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Thom Cochrane
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#mosomelt Week 6 "The Power of Open Scholarship"

This week We explore updating the concept of the Scholarship Of Teaching and Learning (SOTL) for the post web 2.0 age: To explore Open Scholarship establish your own Researchgate and Mendeley profiles, and explore how these tools enable active participation within an online reflective practice research community.

“Mendeley is a free reference manager and academic social network. Make your own fully-searchable library in seconds, cite as you write, and read and annotate your PDFs on any device.” (https://www.mendeley.com)

Researchgate is fast becoming the ‘LinkedIn’ of academic researchers: http://researchgate.net

Download the Mendeley App (iOS – an Android App is currently in development), create a bookmark for Researchgate.com, link your Researchgate and Mendeley profiles on your WordPress blog or embed their widgets. Start building a research community by following one another on these online communities.

Reflect on this process on your WordPress blog.



Suggested readings:

Costa, Cristina. (2014). The habitus of digital scholars. Research in Learning Technology, 21. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21274

Garnett, Fred, & Ecclesfield, Nigel. (2011). Towards a framework for co-creating open scholarship. In D. Hawkridge, K. Ng & S. Verjans (Eds.), Proceedings of alt-c 2011 – thriving in a colder and more challenging climate: The 18th international conference of the association for learning technology(pp. 199-216). University of Leeds, UK: ALT Association for Learning Technology. http://repository.alt.ac.uk/2177/

Greenhow, Christine, & Gleason, Benjamin. (2014). Social scholarship: Reconsidering scholarly practices in the age of social media. British Journal of Educational Technology, 45(3), 392-402. doi: 10.1111/bjet.12150 http://dx.doi.org/10.1111/bjet.12150

Haigh, Neil. (2010). the scholarship of teaching & learning: A practical introduction and critique. Ako Aotearoa, National Office, Wellington, New Zealand: Ako Aotearoa. https://akoaotearoa.ac.nz/download/ng/file/group-4/the-scholarship-of-teaching–learning—a-practical-introduction-and-critique.pdf

Weaver, Debbi, Robbie, Diane, Kokonis, Sue, & Miceli, Lucia. (2012). Collaborative scholarship as a means of improving both university teaching practice and research capability. International Journal for Academic Development, 18(3), 237-250. doi: 10.1080/1360144x.2012.718993 http://dx.doi.org/10.1080/1360144X.2012.718993
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We are now into week six of the #mosomelt cMOOC and I hope it's been a stimulating experience so far. We have 19 response to the Post PowerPoint Pedagogy survey from week5 so far. You can see the anonymous responses at http://www.surveymonkey.com/results/SM-D9J2JB99
The survey is still open for those who would like to add their experiences at https://www.surveymonkey.com/s/92DLZFZ
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Another way of improving your pot is to adopt the pecha kucha approach of no ppt longer than 6:40 min. Very challenging but gets you out of your comfort zone.
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Thom Cochrane
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Activities  - 
 
I hope everyone had a great Easter break! This is a quick reminder to do the Post PowerPoint Pedagogy survey and catch up on some blog post reflections before we launch into week 6 of #mosomelt next week.
 
Mosomelt Week 5 “Post PowerPoint Pedagogy”

This week participants explore online alternatives to classroom interaction beyond Powerpoint, for example: Evernote, Mobile Apps and Airplay mirroring from mobile devices. To stimulate thinking & discussion:

1. Here’s a link to a short survey to explore what presentation and classroom interaction tools that #mosomelt participants use:
https://www.surveymonkey.com/s/92DLZFZ
Please complete the survey and we will share the anonymous results later this week. 

2. A webinar with Laurent Antonczak (@ATZ119) will provide a discussion forum for exploring some practical startegies for enhancing classroom interaction using mobile social media. 

Eric Mazur (2012) argues that effective teaching is not about knowledge transfer, but assimilation of information that is stimulated by teacher-learner interaction. Therefore the role of lecturer is one of creating interactive & collaborative learning environments. Some argue that higher education is plagued by a disconnect between theory and practice, extending beyond the content of the curriculum into teaching practice (Herrington and Herrington, 2006), where our understanding of teaching and learning often does not line up with our teaching practice. While espousing new pedagogies and the affordances of new technologies for learning, educators often default to content delivery via PowerPoint presentations consisting of static screen captures of the subject (Savoy et al., 2009). This week we explore practical strategies for moving away from reliance upon PowerPoint in our teaching practice driven by a reconception of teaching and learning around heutagogy or student-directed learning (Hase and Kenyon, 2007). Based upon our experiences of facilitating curriculum redesign founded upon the integration of mobile social media we argue that teachers must begin by effectively modelling the pedagogical use of new technologies to their students (Cochrane and Antonczak, 2014; Cochrane & Narayan, 2014). 

3. Examples of Interactive Mobile Social Media Tools
• Wireless Screen Mirroring http://www.airserver.com 
• Evernote - Shared collaborative multimedia notes
• Picasaweb - Image rich presentations
• Twitter - Conversational curation and analysis via hashtags, e.g. TAGSExplorer
• Storify - Curating and sharing social media
• Flipboard - Aggregating social media, Curate your own Magazine, Create Reading Lists or Bibliographies...
• Google + - Building learning communities
 
4. Suggested questions for reflection on your blogs
1. How could you use these tools in your context?
2. What other mobile social media tools would you suggest?
3. How does mobile social media enable new pedagogical strategies?

References
Cochrane, T. & Antonczak, L. 2014. Implementing a Mobile Social Media Framework for Designing Creative Pedagogies. Social Sciences, 3, 359-377.

Cochrane, Thomas, & Narayan, Vickel. (2014). Presenting without powerpoint. Paper presented at the Rhetoric and Reality, proceedings of the 31st Ascilite Conference, Otago Polytechnic, Dunedin. http://ascilite2014.otago.ac.nz/sharing-practice/ - 292

Hase, S. & Kenyon, C. 2007. Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, 4, 111-118.

Herrington, A. & Herrington, J. 2006. What is an Authentic Learning Environment? In: Herrington, A. & Herrington, J. (eds.) Authentic learning environments in higher education. Hershy: Information Science Publishing.

Mazur, Eric. (2012). The scientific approach to teaching: Research as a basis for course design. Paper presented at the Proceedings of ALT-C 2012 - a confrontation with reality: The 19th international conference of the Association for Learning Technology, University of Manchester, UK. Keynote retrieved from http://mazur.harvard.edu/email/download.php?type=t&r=1815

Savoy, A., Proctor, R. W. & Salvendy, G. 2009. Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52, 858-867.
Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.
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Thom Cochrane originally shared:
 
Finally a cloud based collaborative video production platform #moco360 #mosomelt #npf14lmd
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Archive of this mornings Webinar with +laurent antonczak on "Post PowerPoint Pedagogy"
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2 comments
 
Please find also two students reflective comments about their practice and/or progress:

 - http://bambuser.com/v/3903546  - http://bambuser.com/v/3903463

Overall, we received a much better response than using the traditional "written report" :-)
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Have him in circles
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Archive of todays Webinar with the #npf14lmd Auckland Uni Education COP: experiences of implementing mlearning in teacher education
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Ray O'Brien's profile photoLee-anne Turton's profile photo
 
Thanks for the honest authentic sharing of experiences. Really helpful.
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Inspiring mobile centre.
Kate D
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Thom Cochrane
owner

Discussion  - 
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Matt G
 
spritzed it. Nice to know where we are at with MOOCs at present. +Victorio Burcio-Martin - has lots of sources that you might find interesting.
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Thom Cochrane
owner

Learner Generated Contexts  - 
 
Thom Cochrane originally shared:
 
Finally a cloud based collaborative video production platform #moco360 #mosomelt #npf14lmd
3
1
laurent antonczak's profile photo
Add a comment...

Thom Cochrane
owner

Activities  - 
 
Mosomelt Week 5 “Post PowerPoint Pedagogy”

This week participants explore online alternatives to classroom interaction beyond Powerpoint, for example: Evernote, Mobile Apps and Airplay mirroring from mobile devices. To stimulate thinking & discussion:

1. Here’s a link to a short survey to explore what presentation and classroom interaction tools that #mosomelt participants use:
https://www.surveymonkey.com/s/92DLZFZ
Please complete the survey and we will share the anonymous results later this week. 

2. A webinar with Laurent Antonczak (@ATZ119) will provide a discussion forum for exploring some practical startegies for enhancing classroom interaction using mobile social media. 

Eric Mazur (2012) argues that effective teaching is not about knowledge transfer, but assimilation of information that is stimulated by teacher-learner interaction. Therefore the role of lecturer is one of creating interactive & collaborative learning environments. Some argue that higher education is plagued by a disconnect between theory and practice, extending beyond the content of the curriculum into teaching practice (Herrington and Herrington, 2006), where our understanding of teaching and learning often does not line up with our teaching practice. While espousing new pedagogies and the affordances of new technologies for learning, educators often default to content delivery via PowerPoint presentations consisting of static screen captures of the subject (Savoy et al., 2009). This week we explore practical strategies for moving away from reliance upon PowerPoint in our teaching practice driven by a reconception of teaching and learning around heutagogy or student-directed learning (Hase and Kenyon, 2007). Based upon our experiences of facilitating curriculum redesign founded upon the integration of mobile social media we argue that teachers must begin by effectively modelling the pedagogical use of new technologies to their students (Cochrane and Antonczak, 2014; Cochrane & Narayan, 2014). 

3. Examples of Interactive Mobile Social Media Tools
• Wireless Screen Mirroring http://www.airserver.com 
• Evernote - Shared collaborative multimedia notes
• Picasaweb - Image rich presentations
• Twitter - Conversational curation and analysis via hashtags, e.g. TAGSExplorer
• Storify - Curating and sharing social media
• Flipboard - Aggregating social media, Curate your own Magazine, Create Reading Lists or Bibliographies...
• Google + - Building learning communities
 
4. Suggested questions for reflection on your blogs
1. How could you use these tools in your context?
2. What other mobile social media tools would you suggest?
3. How does mobile social media enable new pedagogical strategies?

References
Cochrane, T. & Antonczak, L. 2014. Implementing a Mobile Social Media Framework for Designing Creative Pedagogies. Social Sciences, 3, 359-377.

Cochrane, Thomas, & Narayan, Vickel. (2014). Presenting without powerpoint. Paper presented at the Rhetoric and Reality, proceedings of the 31st Ascilite Conference, Otago Polytechnic, Dunedin. http://ascilite2014.otago.ac.nz/sharing-practice/ - 292

Hase, S. & Kenyon, C. 2007. Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, 4, 111-118.

Herrington, A. & Herrington, J. 2006. What is an Authentic Learning Environment? In: Herrington, A. & Herrington, J. (eds.) Authentic learning environments in higher education. Hershy: Information Science Publishing.

Mazur, Eric. (2012). The scientific approach to teaching: Research as a basis for course design. Paper presented at the Proceedings of ALT-C 2012 - a confrontation with reality: The 19th international conference of the Association for Learning Technology, University of Manchester, UK. Keynote retrieved from http://mazur.harvard.edu/email/download.php?type=t&r=1815

Savoy, A., Proctor, R. W. & Salvendy, G. 2009. Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52, 858-867.
Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.
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5 comments
 
I really like power point. It is a fantastic way way of organising photos to show my students of what we are going to build for a project based pedagogy.
I enjoy the challenge of delivering a 30 min. Ppt session with no text on any slide. You should try it!
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Dr Thomas Cochrane
BE, BD, GDHE, MTS, MComp, PHD (Monash)
Academic Advisor
Senior Lecturer in educational technology
Centre for Learning And Teaching
AUT

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Academic Advisor Senior Lecturer in educational technology Centre for Learning And Teaching AUT
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  • AUT University
    Academic Advisor, present
  • Unitec
    Academic Advisor, 2004 - 2011
  • Tai Poutini Polytechnic
    Lecturer, 1997 - 2004
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