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Notes on inclusion in open learning

INCLUSION

Inclusion/Case Study : John, an engineering Postgrad PhD student with Cerebral Palsy.

Inclusion/Multimedia Demo: Xerte.

Inclusion/Workshop: Creative Problem Solving: YouTube

Loads of ideas in VanGundy’s book: VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed, Van Norstrand Reinhold. Techniques 4.01, 4.06, 4.57

INNOVATION

Innovation/Paper: Spaced-Ed, now QStream. A platform initially designed to support junior doctors as they revised for formal knowledge assessments. Paper (Paper available in OU Library)

Innovation/demo: QStream 90 day trial.

Innovation/Workshop: Creative Problem Solving:

TAGS: c

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OLD MOOC 2013 – ‘Multimedia is part of being digitally literate’

A very important point I picked up in the OLD MOOC 2013 – and for a number of reasons.

Students, to some degree, come to higher education with some, reasonable or even a good deal of exposure to and use of multimedia online – they shoot video on webcams or digital SLRs, the edit content they find online, they post, cut and mashup images constantly to such a degree that you wonder if their language is non-verbal, like hieroglyphs for the 21st century if you follow the streams of images they collect and share in the likes of Tumblr. But, some will have this has a digital literacy and form of entertainment, some will have done things in class, others might make short films or animations, while others have had little or no exposure at all.

Perhaps therefore a cohort of students have to be treated as a group from all over the world for whom ‘multimedia’ is a second or foreign language.

I’m trying to talk myself into context here, to take on board the reading I have done as well as my own experience. For sure, even for those who ‘speak this multimedia language’ it is unlikely that they have applied it in a systematic or semi-professional way – as the end result of a careful planning, researching, writing, sharing and ‘construction’ process.

To be digitally literate requires an ability to speak and write this language using everyday tools – the end results matters more than how they got there. We know there are a plethora of tools.

Lucky them if they have access to an Apple Computer and free software such as iMovies.

Many won’t.

Might fretting over the software be like having a wide choice of cars to pick from in a car pool but not know how to drive? That either they learn to drive, or find a chauffeur? Or a buddy who can drive?

Multimedia creation has a logic to it like putting up flat-pack furniture with thousands of websites or YouTube ‘How to … ‘ clips to show you the way.

Preparation, logic … In this context, the multimedia options are a selection of what Gilly Salmon calls ‘e-tivities’ – so there is variety – a piece of video to watch and review, a piece of text to read and answer questions, a set of multichoice q&a … a series of ‘hot spots’ in an image to roll-over and read/listen to before writing in a correct answer and so on.

 

Nine criteria for reviewing learning objects in multimedia

Learning objective review

Content quality
Learning goal alignment
Feedback
Adaptation
Motivation
Presentation design
Interactivity usability
Accessibility
Reusability
Standards compliance

REFERENCE

Leacock T.L. and Nesbitt J.C. (2007) A framework for evaluating the quality of multimedia resources. Education Technology and Society 10(2) 44-59

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