Insert video: http://www.youtube.com/watch?v=SkhpmEZWuRQ

Think about whether you are adding anything of value in your materials or if you might not be better off linking to a better source online. Not everything which appears in online course materials needs to have been generated by you – think in terms of producing a ‘connected document’.

Narrative, clarity of writing, signposting, linking in and out of each section etc…

Source: http://headrush.typepad.com/creating_passionate_users/files/crashCourseInLearning.pdf

Image Source: Fabian Blanca, http://www.flickr.com/photos/faby74/3022829811/

This is an overview of what we will be covering today. As there is quit a lot to get through and I think it will be difficult fitting in questions at the end – we don’t want to eat into Marek and Sarah’s valuable time we have decided to take this approach to asking questions so you will see post its around the room – if you think of question write it on a post it and we will collect all the post-its at the end and will send a collective e-mail to you all with answers

Feedback can range from the formal to the informal – but it’s so much better when it takes the form of a two-way learning conversation rather than a one-way process Look for multiple opportunities for feedback rather than focusing only on the big ‘essay-based’ writing assignments. There can be multiple points at which you can provide feedback, or allow students to consider their own learning progress through opportunities for reflection.

There are some formal tools in NOW which can help facilitate feedback – possibly the most useful of these is Dropbox

What are the main bits of an e-Portfolio? Artefacts, Collections, Reflections and Presentations

ePortfolio stores digital artefacts that representyour learning. An artefact might be: A file A new page of content (HTML page) created in ePortfolio An internet reference (URL) Imported results from a learning room: assessment results, dropbox feedback, grades…

ePortfolio stores digital artefacts that representyour learning. An artefact might be: A file A new page of content (HTML page) created in ePortfolio An internet reference (URL) Imported results from a learning room: assessment results, dropbox feedback, grades…

Collections are groups of artefacts, reflections and presentations. They are like folders, except an item can belong to multiple collections at the same time. For example, you can add a short story you wrote to a collection called 'Fiction' as well as a collection called 'Creative Writing 1a'.

Tags are keywords or descriptive labels that you can add to items to help organise and categorise them. You can search both your own portfolio and others' shared items by tags.

Presentations let you compile a number of portfolio items into a web project that showcases your achievements. They can be shared with anyone inside or outside NTU. Someone might want to create a presentation to: Showcase their portfolio items to a potential employer Gather a number of items together into a single presentation and submit the whole thing to NOW’s dropbox for marking

ePortfolios are most effective when you can guide the way in which they are shared with others. How can you facilitate sharing? How best might sharing occur?

Discussion activity What about: Hosting: when a student leaves NTU, what happens to their eP? Capacity: how much storage space does each student have? Interoperability: can eP items be transferred from one eP system to another? Anything else?...

Use the case study as an example of how to create a collaborative activity Image source: http://www.flickr.com/photos/kishorephotography/3346709693/ Think about ways of getting students to work together – social bookmarking, microblogging, blogging,

Image Source: GreenWhiteOrange, http://www.flickr.com/photos/grahamel/3330127814/

Look again at the module description you prepared during the morning’s activities. What else might you think of adding to it? Images? Links? Might you add in any subtitles / headings / link to it from other places? What about the writing style? Discuss in small groups.

Outcomes At the end of the session, you will have had the opportunity to: Get hands-on experience with a range of e-tools Discuss their use in learning and teaching with colleagues Identify appropriate e-tools for educational use Reflect on how the e-tools could be used within the MSc

Image source: http://www.flickr.com/photos/thomashawk/296373043

Image Source: Stephen Fry, http://rulesoflunch.files.wordpress.com/2007/09/stephen_fry.jpg

YouTube video: Sarah Horrigan, http://www.youtube.com/watch?v=L0neif11cak – example of screencasting using a free tool

What next? Image source: http://www.flickr.com/photos/helga/3952984450

Enhancing life-long learning, teaching and research through information resources and services

Part 1: Preparing Content for Online Delivery Sarah Horrigan eLearning Developer Barry Gregory eLearning Developer Educational Development Unit

Teaching’s still teaching… right? Source: amarola, http://www.flickr.com/photos/amarola/268642793/

What’s the difference? Source: http://www.flickr.com/photos/66164549@N00/2260970300/sizes/l/

Plan your writing… Source: Jenna Carver, http://www.flickr.com/photos/babyowls/2329783873/

Chunks and pyramids?? Source: Thomas Hawk, http://www.flickr.com/photos/thomashawk/499430191/

Activity: Describe your module Source: Broma, http://www.flickr.com/photos/pezz/519423109/

Activity: Describe your module

Make the most of its potential

Source, Will Lion, http://www.flickr.com/photos/will-lion/3278091563/

Narrative and writing style? Source, mrclean, http://www.flickr.com/photos/mrclean/371372515/

Source: http://headrush.typepad.com/creating_passionate_users/files/crashCourseInLearning.pdf

Some guidelines… Make Text 'Scannable‘… Highlight keywords Provide meaningful headings and subheadings Include one idea per paragraph

Some guidelines… Keep your tone reader-friendly: Be conversational Be welcoming Try to get a sense of narrative running through your text

Above all… use plain English! Image Source: Fabian Blanca, http://www.flickr.com/photos/faby74/3022829811/

Part 2: Feedback and Collaboration Online

What will we cover? What do we mean by feedback?   Formal feedback Using Dropbox Using ePortfolio Informal feedback Peer feedback Work-based feedback Reflective feedback

What do we mean by feedback? Source: hector, http://www.flickr.com/photos/ohhector/456611804/

What’s a Dropbox and how can it help with feedback? Source: Ilmungo, http://www.flickr.com/photos/ilmungo/115943573/

How does the Dropbox process work? Source: David H-W, http://www.flickr.com/photos/extrajection/3921030260/

How might ePortfolios support the MSc? Source: TheAilieness GiselaGiardino, http://www.flickr.com/photos/gi/127555697/

Artefacts Collections Reflections Presentations A few concepts…

What are artefacts?

What are artefacts?

How do you manage all of this stuff?

Tagging and collecting Mug

Why is tagging important?

Why is tagging important?

Why is tagging important? needle Search:

Sharing with others…

ePortfolios were made for sharing! Source: Jeff Bauche, http://www.flickr.com/photos/jeff-bauche/2230236391/

e-Portfolios in practice – what do we need to think about? Source: Black.Dots., http://www.flickr.com/photos/mcmckenna/3087728031/

Other ways to collaborate… Source: http://www.flickr.com/photos/kishorephotography/3346709693/

Part 3: Writing for Online Delivery

This isn’t about dumbing down! Source: http://www.flickr.com/photos/grahamel/3330127814/

Activity: What's already out there? Look at one of the following sites: http://www.drivingskills.on.ca/ http://www.havenworks.com/ http://www.fabricland.co.uk/ Do they work as web sites? What works? What doesn't work?  Why? Make individual notes, then discuss your findings in small groups   Feed back to rest of group

Decode this... ‘The promise of reform which the Green Paper heralds holds much for the public and Service alike; local policing, customized to local need with authentic answerability, strengthened accountabilities at force level through reforms to Police Authorities and HMIC, performance management at the service of localities with targets and plans tailored to local needs, the end of centrally engineered one size fits all initiatives, an intelligent approach to cutting red tape through redesign of processes and cultures, a renewed emphasis on strategic development so as to better equip our Service to meet the amorphous challenges of managing cross force harms, risks and opportunities.’ Source: Plain English Campaign

Before and after... Before High-quality learning environments are a necessary precondition for facilitation and enhancement of the ongoing learning process. After Children need good schools if they are to learn properly.

Before and after... Before If there are any points on which you require explanation or further particulars we shall be glad to furnish such additional details as may be required by telephone. After If you have any questions, please phone.

Before and after... Before It is important that you shall read the notes, advice and information detailed opposite then complete the form overleaf (all sections) prior to its immediate return to the Council by way of the envelope provided. After Please read the notes opposite before you fill in the form. Then send it back to us as soon as possible in the envelope provided.

Before and after... Before Your enquiry about the use of the entrance area at the library for the purpose of displaying posters and leaflets about Welfare and Supplementary Benefit rights, gives rise to the question of the provenance and authoritativeness of the material to be displayed. Posters and leaflets issued by the Central Office of Information, the Department of Health and Social Security and other authoritative bodies are usually displayed in libraries, but items of a disputatious or polemic kind, whilst not necessarily excluded, are considered individually. After Thank you for your letter asking for permission to put up posters in the library. Before we can give you an answer we will need to see a copy of the posters to make sure they won't offend anyone.

Activity: web-friendly writing Collaborative writing exercise Re-write the passage of text you have been e-mailed into a conversational writing style, in small groups One member of the group logs into http://etherpad.com and creates a new pad.  Copy and paste in the text for editing.  Invite colleagues to edit that text as well.

Activity: Revisiting your module description Source: Broma, http://www.flickr.com/photos/pezz/519423109/

Part 4: Online Tools and Techniques (Hands-On)

What’ll we be covering? Section 1 Demos and ideas Web 2.0 tools: GoogleDocs, RSS, mind-mapping, online diagramming, Twitter, screencasting etc Section 2 Practical/Hands-On What next?

Warning! This will be fairly free-form but we hope that you will all have had the opportunity to… Get hands-on experience with a range of e-tools Discuss their use in learning and teaching with colleagues Identify appropriate e-tools for educational use Reflect on how the e-tools could be used within the MSc

Section 1: Demos and ideas Source: http://www.flickr.com/photos/thomashawk/296373043

Web 2.0 tools

Social Bookmarking? Delicious, Diigo and the like…

Twitter What is it good for??

Screencasting

Session 2: Hands-on… Source: Wili_Hybrid, http://www.flickr.com/photos/wili/242259195/

Create an account Explore it Think about how you might use it in your teaching Think about how your students might be using it Basic principles of exploring a tool…

More good tools to explore… Other good tools to explore Wordle Diigo Picnik WordPress Dropbox YouTube Etherpad DimDim ScreenToaster Also look at http://web2practice.jiscinvolve.org/ for ideas on web 2.0 use in teaching and learning

What next? Image source: http://www.flickr.com/photos/helga/3952984450