We’ve left you with one whole hour of Class 9 time to use for venturing into an asynchronous adventure. Start here to discover the context and specific tasks, then move further along in the post to find resources you can explore.
I’ve asked colleagues to join me in sharing work related to social media and its role in the faculty roles of teaching and researching in a world-wide community of scholars. These contributors – including me, Michael Burns, Cristina Costa, Tim Kamenar, and Christina Petersen – have each provided a screencast object/document: something created through the use of images, words, sounds and presentation software or platforms that require a screen for creation and broadcasting. We created these objects with two purposes in mind: to (1) convey ideas, concepts and practices for using technology to support learning and teaching, and (2) make use of technology platforms we might use in creating objects that could lead into a flipped or inverted class session.
You’ll find five posts, with these general focuses and in this order:
- On using social media as a researcher / for research
- On mindfully creating a personalized digital footprint
- On making accessible presentation slides
- On making learning presentation slides
- On making decisions about using tech tools & social media in teaching
- Select and view two of the five screencasts offered here.
- Note ideas about content but also about delivery mode. How does what you see, hear and learn seem to be of use to you as an early career scholar and teacher? What are you seeing, hearing and viewing that might be of use to you as a teacher – and in what ways.
- Then come back to the post and add some of your ideas, the key thoughts you have in mind, to the community discussion via Comments.
Social Media (and) Research in a Digital World / Cristina Costa
Establishing a presence online is becoming more and more necessary and relevant. This is particularly true for you as early career researchers, who need to keep up to date with the latest developments in your discipline and establish close contact with other individuals in your field as part of building a research program, research network, and research reputation.
This presentation aims to:
- Introduce 4 dimensions of online engagement:
- Share examples of how other researchers are using social media to collaborate and disseminate research
In the presentation I asked several question regarding the concepts I explored. I’d encourage you to contribute with your answers via the VoiceThread presentation itself.
As a final question, I’d like to ask you share your thoughts here in a reply to the blog post:
How will you approach Social Media in the context of your research practice as you move into the next stage of your career?
Mindfully Creating Your Digital Footprint / Ilene Alexander & Cristina Costa
You can download the presentation here – and you will need to download it to get the sound, and that will give you live links to the resources noted at the end.
A digital footprint. We all have one if we’re part of a university – perhaps because our name’s mentioned in a newsletter or listed in a group of new grad students, postdocs or faculty, or maybe even because we’ve published something and that something is available to others through an electronic database or the information of the publication is shared via a blog post or Tweet. This presentation aims to get you thinking about how you can curate, cultivate, have a bit more say in what shows up when someone Googles your your name, when they try to follow the digital footprint that shows up across various search engines. As a final question, this one after you’ve not only heard/seen this presentation but also Googled your own name:
What is one social media tool you could use in order to more mindfully craft a digital identity ahead of going on the job market as a candidate for an early career position? What tool – and why that one? how would you make use of it?
Creating Accessible Presentation Slides / Tim Kamenar
You can access Tim’s presentation here. To fully view the Notes field, you’ll need to download the document.
One critical element of designing slides is cleaning up bad image content. Whatever the platform, slides must feature clear images and accessible content to be amenable to student learning overall. Always, creating images and slides that project better, print better, convey ideas more clearly, and leave less to conjecture will benefit all students.
In the process of re-making slides and adding verbal descriptions of a slide, we become more aware of points of spoken emphasis or patterns of connection typically conveyed orally in class. These insights – in this case perhaps about which chemical markers / interactions a teacher asks students to attend to first – can be drawn on to further clarify the points we make while presenting the new images as part of a class session.
This presentation demonstrates the process of cleaning and clearing up slides, while also modeling how to make use of the Notes field to record content and concepts that inform a speaker’s extemporaneous remarks during a formal interactive presentation. The notes do not script or replicate the spoken presentation, but support the presentation and make notes available for use beyond the presentation.
As a final query –
What are you thoughts or questions on developing clean and clear slides for a presentation? How do you imagine that working to develop clear and clean slides beneficially affect the development of clear and clean concepts to structure the presentation?
Learning Presentations: 10 Framing Principles for Using Presentation Software to Support Learning and Teaching / Concepts: Ilene Alexander & Christina Petersen; Slides: IleneDawn
The presentation is here, with links to an accompanying print and audio overview in the Notes for Slide 1.
In this slide set, we introduce Learning Presentation design principles that incorporate theories of Adult Learning. These presentation principles and approaches can be adapted by researchers, teachers, and students for use in classrooms, conferences, and communities, whether F2F, hybrid, or online environments. Drawing on our work with future faculty and current instructors as well as work – for example – by Garr Reynolds (design) and Stephen Brookfield (learning) we set out three foundational practices – to scaffold, to connect and to extend – and build ten principles to suggest a mindset that can guide teachers (and others) in creating presentations for learning.
As a final question –
You’ve been a great deal of reading, thinking and creating about learning, about interactive teaching, and about aligned course design these last ten weeks, how do the principles and practices presented here add to your thinking about designing teaching for learning – the overall theme of the term?
Technology Tools to Support Teaching and Learning / Michael Burns
And a final question:
What do you want your story about using technology in the classroom to be at the end of the first term you’ve made use of technology – at all or in new ways – when you are the teacher of record for the first or next time?