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Thom Cochrane
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@paramedickiwi +Haydn Drake discusses using Twitter as a #CMALT specialization area: http://youtu.be/aBgrbJ_os-w?a via @YouTube

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#CMALTcMOOC 2018 Week 6 Hangout discussing choosing a specialisation with NZ & Aussie participants 10:30am Friday (NZ Time)

https://youtu.be/QcqIR7iAgRM

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#CMALTcMOOC 2018 Week 6 Hangout discussing choosing a specialisation with @Ianupton_CU +Ian Upton

https://youtu.be/i2soDfiHMOk

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#CMALTcMOOC 2018 Week6: Choosing a Specialisation

This week we explore participants’ individual areas of specialisation in learning technologies. Use the Project Bank https://cmaltcmooc.mosomelt.org/project-bank/ to share a Blog post or VODCast describing an area of specialisation relevant to your context.

We will also schedule a Hangout later in the week where participants can discuss and share their specialisations.

Reflect upon why you have chosen this specialisation?

Comment on one another’s PODCasts or VODCasts giving feedback.

As well as the core areas, CMALT candidates are required to demonstrate evidence of independent practice in one or more specialist options. This reflects the fact that, although there are common areas of work for learning technologists, practice is extremely diverse and everyone specialises in something different.

Your specialist topic should reflect an area where you have particular expertise. This may be unique to you or common across your team, but goes beyond what would be expected of any learning technologist.

In describing your specialist option you should refer to the CMALT principles and values:
A commitment to exploring and understanding the interplay between technology and learning.
A commitment to keep up to date with new technologies.
An empathy with and willingness to learn from colleagues from different backgrounds and specialist options.
A commitment to communicate and disseminate effective practice.
Because these are specialist options you should be clear what makes your work distinct from common practice; many people teach on online courses, but designing and delivering fully online courses requires specific skills and would be considered specialist. . Similarly, many teachers provide blended learning, but developing and sharing guidelines for such practice or working with a distinctive blend of contexts might distinguish your work as specialist. It may be that your specialist option is common amongst the group that you work in as you all work in a similar area; that is perfectly acceptable.Evidence for your specialist activity is likely to be very specific but could include: reports, papers or presentations you have written; this could be backed up by a job description plus written statements supporting your specialist knowledge from colleagues, clients or managers; active membership of professional or other bodies; certificates of completion of specialist training programmes or courses.

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#CMALTcMOOC 2018 Week 5 NZ Hangout discussing: Collaboration and Communication
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Dealmaster: Google is now selling its Daydream View VR headset for $49 | Ars Technica http://flip.it/8X9mqJ

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How Apple Will Use AR To Reinvent The Human-Computer Interface http://flip.it/Bajm5v

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#CMALTcMOOC 2018 Week 5 NZ Hangout discussing: Collaboration and Communication, scheduled for 10:30am Friday 20th April.

https://youtu.be/38Dd-W6mzCo

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#CMALTcMOOC 2018 Week 5 UK Hangout with @IanUpton_CU +Ian Upton discussing: Collaboration and Communication - scheduled for 10am Thursday (UK time) = 9pm NZ time.

https://youtu.be/StrEheUqSkU

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#CMALTcMOOC 2018 Week 5: Exploring Collaboration and Communication

Collaboration and communication are key attributes for educators and our graduates. Laurillard et al., (2013) emphasise the benefits of collaborative curriculum design and the role of modelling collaboration and communication skills to our students. Weaver et al., (2012) also argue for the value of collaborative research to improve teaching practice. The fourth core area of a CMALT portfolio requires CMALT candidates to demonstrate their knowledge and skills in communication through evidence and reflection upon working with others.

Use the Project Bank to share examples of how you collaborate with your peers – this could be an interactive Google Map of research presentations or a team project, a G+ Community, a social media hashtag, a Twitter ‘Moment’ of a collaborative event, etc… Also a reminder to create an ORCID profile and share it with the #CMALTcMOOC G+ Community if you have not yet done so at http://orcid.org

For example, you can find a collection of ORCIDs from the ASCILITE Mobile Learning Special Interest Group at https://ascilitemlsig.wordpress.com/member-orcid-portfolios/

You can also find example collaborative SOTEL research clusters at http://sotel.nz/about-the-cluster/

We will schedule another group G+ Hangout for a live discussion this Thursday for UK participants and Friday morning 10:30am for NZ/AU participants - the archived Hangouts on YouTube are another form of evidence of "Collaboration"!

Hints:

In your CMALT portfolio: Evidence statements could describe the way in which your work involves collaboration, for example through participation in a team or acting as an interface to other groups.
Relevant evidence would include reflection on collaborations with others, reports outlining your activity within a team process, how you have brokered support for a particular initiative (for example from a technical or legal support service) or how you have worked with others to solve problems.Where your evidence involved collaboration, please acknowledge the contribution of others. You may also chose to discuss how you select appropriate forms of communication.Think how some of the tools we have explored throughout #cmaltcmooc could be used to provide evidence of communication and collaboration – for example a collaborative Vyclone video of you and your peers discussing an issue relevant to a course, or an archived Google Plus Hangout On Air with a guest lecturer or a working group, etc…

References:

Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2013). A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, 29(1), 15-30. Retrieved from http://dx.doi.org/10.1111/j.1365-2729.2011.00458.x doi:10.1111/j.1365-2729.2011.00458.x

Weaver, D., Robbie, D., Kokonis, S., & Miceli, L. (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
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