It is now after the third session of my involvement in the project and I find that I am on a steep learning curve as I am encountering technological ideas, software and gadgets that are new to me. At the last two sessions we talked about sound basics such as pod casting, audio software and ways to record and edit sounds/discussions etc. These sessions were fun although I must admit that for me they are anything but ‘basic’. However, I thoroughly enjoyed my time learning from others, and recording a brief interview with the partner I worked with and then downloading this into a file in Adobe Audition and playing around with this. What I found particular interesting was the option of using Multi tracks and being able to do voice overs, insert background music and manipulate sounds by cutting and pasting. Of course, as a result I have come to the conclusion/realisation that you may need to be wary of things audio. One of the key points that I want to remember from the last two sessions is that when making an audio file you need to be very clear of your purpose, and of your audience. Asking yourself, ‘what am I trying to achieve?’ is therefore a useful one.
Some ideas for using audio files that have been going through my mind are:
· Developing audio files (wave file, MP3 file) of key points on a specific topic which can then be made available to students.
· Although my focus for this project is on visual formative feedback through video recordings, possibilities with regard to the use of audio as part of reflective practice have been playing in my mind e.g. when focusing in particular on language use with children.
So what are some of my recent activities?
· Since a week I have broadband at home. I found that this became a must to enable me to work at home on the newly encountered ideas.
· Now a whole new world has opened up to me as I have downloaded ‘Audacity’ for recording and editing sounds. What I would like to trial next is to add an audio ‘blog’ to my blog page as a trial.
· I have learnt about and downloaded Skype and talked with someone on the other side of the world (a very exciting AND strange sensation). (I have been thinking about future possibilities for ‘video conferencing’ as a way of providing on-going support to students, especially those that may be struggling )
· With support of a colleague I have obtained a digital photo frame and an EeePC to trial in my visual formative feedback on student teaching practice. I am still in the process of working out what the best systems are for the best outcomes and am looking forward to beginning the overall process. This should happen next week.
· I have registered on ‘De.li.cious’ so that I will be able to access my bookmarks anywhere.
· Since my involvement with this project I have started to take more interest and am now reading the Inbox articles in the Listener magazine, and find that I actually understand increasingly what they are talking about). Last week they had a special section on all the latest gadgets (digital recorders etc) – I want them J . But first,
Video recording as a form of visual formative feedback!!!
Monday, June 30, 2008
Tuesday, June 17, 2008
My first thoughts on joining the DIL project
It has been 2 weeks since I joined the Digital Information Literacy (DIL) project, a small action research project. The overall aim of the project is to develop participants’ knowledge and understanding of and skills in digital information literacy while being supported by others involved in the same project. The ultimate aim, as I understand it, is to strengthen the implementation of DIL within educational contexts.
My interest in educational technology began a number of years ago when I did a course that focused on Literary development through the possibilities provided by multimedia such as interactive storybooks, ebooks and HyperStudio. What I enjoyed when engaged in this course was the group cooperation and support which enabled you to begin your work with the technology at your own level of experience, as well as enable you to access what was for many of us new knowledge and a new teaching and learning approach. Another aspect I liked about the use of technology was the immediate visual feedback you got whenever you attempted a new skill. As I am a visual learner, visual imagery is important to me. It is therefore maybe not surprising that the enhancement of skills through visual feedback and interactive learning form the foundation of what I hope to work on as part of the DIL project.
My main objective is to explore the effectiveness of the digital camera in supporting students’ reflection on their practice. As a visiting lecturer my role is to assess students on their work with children in early childhood education settings. I have had a number of dyadic discussions with students after observing their practice, where the student shared with me their frustration that they could not visualise their own practice. This voiced concern has contributed to my decision to use video recording as a way of:
· Making students’ teaching practice more visible by using either an Eee PC or a digital photo frame. Data on these have been gathered but the best options still need to be explored in practice.
· Providing immediate feedback .
· Recording and monitoring progress over a period of time, thus providing opportunities for individual review of practice e.g. through an e-portfolio, saving on disc or USB
· Making learning more relevant for the student as they can interpret their own observed practise i.e. seeing their practice through their lens rather than through that of the visiting lecturer.
· Enhancing professional dialogue between student and visiting lecturer e.g. visual images enables the connection-making between ideas/concepts and actions; between ‘problems’ and skills.
· Giving greater flexibility e.g. Students could video record their own practice and develop an e-portfolio for sharing with the visiting lecturer. Another option that may be considered in the future is for the students to share their e-portfolio with other students. Issues that may need to be considered of course are those of privacy and ethics i.e. how to limit access to personal data.
By being involved with the DIL project, I also aim to enhance my own digital knowledge, understanding and skills. For instance, maintaining a blog is a new venture for me, and the idea that others are able to read about my journey into this new endeavour and comment on it, feels at this stage rather curious.
My interest in educational technology began a number of years ago when I did a course that focused on Literary development through the possibilities provided by multimedia such as interactive storybooks, ebooks and HyperStudio. What I enjoyed when engaged in this course was the group cooperation and support which enabled you to begin your work with the technology at your own level of experience, as well as enable you to access what was for many of us new knowledge and a new teaching and learning approach. Another aspect I liked about the use of technology was the immediate visual feedback you got whenever you attempted a new skill. As I am a visual learner, visual imagery is important to me. It is therefore maybe not surprising that the enhancement of skills through visual feedback and interactive learning form the foundation of what I hope to work on as part of the DIL project.
My main objective is to explore the effectiveness of the digital camera in supporting students’ reflection on their practice. As a visiting lecturer my role is to assess students on their work with children in early childhood education settings. I have had a number of dyadic discussions with students after observing their practice, where the student shared with me their frustration that they could not visualise their own practice. This voiced concern has contributed to my decision to use video recording as a way of:
· Making students’ teaching practice more visible by using either an Eee PC or a digital photo frame. Data on these have been gathered but the best options still need to be explored in practice.
· Providing immediate feedback .
· Recording and monitoring progress over a period of time, thus providing opportunities for individual review of practice e.g. through an e-portfolio, saving on disc or USB
· Making learning more relevant for the student as they can interpret their own observed practise i.e. seeing their practice through their lens rather than through that of the visiting lecturer.
· Enhancing professional dialogue between student and visiting lecturer e.g. visual images enables the connection-making between ideas/concepts and actions; between ‘problems’ and skills.
· Giving greater flexibility e.g. Students could video record their own practice and develop an e-portfolio for sharing with the visiting lecturer. Another option that may be considered in the future is for the students to share their e-portfolio with other students. Issues that may need to be considered of course are those of privacy and ethics i.e. how to limit access to personal data.
By being involved with the DIL project, I also aim to enhance my own digital knowledge, understanding and skills. For instance, maintaining a blog is a new venture for me, and the idea that others are able to read about my journey into this new endeavour and comment on it, feels at this stage rather curious.
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