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Andrew Middleton
Works at Sheffield Hallam University
Lives in Holmfirth, United Kingdom
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Andrew Middleton

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#byod4l 2015 - here we come
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Andrew Middleton

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Video abstract on Apps4L for the Smart Learning book
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#BYOD4L Collaborating across time
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Andrew Middleton

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I also was very happy with Delicious. Then they messed with it. And that was so much about putting stuff out there in case others found it useful Brilliant for tagging and sorting too.
listen to ‘Rough thoughts from Day 3 of #BYOD4L ’ on Audioboo If you had asked me, before last night's #BYOD4Lchat on curating, about whether I shared content I would have unequivocally said yes.   If you had asked me if I ...
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Google+ is one of the places new to me
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Andrew Middleton

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Video abstract on the Smart Learning concept for forthcoming #MELSIG book
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#BYOD4L Collaborating across time
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Neil, I think synchronous represents some sort of ideal but our student is struggling with this. The group can organise itself more easily if time and location are not both issues - by dealing with location I would hope all students could manage time together. But we need to look at the benefits of asynchronous too and not just view it as a problem.
 
The scenario videos are very interesting today. The student in Scenario 1 wants to work collaboratively online but cannot find the time to do so (she works full-time). The teacher in Scenario 2 is unsure about how to work collaboratively but would like to do so (i.e. she has the pedagogic foundations but is not sure of what tools to use). 

Synchronous online work is always going to be tricky, particularly if there are other time zones in the mix. Probably the best you can do is find a compromise by getting as many people together at one time as possible, and then having a mini-meet after that for those who couldn't attend (in much the same way as you might in a face-to-face situation). Then, the next time, alter the time. 

The teacher, I would think, could make enquiries at her place for work; and could be directed to an environment such as this for further advice, perhaps -- somewhere both knowledgeable and supportive. 
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Good question Richard. At Sheffield Hallam we don't have a systematic and cohesive approach. Our central TEL team runs a lot of CPD sessions on this and other matters and we have similar faculty groups. We are current doing a lot with our IT services to make sure these approaches our supported in a new Digital Strategy. Our TEL team shares a lot of practice and tips online in its blog and other staff-focused places. We have done things like develop digital literacy guidance, which includes the BYOD dimension. Certainly there's a lot of positive noises so I feel things are moving increasingly rapidly in the right direction.    
 
Hi all,

Just a couple of thoughts/questions in regards to scenario 2...

Do you know if your organisation provides training/guidance on the use of mobile devices for teaching? Who will show an academic how to use Twitter or how to post to Instagram? Are they expected to know these things already?

How will they know what's possible with these devices without easy access themselves to this style of delivery/collaboration in their own personal development?
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Based on the NHS approach for Sheffield hospitals.

Suebecks could mediate the process for ACES faculty.

My pay has stopped so I I'll want paying too. 2 half days /week on Academic grade tbc!!!
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  • Sheffield Hallam University
    Head of Innovation & Professional Development, 2011 - present
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