• Dropbox: http://j.mp/dropboxodhe • Do.Com: http://j.mp/docomodhe • Online Tools: http://j.mp/onlinetoolsodhe • National Rail App: http://j.mp/nationalrailapp • Vouchercloud App: http://j.mp/appvcodhe • Digital Literacy: http://j.mp/diglitodhe • Social Media Overview: http://j.mp/odhemedplat • ODHE Blog: http://j.mp/blogwpodhe • ODHE Profile: http://j.mp/odheprofile • ODHE Web: http://j.mp/odheweb • Twitter: http://j.mp/twitterodhe

We have…• Email List

– Ensure new members added (annually?) – Feedback on this

• LinkedIn Grouphttp://j.mp/odhelinkedin – Who’s administering this/who are members?– Feedback on this

• Blog (to incorporate website): http://odhegroup.wordpress.com – Commitment to this?– Feedback on this Image Credit: Stockfresh

What else do we still need?

• Which (digital) tools would be useful to share with the group?

• In Bristol we listed other tools people have a used: http://j.mp/odhetool - which could you write instructions/uses for others?

• How can we build upon what you get out of the face-to-face meetings?

• and…

Image Credit: Stockfresh

SECTION 3: “STUDENT ENGAGEMENT”

http://www.youtube.com/watch?v=rkxdn7LsQH0

A Digital Native: Jake’s Story

• “Jake told the executive that he never goes directly to a brand like this man’s newspaper or even to blogs he likes. ... he reads a lot of news – far more than I did at his age. But he goes to that news only via the links from Digg, friends’ blogs, and Twitter. He travels all around the internet that is edited by his peers because he trusts them and knows they share his interests. The web of trust is built at eye-level, peer-to-peer.” (Jarvis, p.86, my emphasis)

Student Expectations?

• Global (Used creating their own YouTube videos, and expecting a quick response – from anywhere in the world!)

• Responsive (Used to rapid response/feedback, 3 week guarantee “too long”)

• Flexible (Used to having more than one starting point)

• Interactive (Looking for a relationship of trust, staff/student partnership: The teacher has a role of leader, but needs ‘distributed leadership’)

• Often facile or trivial

Nancy Willard, 2012 (p30)

• “The width of the chasm is directly controlled by the degree of perceived risk associated with the use of digital technologies. Given that pragmatists seek to manage the risks, the misperception that these risks are significant contributes to greater reluctance to change.”

Bad things can happen anywhere

@6% 360/6636

• Persistence• Perpetual Beta• Scalability• Searchability

Is education going this way?

• More part-time/mature students – requiring more “flexible learning” options?

• More vocational courses, in partnership with industry?

• More ‘pick-and-mix’ degrees: credits from different universities, globally, around work?

• More “demanding” with fees, etc?• More need to help with “deep research”?

Discuss (10 min discussion)

• Similarities • Differences

Poll…

A: Students essentially haven’t changed. B: Students have changed completely.C: Students continually changeD: Students are too diverse to label

http://oro.open.ac.uk/34100/2/4B5D6CE3.pdf • “Based on their studies of practice-based communities,

Lave and Wenger (1991) observed how novices in the community may start at the periphery of a community, by watching and observing others, a process they term ‘legitimate peripheral participation’. Over time, they learn and develop expertise and become more central to the community and its activities. For Wenger (1998) being a member of a community of practice not only develops a participant’s expertise in the practice on which the community is focused; learners’ identities are also shaped by their engagement and relationship with the community.”

Image Credit: Stockfresh

Conclusions, The Parent App

• …the media contribute to ongoing trends; they mediate; and because they have certain affordances, they help to reinforce some practices and make others less attractive… Rather than asking how the Internet is or is not making us more narcissistic or isolated, we might ask instead why society is accepting a move toward greater self-focus and less compassion on the part of the upper-middle-class, and why we are allowing those who are already marginalized to become more so. (68%)

@drbexl @digitalfprint @bigbible

Image Credit: iStockPhoto

Thanks for your time…

Image Credit: SXC.hu