Panel Discussion Part 1: Images and Twitter

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Get Interactive: Practical Teaching with Technology

50 個評分

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University of London

Get Interactive: Practical Teaching with Technology

50 個評分

This course is designed to help you create dynamic, interactive online courses through the use of multimedia tools, student collaboration opportunities, and formative assessment and feedback. Each week we will focus on a particular topic: 1. Using multimedia for teaching and learning 2. Encouraging student collaboration 3. Formative assessment and feedback You will have a range of materials to read, videos to watch, topics to research, activities to perform, discussions to participate in, and an assessment to complete. In addition, you will have a random assignment of fellow participants' assessments to mark in order to receive your own mark. While most of the videos and activities are mandatory, we have included a number of "Take it Further" activities and longer versions of videos that are voluntary. At first glance, It may seem like a lot, but you will quickly find that many activities will take just minutes to perform. The emphasis in this MOOC is on gaining a wide range of experience in order to decide for yourself which tools and techniques to explore in more depth. Although we introduce a few concepts along the way, this is a very practical course. You will be assessed according to what you create and share. We hope you will enjoy the active, hands-on nature of this course and find many ideas to incorporate in your teaching.

從本節課中

Week 1: Enriching course content with multimedia

Participants will be guided through concepts, and will be encouraged to partake in practical and collaborative activity. The aim of this week is to introduce a range of multimedia tools and techniques that can be incorporated into an online course to increase student interaction and engagement with learning.

Panel Discussion Part 1: Images and Twitter6:16

Panel Discussion Part 2: Using Video7:44

Panel Discussion Part 3: Audio and podcasts3:31

與講師見面

Ms Sarah Sherman

Bloomsbury Learning Environment
Dr Nancy Weitz
Digital Learning Specialist
Bloomsbury Learning Environment, Architela
Dr Eileen Kennedy
Senior Research Associate
UCL Knowledge Lab, UCL Institute of Education

[MUSIC]

This week in the MOOC we've been looking at ways to enhance your online courses

with multimedia tools and techniques.

Incorporating images, podcasts, videos, screen casts, and Twitter feeds,

all contribute to make an online course look attractive and engaging.

Which can only enhance the learning experience of our students.

Joining me here are some academics and teaching professionals who are going to

share how they make use of these technologies in their own practice.

>> In our computer-based learning material,

we include images to brighten up the material.

Engage the students with it, and use color as well.

So we use things like graphs and maps, that sort of thing,

we'd use within our material.

So, yeah, and the students enjoy that engaging material.

>> Yeah, well, I teach anatomy, which is a really visual subject.

So we use images a lot in all of our materials, labeled and unlabeled.

Sometimes with an additional level of interactivity, so that students can add or

remove the labels to use for revision purposes as well.

>> Tim, any experiences of images?

>> Well, I'm teaching at the Institute of Education, and

my topic doesn't lend itself to using images for content.

But I think what's really important is the visual appeal or

visual framing of your online course and your VLE.

And imagery can perform a function there, so

you can use images for sign posting, for example.

And if you use imagery consistently to identify, here's the discussion,

here's a particular type of activity, and so on.

And that can help students while they're navigating through the course.

So, in that respect, I think imagery is quite important.

But it doesn't have to be restricted to imagery.

You can already do a lot with indentation and formatting the text.

And keeping text at a minimum on the front page and hiding the more,

yeah, more detailed instructions on a sub page and this kind of stuff.

So I think the visual look of your online course can make a huge difference.

>> I was just going to say, rather like, in my subject,

in diplomacy, isn't necessarily a very visual field.

But what I have been able to do in designing a dissertation module is

thinking about something like a literature survey.

And, actually, to survey the field, I have an image of a field being surveyed.

So it's a very literal way of putting an image to a piece

of text that might otherwise seem rather uninspired.

>> Yeah, so it's a way of just aesthetically enhancing the course

visually, as Ann was saying as well.

>> Yeah, not just aesthetically but also functionally.

There's quite a bit of research on these subjects.

And one important thing there [COUGH] is that the images

should always kind of reflect the message of the text and so on.

Because if they contradict then you have this cognitive dissonance, and

there's this dual coding theory, and so on.

That goes into it.

So, yeah, both have to match.

>> Then there's a sort of number of layers to which Twitter works.

So there's a means by which you can sort of outward communication.

There's a dialogic function to it.

And indeed, a sort of reflective function of it.

So in all three regards, students have the opportunity to engage with me and

people who I might follow across that sort of spectrum.

>> There's something quite powerful about being on Twitter.

I think celebrities have it as well, that you're a real person.

And people can talk to you or students can interact with you at times that

maybe previously they wouldn't have been able to.

Sarah, any examples of practice of Twitter in the vet college?

>> Yeah, well, I use Twitter, again, to engage with my students.

We have a small core of students who are very interested in multi-media.

So they use Twitter.

They use specific hashtags related to their course or their module.

So they can find resources that they would think other students would be

interested in.

Tweet those out to a wider audience.

And I myself might pick up on those and retweet them.

So that any students that follow me can access them that way as well.

>> Fantastic.

Any other examples of use of Twitter?

>> Well, in our online Masters of Research program,

we have a program wide hashtag and Twitter channel.

So people post interesting resources on there.

But we don't really have a systematic way of using Twitter or embedding it for

educational purposes.

And I personally feel that sometimes there might be a danger that communication might

become a little bit too fragmented.

Going on here, and there, and there, and there.

So we try to keep it all in one place as much as possible.

But having said that, I fully recognize the use of Twitter of reaching out

to the wider world, and bringing the wider world in.

>> I think it's quite a good point that not all students will be interested

engaging with something like Twitter.

And I think from my experience,

it is just small numbers of students using Twitter in that way.

But it's about offering diversity of choice, isn't it?

In terms of engaging students who have particular learning styles and

like to learn in different ways, in different places.

So I think it's a valuable thing to do.

>> And so in a subject like diplomacy, which is based so

much about communication, reflecting on the different channels of communication is

really important for the students.

Overall learning and

working towards the specific learning outcomes of any particular program.

But also about their participation in a dialogue of their learning and

being reflective, actually.

And Twitter can be quite useful for that.

It can also serve any number of other purposes, and some of them, and

there are some sort of dark aspects to it, which we should be wary of as educators.

But nevertheless, the means of communication is so

powerful that we'd be foolish to ignore it, I think.

[MUSIC]

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