• broadcast

    All educators are broadcasters

    I gave a short talk at the OpenU a couple of weeks back about the changing nature of broadcast and what it means for educators. Although it was aimed at the OpenU audience, I think a lot of it is more widely applicable, so I’ve finally made a slidecast of it. The original had a few audio and video clips, which I haven’t included in the slidecast. It does however, feature the now famous ‘Caravan equation’ (oh, okay famous in my mind only). What does changes in broadcast mean for educators? View SlideShare presentation or Upload your own. (tags: higher education)

  • broadcast

    OU YouTube Channel is go

    Adblock Continuing the ‘every educator is a broadcaster’ theme of recent months, I’m pleased to point you at the OU YouTube channel. It has two main parts (with a third ‘Research’ coming on line soon): OU Life which has videos from students and staff; and OU Learn which has clips from OU courses. It’ll be interesting to see how it develops. There are only a handful of videos up at the moment. Unlike a conventional university we can’t just point a camera at a lecture and get a (quite boring) video. While we have a large archive, the (swear, curse, shout) rights clearance on this stuff is more difficult than…

  • broadcast,  e-learning,  higher ed,  web 2.0,  Weblogs

    Digital literacies

    I was asked to provide some thoughts on digital literacies for the Vice Chancellor, but rather than just do a dead email, in keeping with the spirit of the topic, I thought I’d put them in a blog post. This isn’t the research related view, but rather a personal perspective. Here are what I think are interesting about what we might term new digital literacies: Different voices – think of the bloggers you read the most. It might be people like Stephen Downes, David Warlick, Will Richardson, D’Arcy Norman, Alan Levine, Scott Leslie, Tony Hirst, etc. Now consider the top-cited researchers in educational technology journals. I’m not sure who they…

  • broadcast

    iCasting as new digital literacy

      <Now Broadcasting Live, Jose:> I was part of the broadcast strategy review at the OU, where we looked at what broadcast meant to us in the internet age. The OU has partly defined itself by its relationship to broadcast, and so it seemed like a good time to reexamine that. You won’t be surprised to hear that my basic line was ‘forget traditional broadcast and put it all online’ (that was a step too far for most, but we made some progress). Anyway, there is a Director of Multi-Platform Broadcasting post being advertised. We struggled over the title – the broadcast part is appropriate if one views it…

  • broadcast,  edupunk,  Open content

    Future of content vid with annotations

    Accusations of flogging dead horses may well be justified, but just in case you thought my Future of Content was some randomly assembled clips, the annotated version is now up on YouTube (again you have to click through to see the annotations). So, I’ve now done the article, made a video of it, then added textual annotation to explain the video. Erm, full circle anyone? Still, you do now have a choice of medium.

  • broadcast,  edupunk,  Open content

    The future of content – the eduVJ mix

    Tony has posted a follow up to his original vid, so in the spirit of friendly competition, I’d best follow suit. I have taken my Future of Content post and done an eduVJ (as Patrick dubbed it) mix. I’m not sure it works as well as the first one, mainly because this is trying to make more of an academic point, so maybe the fit to the song isn’t as neat. I’m enjoying doing these though, and this one taught me some more about using Camtesia (such as save your file because it might crash out half way through). The last one was a Camtesia recording of Powerpoint, this one was…

  • broadcast,  e-learning,  edupunk

    YouTube annotations (on edupunk video)

    YouTube now allows you to add annotations to your uploaded videos. It's very easy to do (to go back to my previous post, another example of lowering the 'cost' to the user). So, I took my edupunk video, and added some annotations, see below. What adding comments does is potentially transform any video into an educational one. Much of teaching can be seen as providing commentary, analysis and interpretation on the world. YouTube annotation allows this second order decoding. If you combine that with the discussion permitted by comments and you've suddenly got a pretty compelling learning application. At the moment (I don't know if there are plans to change…

  • broadcast

    OU on iTunes

    As a member of the Broadcast Strategy Review, it's good to see some of that work coming in to being, with the OU now on iTunes U. I like the tag line "Warning: Content may transform your life". This is for the proper quality stuff, and provides a good outlet for OU material (not the sort of hashed together slidecasts I do). My hope is that its presence exerts a pressure back into the university, so that it makes more educators want to do podcasts, because they can get easily get a global audience for them. Anyway, have a browse there's some good stuff there (David Puttnam is always good…

  • broadcast,  Social Objects,  twitter

    Twitter events

    The other day I mentioned that I like to Twitter when I'm watching football on TV. My wife doesn't watch, and if I'm not in a pub, it's a way of sharing the experience. Then on Saturday it was the Eurovision Song Contest. I started to watch it, but put a DVD on, then when I looked at Twitter it was awash with Eurovision comments. It struck me that Eurovision was in many ways the perfect Twitter event. It is, in fact, quite boring (none of the songs are any good), so there is plenty of time to Twitter. At the same time, it is quite enjoyable and provokes comment,…

  • broadcast

    Broadcast Strategy Review – my screencast

    I was involved in the Broadcast Strategy Review at the Open University. We produced a website as the output (not a 100 page report!), most of which is for internal viewing only. I’ve taken my bit though, and uploaded it to I am talking here specifically about how the changes in broadcast affect OU academics, but most of what I say applies across the board. My aim was to emphasise how the changing nature of broadcast is an exciting opportunity for educators. Unfortunately, even at its most excitable pitch my voice has all the enthusiasm of Clement Freud on valium, but as Billy Bragg said ‘in a perfect world…