Edmodo: free mobile-friendly VLE/LMS which schools are warming up to

Yesterday I visited a secondary school to interview teachers regarding their use or non-use of social media as form of continuing professional development. This is a fascinating new project which I’m very excited about — I’m working with Dr Alison Fox of our School of Education — but that’s not what this blog post is about.
This blog post is about Edmodo. I’m still getting my head around what Edmodo really is, but it looks to be a mobile-friendly, free Virtual Learning Environment (VLE) — some use the term Learning Management System (LMS). And schools in particular seem to be warming up to it.
I’m aware that some years ago, UK schools were mandated to have a VLE. I’m also aware that many schools, for a variety of reasons, just never got one. Edmodo looks to be the ready-made, user-friendly, Facebook-like VLE that is filling a need.

Photo courtesy of jrhode on Flickr

Photo courtesy of jrhode on Flickr


Yesterday I saw what one computer science teacher was doing with Edmodo. He assigned students to write bits of code, and to post their code into Edmodo. Students who were shy to speak in class were not shy to type into Edmodo. They posted code in the evening after school, and other students spontaneously discussed and gave tips, and this teacher replied and gave direction. The project looks to be really successful and engaging for the kids.
I just found this article about Edmodo. I’m considering using it for a new charity-based project which I can’t talk about just yet:-)
Do you use Edmodo? What do you think?
Terese Bird, Learning Technologist and SCORE Research Fellow

Transcription made a little easier

I have been asked to elaborate a few times after making comments about how I do interview transcriptions. In response to the most recent question, I will detail it here.

I am using f5 transcription software for Mac from audiotranskription.de. The Windows version is f4. You can use your keyboard to control it, but I use a pedal that was recommended by the developers and purchased at a local office supplies store, the Infinity IN-USB-2. It is also available through Amazon.com or  Amazon.co.uk. It is plug-and-play, but make sure you close down f5 before plugging in the pedal. I will leave it to you to explore the features of the software.

When transcribing, rather than typing what I hear, I dictate into my headset and use Dragon Dictate speech recognition software to do the typing for me. I do have to assist with correcting some words through the keyboard, but most is automatically typed both quickly and efficiently. If I recall correctly, this idea came from a comment on the website. A further comment stated that it is not as efficient as typing yourself. However, the dictation works wonders if you are not a good keyboarder or if you wish to give your wrists, hands, and fingers a good rest. Dragon can also transcribe directly from your audio, but do not expect accuracy if you try to transcribe other persons.

This may not be the ‘free’ solution that is often desired. Dragon Dictate or Dragon Naturally Speaking, its Windows version, comes with a price tag–as does the pedal. f5 is free at this time, but a small donation is encouraged. I was quick to donate. For f4, you will need the pro version for more than 10 minutes of audio, but the price is quite reasonable.

I hope this helps!

A.E. (Tony) Ratcliffe
PhD Research Student
Institute of Learning Innovation
University of Leicester

Being a part-time PhD student

It has been almost 6 months since I started my PhD at the BDRA.  Doing a part-time PhD from a distance can be tricky. There are times when you do feel isolated and wish you could have more face-to-face contact with people from the department. You also wish you could attend research training sessions and seminars as often as full-time students do. Loneliness is what I was mostly worried about in the beginning.

However, after my 6 month experience I can say with confidence that most obstacles can be overcome in 5 ways:

1-      Maintaining regular contact with supervisors.

2-      Following a study plan.

3-      Keeping in touch with fellow PhD students.

4-      Expanding your support network.

5-      Visiting the University to attend research training days and other events as often as you can.

Maintaining regular contact with my supervisors was the most important thing for me. I have my supervisory meetings through Skype. I believe it is very useful to have all of your questions written down beforehand and also make very detailed notes while you are having the discussion. Of course there are times when you realize that you forgot to ask an important question or that you need further clarification, in which case an email or a Skype message can easily solve the problem. My supervisor also asks me to email her a short summary after each discussion, so that we both have a record of the points covered. I found this to be extremely helpful as in this way lots of points become clearer and this helps me stay on track.

The second most significant thing for me was to be able to stick to a good study plan. This was extremely important to me as I also work full time as a teacher in my country. For this reason I have been trying to take full advantage of the mornings (as I start work in the evenings) and the weekends. I plan on sticking to this schedule, which has worked well for me, so far.

What I have also found to be of utmost importance is regular contact with PhD students from the department, who have been very supportive and helpful especially with questions about important documents, or how to register for an event. Although these questions may seem trivial, they can really add more anxiety to an already stressed out PhD student.

I have also been talking to other PhD students here in Greece or reading about other people’s experiences on blogs or forums. Having a good support system is very useful, as it is always nice to know that you are not alone in this. Reading or listening to what other people in similar situations have to say can really help you avoid mistakes that could easily be made. For example, many PhD students I have talked to seem to agree that procrastination is the number one danger which is to be avoided at all costs. A good piece of advice they gave me was that even if you don’t feel like writing or reading one day, do something PhD-related that would benefit you in the future (e.g. manage your references, or proofread what you have written so far). In other words, use this day to your advantage. 

Finally, I strongly recommend visiting the University in person as often as you can. In fact, I have visited the department twice so far and I plan to return this June for an on-campus training session. Although I did not stay for long (4 days are not enough, but still better than nothing), this experience was very motivating as I had the opportunity to have an extremely fruitful discussion with my supervisors face-to-face, as well as interact with and learn from other people and PhD students, who were very willing to give feedback and suggestions.

Overall, doing a part-time PhD at a distance can be challenging at times. However, in my experience, good organization and careful planning can help you overcome the difficulties and enjoy this very interesting journey!

Konstantina (Dina) Kontopoulou, PhD student

 

International research by international research students

The Institute for Learning Innovation (formerly Beyond Distance Research Alliance) recently welcomed several new PhD students and visiting scholars. Our students hail from Saudi Arabia, China, South Africa, Turkey, Canada, Mexico, Denmark, Greece, Rwanda — plus a few from the UK.

PhD students attending training day in the Studio

PhD students attending training day in the Studio

On 18 and 19 February 2013 we held PhD Training Days, in which we gathered in the Studio (formerly the Zoo) to share research progress and participate in workshops led by Professor Grainne Conole, Dr Tracy Simmons, Dr Paul Reilly, Dr Chris Comber, and Dr David Hawkridge. Not all of our students could join us in person, however. We held the sessions live online using Adobe Connect. Our Canadian colleague Tony Ratcliffe, for example, joined us online from Canada, and unfortunately for him had to wake up at 3.30am in order to do so. In spite of this, he presented his work beautifully.

One benefit of using a method such as Adobe Connect is that afterwards we have a recording of the session, and we share these with you below:

Day 1 – 18 Feb 2013:

Recording 1 – student presentations 
https://connect.le.ac.uk/p3f01oklchl/

Recording 2:  Tracy Simmons – APG process:  
https://connect.le.ac.uk/p3z7f4cx746/

Recording 3: Writing with David Hawkridge, Chris Comber on Framing your study: 
https://connect.le.ac.uk/p87zdsculun/

Day 2 – 19 Feb 2013;

Recording 1 — student presentations & Grainne research methods: 
https://connect.le.ac.uk/p3eaiw8d9vz/

Recording 2: — Lit Review: Paul Reilly: 
https://connect.le.ac.uk/p4p2yuw9zs4/

Recording 3: – Grainne social media and final discussion: 
https://connect.le.ac.uk/p2wx8ltkv33/

 

Terese Bird, Learning Technologist and SCORE Research Fellow

Online learning and research – sharing in South Africa

Grainne Conole surrounded by art collected and created by Paul Prinsloo of Unisa

A team from Beyond Distance is visiting Unisa in South Africa for a three-day series of workshops and seminars about research and online learning. It’s wonderful to be back here among friends in Pretoria less than a year after our last visit. The team of six of us from Leicester is split between the Pretoria and Florida campuses. A few links to the presentations that have been given so far follow:

An overview of technology-enhanced learning (Grainne Conole)

Research methodology in technology-enhanced learning (Grainne Conole)

Audio recordings: Research Methodology in TEL Part 1

and Research Methodology in TEL Part 2 (Grainne Conole)

Sharing: from research to practice (Grainne Conole)

Harnessing the power of new media for learning, teaching and research (Grainne Conole)

Audio recording: Harnessing the power of new media for learning, teaching and research part 1

Harnessing the power of new media for learning, teaching and research part 2

Going open: the implications for learning, teaching and research (Grainne Conole)

Optimising the research possibilities in online teaching and learning (Ming Nie and Gabi Witthaus)

Questions for future e-learning research: can we plug the gaps? (Ale Armellini)

New Technologies and 21st century learners and their impact on teaching and learning at Unisa (Palitha Edirisingha, Ming Nie)

Ethical considerations in learning and teaching (Palitha Edirisingha, Ming Nie)

OER-based design for learning and its impact on research (Ming Nie, Gabi Witthaus,Terese Bird)

What works and what doesn’t work in research dissemination (Terese Bird)

The twitter stream from the three-day event (using hashtag #unisa12), captured on Storify:
http://storify.com/twitthaus/university-of-leicester-at-unisa-june-2012

OERs by Video

I am preparing for a project in which I will need to make video open educational resources (OERs). I will be creating split-screen video clips of lectures showing the presenter on one side, and whatever she is demonstrating on the computer on the other side. I am trying to imitate some Open Yale lectures I have seen here. I’m pretty sure Open Yale is using some sort of hardware and software lecture-capture solution which I don’t have. My solution will be low-cost: I will film the presenter, and capture whatever she is presenting via some screencast software such as Quicktime Pro or Camtasia, and use the split-screen wizardry of Final Cut Express to create the final product. If you want to learn more about how that is done, see my blog post from last week.

The next wrinkle in the video OER saga is that some of the footage will contain unsavoury language, and some may contain images of vulnerable adults and minors. Therefore, I need to bleep out words and blur out faces. I found a great tutorial for the face-blurring here, and I embed below a very helpful tutorial on bleeping out unwanted words.

Final Cut Pro Tutorial: How To Bleep Out Words So Your Mama Doesn’t Hear It from Andy Coon on Vimeo.

These are new issues for me in the realm of creating OERs. These learning materials will be created for a very specific medical-related audience (I will reveal more when I have something to show), but because they will be open-access, they should reach unknown audiences and unforeseen uses. That’s the beauty of OER!

Terese Bird, CMALT

Learning Technologist and SCORE Research Fellow, University of Leicester

Accessing professional development

Graduate and postgraduate students include personal/professional development in their training plans. One disadvantage doing a PhD from overseas is missing researcher training sessions on campus. I do participate in Research Days through videoconferencing, but there are no provisions for other sessions restricted to physical attendance at the university. There are, however, different ways to make up for this, taking advantage of events in my local community. I am a research student in the Beyond Distance Research Alliance (BDRA) at the University of Leicester in the United Kingdom, and I reside in Edmonton, Canada. There are a few examples of opportunities, including one just attended.

Last year I participated in the Thinking Qualitatively Workshop Series, delivered here in Edmonton by the International Institute for Qualitative Methodology. I will attend this June for a second time. I am also on the distribution list for professional development opportunities from the Faculty of Graduate Studies and Research (FGSR) at one local institution, the University of Alberta. Through it, I was able to attend free sessions preparing grad students for teaching. Also, I responded to a call for (paid) volunteers to work at a technology conference. While paid a little, it was an opportunity to give back, especially with unfilled slots.

The latest in my development, was the 2012 Alberta Graduate Conference, held at the University of Alberta, May 3 to 5, 2012, and concluded this afternoon. The Alberta Graduate Council, representing students of four member associations, organised the conference. I heard about it from the FGSR distribution list and through my alma mater, Athabasca University. I checked and learned they welcomed a percentage of attendees from other institutions, so I registered and attended.

My point with this post is to identify one reason we need not feel isolated at a distance. I’ve been able to extend my network at the same time as adding to my development. This is not a one-way street. For example, the BDRA has welcomed external participants in online seminars and at its February Research Day. I was also able to introduce a number of students to informal networking on Twitter through #phdchat. It goes without saying that sharing within the academic community has benefits for all.

I would like to extend my thanks to the organising committee and generous sponsors for an excellent conference and for opening the doors to non-member students. It was a pleasure to participate.

A.E. (Tony) Ratcliffe
PhD Research Student, BDRA
May 5, 2012

My so-called digital life: making split-screen video OER

It has been a while since I have written a blog post. I got busy; I got out of the habit. And yet I know how useful it is to write a blog post on what I’ve been learning lately, what I’ve been musing on, problems I’ve been trying to solve, conferences or events I have attended and learnt from. And so I am back, trying to get back into a good habit of digitally reflecting, as part of my so-called digital life. On Tuesday, I will be describing the benefits of blogging to a group of PhD students here at University of Leicester. And so, it’s time to start practicing what I preach.

Since I last wrote a blog post, I helped carry off Follow the Sun 2012, our very successful third online-only conference on the future of learning. I also earned my CMALT. Thank you, Association for Learning Technology! These are good to note. But what else have I been doing? Mainly, I have been building open educational resources (OER). I have done some for the history-focussed Manufacturing Pasts project. I will link to these and share them out when the website is ready, which should be in the next few weeks.

Intro to Final Cut Express by Techcast Focus

I have also been learning to use Final Cut Express, because I have to build OER out of a film of a presenter, combined with a film of what she is demonstrating on the computer. The best way I can think of do this, with the resources available to me, is to make a split-screen video comprised of the two films.  I am pretty good with iMovie, and decent with MovieMaker, but have never touched Final Cut Express. And so I went to YouTube for tutorials. I link above the first of a series of 5 very useful tutorials posted by Techcast Focus — I highly recommend these if you are just getting started in Final Cut Express.  I learnt how to do the split-screen process from this tutorial by oneironaut420. I plan to make the video of whatever is being demonstrated on the computer by a simple screencast — probably using Quicktime Pro if it can be done on a Mac, or on Camstudio or Debut if it must be Windows.

One main reason I decided to blog about this is that if I don’t, I will forget this technique. Blogging is my open research notebook.

Please comment on what you blog about, how you keep yourself going with blogging — or your own cool tips for building video OER!

Terese Bird, CMALT

Learning Technologist and SCORE Research Fellow, University of Leicester

BDRA Research Day

IMGP6342
PhD Research Students and Supervisors

Approximately three times a year, a Research Day is offered for students of the Beyond Distance Research Alliance at the University of Leicester. Student presentations provide updates on research to date and the planned direction. Supervisors, research staff, student colleagues, and invited guests ask questions and provide feedback. We can anticipate presentations by others, and this day included updates on our department, critical writing, social media research tools, and methodological perspectives.

Usually joining online from home in Canada, I can participate subject to the limitations of technology and obviously missing the traditional evening dinner together. This time was different, as I combined the event with a couple of extra days at the university and a vacation that included visiting relatives not seen for a long, long time. I don’t feel this needs to be done with a physical presence, but there was added value. First and foremost was the ability to see everyone at one time. There was not the opportunity to speak individually at length, so perhaps the follow-up will be one-to-one conversations by videoconference–at least as needs are identified.

I am a believer in, and supporter of, distance learning, but there was something special about this visit. Beyond the opportunity to develop relationships and meet new people, such as PhD students from the School of Education that we recently became a part of, it was the academic setting. It reinforced the journey I am on and the academic nature of it. With three tutorial sessions during the first and third days (the research day was in the middle), I emerged with a fresh motivation to research and to write. Plans started to come together for the next stage which is a pilot study. I even had a chance to meet with a senior representative of an organisation that confirmed an interest in participating in the research.

One of the most important things for me to do right now is to write and to write regularly. I came away making a commitment to myself (shared with supervisors) that I will aim for a written output every two weeks or so. It is up to me to keep on track with this, but I know a colleague or two in the PhD student community will hold me accountable.

It was wonderful meeting everyone in person, many for the first time. I look forward to returning again.

A.E. (Tony) Ratcliffe
PhD Research Student, BDRA

 

Carpe Diem: the 7Cs of design and delivery

We are in the process of taking stock of the various interventions in the field of designing for learning in Higher Education. We are fortunate to have secured funding to review the main deliverables and lessons learned from the Open University Learning Design Initiative (OULDI), Carpe Diem at Leicester and other interventions, such as Moderating Online Groups. As part of that process, Gabi Witthaus, Grainne Conole and I spent some time discussing ideas and concepts, out of which a new, embryonic framework emerged: the 7Cs of design and delivery.

As you would expect, in terms of blogging, Grainne beat me to it. But as you will see below, our ideas continue to evolve. The following diagram shows the current state of the 7Cs framework:

The 7Cs of design and delivery

The 7Cs of design and delivery

Each of the seven Cs has activities and technologies attached to it. For example, Capture has OER repositories as part of the resource audit; Communicate has Adobe Connect or Blackboard Collaborate (synchronous), as well as discussion forums (asynchronous); Consider may make use of blogs, etc. A later post will deal with this. In the meantime, we welcome comments and suggestions.

Dr A. Armellini
Beyond Distance Research Alliance
7 February 2012

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