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DFLP 2008
Project: Creating digital audio
Date: July 27th 2008
Organisation: Otago Polytechnic
contact details: [email protected]
to offer a flexible design and construction of audio for OER course materials
Methodology was to adapt a universal instructional design together with a self-instructional
materials for this context. Due to competing ways to create and produce digital audio,
implementation of the methodology was intended to keep it simple and do-able.
Assessment of the capability to learn different generic, technical and academic capabilities
associated with Open Educational Resources, sharing content with collaborative content
development, learner generated content/work.
Susan Ellis
PROPOSAL : Executive Summary
This course is designed as a tertiary college module includes an introduction to educational audio
resources and evaluates facilitaties how to use digital tools to record and edit and design audio for
instructional course materials. Other objectives of the course were
audio
digital storytelling
• http://www.celtscot.ed.ac.uk/EERC_compendium.htm
…field interview
Field recording
http://www.wildlife-sound.org/journal/archive/koch.html
Audio Content …..
An instructional design which features audio resources can
enhance content, and foster diversity.
By increasing and varying learning experiences within specific
learning contexts, this can help with uptake and assimilation of
information, and have specific advantages for students with a
disability or numeracy and literacy needs.
Recording audio
• digital recording hardware devices, microphones, • digital software • digital audio formats, bit rate, sampling sizes
http://www.dust-digital.com/forthcoming.htm
Editing and Preparing
• basic editing techniques (cutting, pasting and multi-tracking)
• analogue to digital (wave to mp3) conversion
• file compression, digital audio and video formats
• slideshows, powerpoints, pdf
• offline digital audio editing software (audacity, goldwave)
•online digital audio editing and publishing
http://static.kvraudio.com/i/b/audacity.jpg
Publishing audio
• archiving, sourcing audio within copyright license restrictions
• sharing and reusing audio with creative commons attribution
• rss feeds (podcasting)
•Blended
• Collaborative• Social networks
• Weblogs & wikispaces
•archiving, embedding audio
• wikis- wikieducator
Open educational resources
Given that both student and teachers are able to enrole course resources will be supplemented by particpants over successive times and hence become a more comprehensive and flexible list:
is treated as a requirement of the universal instructional and self-instruction design harnesses and fosters diversity
Flexible learning content
The learning content and learning outcomes are expected to be general allowing that
Participants
• can and will have diverse cultural background
• a wide range digital information literacy skills
Aim
These are two major designs themes that run through this plan…. act as guidelines to
promote participatory model of flexible learning that is based upon collaboration in
the construction of course materials
•Universal Instructional Design
•Self - instructional Design
Anderson (2003, p.5)
Hub of objectives
Academic Qualification for those formally enroled in module
Recognition of both formal and informal learning and cultural diversity
Feedback Informal participantsdiscussion based assessment
Sharing content collaborative development, learner generated content/work
Open Educational Resources
assessment of digital tool kit indicating levels of mastery
Outcomes. . .
• Connecting learners, educators, organisations and sharing free content
•Questioning techniques critical inquiry and evaluation of digital tools digital resources
• Confidence shift over course duration
• Collaborate with and/or use complimentary and competitive services
Informal •Discussion based assessment to confirm formal capability assessment and Recognised Prior Learning
Assessment considerations
• formal assessment of capability to learn different generic, technical and academic capabilities associated with Open Educational Resources, sharing content with collaborative content development, learner generated content/work
•deep and meaningful formal learning is supported through at least one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. (Anderson 2001, p 5.)
Formal
StrategicDevelop facilities and systems which support flexible teaching, learning and work practices.Do this with the use of technology in learning in ways that are self-replicating and sustainable.
Student retention, success and satisfaction indicators top the sector. Informal and formal assessment alongwith satisfaction surveys on the course and tutors and measuring course qualifications against others for external validation.
Support Create an outstanding experience for learners in a supportive, inspiring and stimulating environment. A network focused on the collaborative development of open educational resources fosters partnerships for developing learning materials and extending their use to others.
Otago Polytechnics strategic direction towards sustainability
Connectivity Develop more flexible pathways and learning opportunities for learners, including learning in the workplaceutilise connectivity technological fluency and, self-efficacy (practice makes perfect but what else leads to a realistic and proportion mix of content versus process while still maximising successive success).
Flexible analysis checklist curriculum justification to address the following flexible learning issues
access and equity
• Resource student technical training and promote peer support
• formal and informal participation in course that provide alternative ways to approach and present content
•acknowledge if these times and course assessment may extend beyond that estimated.
sustainability
• Reuse and fair use of open educational resources
• Indicate the type of services which already exist that compliment and/or compete with your plan.
• RPL previous experience producing audio and sourcing media, sampling creative commons
cultural diversity
• Identify learner strengths as an individual and in a collaborative group dynamic
• Identify and gather evidence about areas to offer advice about ways to improve student and course outcomes
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