Warren's PCET podcasting pages
Weblog with Podcasts about all things teaching and learning in the FE sector. Housed by UELconnect.
Th…Th…That’s all folks…
In: Site messages
4 Oct 2012Th… Th… That’s All Folks!…
A final post on this blog site. I am undergoing a rethink/reimagine of how I might blog and podcast for my trainee teachers on the Programmes I teach on. To this end, I am closing this blog, but hopefully keeping the content, and moving across to a new site (and effectively starting again)…
Find me now on http://allthingsteachereducation.blogspot.co.uk/
Early days for this new blog, but lots of short audios streamed in through AudioBoo.
You can still follow me on Twitter as allthingspcet@Twitter and through this also get access to my AudioBoos.
Over time, I will continue to post and blog and continue to record longer podcasts as well as other things. Do join me on my new Blog soon.
BTW you can also see my podcasting pedagogy videos recorded with @DanielAyres on YouTube. There are 7 videos in all, the first one here: http://t.co/AQKXO0ui
That might be all folks….but I look forward to seeing you again soon on http://allthingsteachereducation.blogspot.co.uk/
(further) Ubiquitous learning tasks
6 Feb 2012
Following on from the success of the previous set of distance and asynchronous tasks elsewhere posted on this Blog, here is part 2.0 of the series of online tasks for trainee teachers on our PCET Programmes: the remit, to learn about elearning by doing some (modest) examples of elearning.
The tasks can be downloaded here
Alternatively, the tasks are here if you prefer to work straight from the Blog.
Following the previous 12 activities – see here http://bit.ly/vse8dj – we are going to run the session on Thursday 23rd Feb 2012 as a second distance learning and also asynchronous learning experience. Here are a further 10 activities for you to consider (making 22 in all). It doesn’t matter if you do this work during the actual lesson time or whenever it suits you, although there is a deadline by which I would like to see your work…
… I also think you should put your work into your journal – in ‘open space’.
Deadline: by 3PM on Friday 24th Feb 2012 please send Warren an email with the text from your reflective journal (just this text, not the whole thing) where you work through the tasks below and record and reflect on your thoughts and learning about e-learning. Just the same as you did before. Keep your reflections in open space in the journal – ready for the M3 assignment.
Below are a second set of 10 tasks. There are a variety of tasks from reading research reports and blogs, watching videos, looking at presentations which have been uploaded online and more creative tasks where you try and do something. Try and choose a mixture of tasks to complete.
You need to complete at least 5 of the 10 choices. Try and choose things you do not already do. A couple are much more challenging than the others. Some are really productive ways to think about incorporating some ‘e-learning’ and also some ‘M-learning’ (mobile) into your lessons. Other tasks are just some nice little tec tips to help you with your resources.
Record your thoughts and reflections in ‘open space’ in your journal and then email Warren this short text once completed.
As always, have fun!
Task 1
USE! This Task, along with Tasks 4 and 5 have already appeared on my Blog as elearning tips (the original post is here http://bit.ly/wwohyQ). So, if you have explored these already, then skip them here. If not – try out the following:
elearning tip #1 Most of the trainee teachers I am currently working with, on completing the earlier elearning tasks, have reflected very positively about Woodle, so, given this, I now offer for your consideration….spiderscribe – here: http://www.spiderscribe.net/
See the teachertraining video here: http://bit.ly/n0tDGz
Question for reflection: How might you use this tool in the classroom or for off-site/distance learning?
Task 2
READ! In 2009 a new hashtag (#)occurred amongst some teachers on Twitter #movemeon. A # is a way of linking posts in Twitter and categorising them. These can then be searched through an RSS feed (see the previous activities in Ubiquitous learning part 1 for an explanation of RSS feeds). This # – #movemeon – was an easy means through which teachers began to share teaching and learning ideas, expressed in the (limited character) form of a Tweet. See the posting on my Blog about this here – http://bit.ly/anDSJD
The original Tweets were then collated (hence the need for the #) and a free booklet was created which you can download from the link on my Blog above. Take a read – see what other professionals think are useful ideas for sharing.
Question for reflection: Anything of use here? Can you think of any yourself – top teaching and learning tips expressed in the 140 character limit of a Tweet? If you can – send them to me in this work and I can Tweet them on your behalf.
Task 3
FOLLOW! Continuing the Twitter discussion started in Task 2 above, see the Blog post here – http://bit.ly/xZQZiL – ‘7 Twitter users to follow if you are interested in education technology’. Add them to your own Twitter account if you have one. Use the links in the blog article to view a feed of all their Tweets to date. Explore, read, follow, click, browse. Consider also the following two sources – http://bit.ly/ruJBe3 – firstly, a Blog entry on why educators should join Twitter and secondly, a Scribd. shared article here – http://scr.bi/cY4PJ – on can we use Twitter for educational purposes?
There is a US bias here. So, using Twitter can you find any good UK examples? If you can – pass them on!
Question for reflection: Have you found anything useful. Make a list of tips and ideas and issues which jump out at you.
Task 4
SHARE! This Task was originally posted on my Blog on 9th Jan 2012 as an elearning tip: Consider the usefulness of social bookmarking with a class of students. elearning tip #2 For supporting individuals and groups with social bookmarking – and sharing links and commentaries – see Delicious here:
http://delicious.com/ In the past, delicious has spent its name del.icio.us – just in case you recognise it from before.
Question for reflection: How might this help you support a class? Try and think of some answers to the reflective question above for yourself, before you then watch the following YouTube video on the possible classroom/educational uses of this Web2.0 social bookmarking application: http://bit.ly/1bmhO
Task 5
MAKE! elearning tip #3 For those of you who have enjoyed using Prezi, you might also like the mind-mapping interface developed by Bubbl.us -https://bubbl.us/ This is somewhat similar to spiderscribe above (Task 1) in intent, but with an interface that is somewhat similar to Prezi
Question for reflection: Once more – can you see yourself using this?
Task 6
READ! This extremely well regarded JISC publication can be downloaded here – http://www.jisc.ac.uk/eli_practice.html You will find links to the publication which looks at best practice case studies and recommendations for learning with Mobile and Wireless technologies. There is also an ‘audit’ form which you might like to try and apply to your placement institutions and reflect upon where you think Colleges are with these developments.
Question for reflection: What best practices are there with Mobile learning and how might you try and incorporate these into your teaching?
Task 7
USE! Have you an iPod, iPad or an iPhone? If so – I assume you have explored the iStore? But, have you explored iTunesU? – The iTunes University content? There are lots of universities now making regular podcasts and video content both for education, and also on the topic of education. Have an explore and see what you can find…Link to the portal through the dedicated store via Apple.
Question for reflection: What have you found that is useful? Can you see yourself – perhaps in the future – making podcasts for your students through iTunesU?
Task 8
MAKE! Making a resource? – A handout, workbook or a PowerPoint or Prezi presentation? Looking for a chart or image to add? The issue of digital copyright is a minefield for education. In fact, it might just be a disaster waiting to happen. The collaborative world of social media compounds these issues somewhat, too. There are, however, lots of images etc available freely through what is called a Creative Commons (CC) license where people put content onto sites such as Flickr and YouTube and allows others to use them. Use the CC website http://search.creativecommons.org/ to search for this content. BUT please note the legal warnings on the bottom of the site’s homepage.
Question for reflection: Show what you have created and from where.
Task 9
WATCH! There are a whole series of TED talks – http://www.ted.com/ – (and even a dedicated App on the iStore) on education. Here are some of my favourites:
Aleph Molinari: Let’s bridge the digital divide! http://bit.ly/AohRDS
Ali Carr-Chellman: Gaming to re-engage boys in learning http://bit.ly/fv1ZCz
Chris Anderson: How web video powers global innovation http://bit.ly/aNYjxu
Ken Robinson says schools kill creativity http://bit.ly/101CR
I actually disagree with a lot here, but there are lots to think about nonetheless.
Question for reflection: What future does education and technology have together?
Task 10
WATCH! These YouTube videos follow on from the original Task 9 from the first set of Ubiquitous learning tasks from before in the Programme. There is a growing body of debate on the role that social media might have in modern-day education and learning. See my Blog for lots of previous posts about this – http://blog.uelconnect.org.uk/warren/tag/social-media/ – these are all the posts tagged ‘social media’ from the start of the Blog.
Two YouTube videos I have found interesting are:
danah boyd on Teenagers who are Living and Learning with Social Media – http://bit.ly/DnSc1
Social Media as Learning Tools – http://bit.ly/bznCiA
Question for reflection: To what extent do you feel that social media are shaping learning, and to what extend are they available to us, as educators, as tools for shaping learning opportunities?
Warren Kidd, February 2012.
On Tuesday 17th January 2012 I host the Cass School of Education and Community’s lunchtime discussion ‘Developing your public profile as a researcher using social media’. This session is part of the wider series of activities run by the Teacher Education Research Group of which I am co-research leader.
The presentation materials from my session are here -
In this session, I refer to two key online publications:
LSE publication: Mollett, Amy and Moran, Danielle and Dunleavy, Patrick (2011) Using Twitter in university research, teaching and impact activities. Impact of social sciences: maximizing the impact of academic research, LSE Public Policy Group, London School of Economics and Political Science., London, UK. http://eprints.lse.ac.uk/38489/
University of Leicester: Alan Cann of the Department of Biology at the University of Leicester,and Konstantia Dimitriou and Tristram Hooley of the International Centre for Guidance Studies, and published by the Research Information Network: Cann, Alan et al (2011) Social Media:A guide for researchers. http://adekus.uvs.edu/files/wlc/socmedia.pdf
I also use in my presentation the very helpful Prezi produced by Nicholas Lamphere - http://bit.ly/9rXsse
See also the following YouTube videos:
We feel that embarking on teacher training is a massive and exciting undertaking and one that warrants reflection.
- reflection is a key process through which we make events ‘meaningful’ and therein construct our understanding of them
- reflection in the form of a journal allows for the individual involved to ‘step back’ and think about action and practice
- reflection – with a view to improving practice – is one of the key characteristics of becoming and being a professional.
The PGCE and Cert Ed. qualifications are a journey through which pre-service trainees are able to begin to construct a professional identity and through which in-service trainees are able to further reinforce and shape their already existing identity.
It has long been recognised that for effective teaching to take place, teachers need to unite both theory and practice – they are two sides of the same coin. Practice uninformed by theory is never going to be critical and will be blinkered – it will be always kept in the dark. Whereas theory uninformed by practice will be pointless and merely abstract. Uniting theory and practice is essential for sound reflective thinking – being able to see the connections between what you do, how you feel about it, how you evaluate it and what research and theory also tells you. The unification of theory and practice is referred to as ‘praxis’ – that attempts to link them result in a far greater outcome than simply having theory and practice separate from each other.
For a while now, we have used the term ‘reflective practitioner’ in teacher education to refer to the ways in which good teachers, as part of their professionalism, reflect upon what they do with a view to making their practice more informed and ultimately improved. This term, developed by Schön (1983), is seen to be at the very heart of what being a professional is.
Teacher professionalism, and initial teacher education courses such as the PGCE and the Cert Ed., are what we call a ‘community of practice’ (Lave and Wenger, 1991). By this we mean that such training courses seek to induct the participants into a shared set of values and to help all involved to feel a sense of belonging to a mutually supportive group. We want you to develop the habit of always evaluating, reflecting and thinking about your teaching, but we also want you to develop the habit of talking with others about your work and your practice. We feel that there is a hugely important role for your colleagues and peers to play in helping you to think about your teaching and that this mutual dialogue is absolutely essential in being a professional.
Jarvis (1992) says that we only learn something – anything – in relation to our experience. That for us to ‘learn’, we need to link it to what we already know and compare and contrast it to ideas we already have about the world. This is what we are asking of you in this journal – to try and link your experience to your actions, to what your peers have to say and to what the research literature suggests. This is important in order for your own professional identity to become established. In the same way that we would hope you are able to encourage your own students to become reflective learners, we are asking the same of you…
Podcast # 96 Developing/finding your reflective voice
In this podcast, recorded after assessing the recent M1 introduction assignments, we consider how you can develop further your reflective voice.
Sources:
Jarvis, P (1992) The Paradoxes of Learning. San Francisco: Jossey-Bass.
Lave, J and Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Schön D A (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Podcast # 95 Advice for the M4 assignment
11 Jan 2012This assignment is designed to provide you with an understanding of the diverse and complex professional context in which you teach and the place of your own practice within it. This assignment will enable you to engage with debates across the sector, and to better understand and anticipate national changes that may affect your work. It will also allow you a chance to research further a policy area of particular relevance to you and your professional practice.
Post Compulsory Education & Training, Learning & Skills, Lifelong Learning and Further Education are just some of the different names given to what is a dynamic and fast changing sector. It is a sector offering over 4000 qualifications at levels ranging from pre-entry to undergraduate, to learners ranging from fourteen to eighty years old. Besides having to be all things to all people, the PCET sector has also had to put up with tumultuous changes, with two or more policy initiatives a year for the past 10 years, regulating everything from ethos and mission to curriculum and funding. Recent emphasis has been on the ‘skills’ nature of the sector casting it in the role of the engine room of the economy. But its wider role has not been forgotten: “we need to support people to develop skills in the broadest sense: enabling and equipping them to deploy to best effect their talent, knowledge, resourcefulness and creativity. That is the core purpose of the colleges and training providers that make up our Further Education (FE) system”. (FE White Paper 2006)
Please ensure you refer to the Module Handbook for further guidance…
Podcast #95
Some (further) elearning tips…
9 Jan 2012
Following the successful elearning tasks undertaken by my students over the past few months/weeks and the reflections these have resulted in (see posts on this blog here – http://bit.ly/vse8dj), I thought I would try and provide a couple more examples.
Maybe this can be a regular feature – elearning tips number 1, 2, 3 etc?
elearning tip #1 Most of the trainee teachers I am currently working with, on completing the earlier elearning tasks, have reflected very positively about Woodle, so, given this, I now offer for your consideration….spiderscribe – here: http://www.spiderscribe.net/
See the teachertraining video here: http://bit.ly/n0tDGz
elearning tip #2 For supporting individuals and groups with social bookmarking – and sharing links and commentaries – see Delicious here:
elearning tip #3 For those of you who have enjoyed using Prezi, you might also like the mind-mapping interface developed by Bubbl.us -
This is somewhat similar to spiderscribe above in intent, but with an interface that is somewhat similar to Prezi
As always, enjoy… let me know if you have used these and what you think…
In these two short podcasts we consider the next modular assessment – split into assignments M2.1 and M2.2
Podcast #93 on M2.1
Podcast #94 on M2.2
This is a recording, split into two parts, of all the information we have briefed trainees with regarding the forthcoming assessed teaching. These observation visits – or, Assessed Teaching Practice Sessions (ATPSs) – will be taking place soon, so I hope this briefing helps?
It is a repeat of what you have already had in our taught sessions – but it seemed a good idea to further document/clarify it here for you all.
Being assessed and observed teaching – parts 1 and 2
Working with diverse groups of learners in the digital age
In: books|education|elearning|links|research|teaching and learning
7 Jan 2012
Late last year ESCalate published the case study I edited with Julie Hughes (Wolverhampton) titled ‘Working with Diverse Groups of Learners in the Digital Age’ (2011). The online materials, resources, videos and text of the case study can be found on the ESCalate project pages here: http://escalate.ac.uk/digitalage
The text of the case study – looking at how far education subject areas in Higher Education and Teacher Education have progressed with elearning and blended learning solutions – can be downloaded from the bottom right hand column of the above page link.
As part of this project, on Monday 28th February 2011 teacher educators from the Cass School of Education and Communities, University of East London (UEL), joined by colleagues from Hull, Wolverhampton, Canterbury, Middlesex and Anglia Ruskin took part in an ESCalate teacher education event, the first in a series of national events organised as a response to the call for case studies from this project. The workshop brought together teacher educators from primary, secondary and post-compulsory training phases to explore the implications and benefits of social media, Web2.0 tools and e-portfolios in shaping the future of teacher learning and training. The day explored the nature of change in teacher education in the light of learner diversity and the growth of new social media tools for pedagogy.
A video snapshot/review of the day can be found in this YouTube video:
My own case study, looking at my own practice within PCET teacher education – along with video and presentation materials – can be found at: http://escalate.ac.uk/8560
Podcasting and feedback – Lunchtime Discussion Forum
In: education|planning|Site messages|teaching and learning|Uncategorized
29 Nov 2011
Today I host the Lunchtime Discussion Forum at UEL looking into my work, conducted/piloted last year, using audio feedback to learners.
The blurb for the Discussion Forum is below:
Lunchtime Discussion Forums- Academic Year 2011/12
‘Why haven’t you written on my work? Using audio for feedback on learning – an experiment to incorporate podcasted feedback into regular assessment methods.’
Warren Kidd, UEL Teaching Fellow, Cass School of Education & Communities
This exploratory practice details the use of podcasts/audio tools to offer formative and summative assessment to a range of learners. This work was carried out last year as part of a wider, cross-School LEO project (funded 2010-2011). This Lunchtime Discussion Forum disseminates the work of Warren Kidd, working in the Cass School of Education and Communities, using podcast developmental feedback to support the learning of post-graduate trainee teachers – a cohort positioned as both distance learners and as workplace learners.
The developed bespoke audio recordings for individual learners provided an experience of feedback/feedforward that supported both the classroom and asynchronous learning of students. This assessment practice builds on recent work Warren has conducted in podcasting for learning and teaching (disseminated at last year’s Lunchtime Discussion Forum series) and the practice follows themes and strategies raised in Professor Derek France’s keynote at UEL’s 5th Annual L T & A Conference (see Ribchester et al, 2008).
In this discussion forum, Warren will identify his assessment ‘podagogy’ (Rosell-Aguilar, 2007) and offer advice and guidance on the construction of audios for assessment feedback purposes, sharing the divergent and at times contradictory experiences of working with audio tools for the purposes of feedback and the development of ‘assessment dialogues’ (Carless, 2006). The forum will also explore the learners’ reflections on feedback constructed in this way. Although there have been some tentative steps into the field (Souter and Muir, 2008), the adoption of podcasting methods within education has been less quick to take off, than elsewhere. In this work, Warren has deployed audio tools with a view to providing an ongoing conversation with learners, maximised through meaningful engagement with learners in a ‘dialogue of feedback’ (Black and William, 1998).
Warren is Senior Lecturer in Education at The Cass School of Education and Communities, where he is the School’s Leader in Learning and Teaching (LiLT). Warren is the co-author of ‘Successful Teaching 14-19: Theory, practice and reflection’(Sage, 2010) and ‘Teaching Teenagers: A Toolkit for Engaging and Motivating Learners’ (also with Sage, 2011). Warren is also the co-editor of Emerald’s ‘The Student Voice Handbook: Bridging the Academic/Practitioner Divide’ (2011). Warren was awarded a UEL Teaching Fellowship in 2011 and has an interest in podcasting and in the use of emergent (social media) technologies as a tool for research, learning, teaching and assessment and for capturing the learners’ voice. Warren is currently co-writing a case study for ESCalate (the Education subject centre for the HEA) titled ‘Working with Diverse Groups of Learners in the Digital Age’, looking at a review of a wide range of technology enabled practice across education programmes in HE in the UK.
You can view the slides from the presentation here
The ‘podagogy’ structure referred to in the presentation can be viewed here – this is what we developed to enable us to start to think about how we would structure our feedback audios – a template to help us to make the recordings to our learners.
My recent work with ESCalate (along with Julie Hughes of Wolverhampton) looking at the use of elearning and blended learning in education subjects in HE is available here: http://escalate.ac.uk/digitalage
References:
Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment. London: nferNelson.
Ribchester, C., France, D., Wakefield, K., (2008) ‘It was just like a personal tutorial’: Using podcasts to provide assessment feedback’ (Dept. of Geography and Development Studies, University of Chester) Paper presented at the Higher Education Academy Conference, July 2008
Rosell-Aguilar, F. (2007) ‘Top of the Pods – In Search of a Podcasting ‘Podagogy’ for Language Learning’ in Computer Assisted Language Learning, 5(20) pp.471-492
Souter, N. and Muir, D. (2008) „Podcasting, Pupils and Pre-service-teachers.‟ Paper presented to the European Conference on Educational Research 2008, From Teaching to Learning?, 10-12 September 2008, Gothenburg, Sweden. http://strathprints.strath.ac.uk/7172/ (Accessed January, 2009).
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- Distance learning task – Friday 18th November 2011 - Warren's PCET podcasting pages: [...] See the video on my blog here – http://blog.uelconnect.org.uk/warren/2011/03/01/10-podca [...]
- Distance learning task – Friday 18th November 2011 - Warren's PCET podcasting pages: [...] READ! Take a read of the discussion about ‘death by powerpoint’ from the links elsewhere o [...]
- Tweets that mention Warren's PCET podcasting pages » Launch post – new Twitter venture – ‘101PCETideas’ -- Topsy.com: [...] This post was mentioned on Twitter by Daniel Ayres, Daniel Ayres, Warren Kidd, Warren Kidd, Wa [...]
- Warren: Hi - hope the welcome evening was useful and that you can find the blog helpful in terms of supporti [...]
- Eilish Dowds: I am in year 1 of PGCE course at tower hamlets college. [...]
- Th…Th…That’s all folks…
- (further) Ubiquitous learning tasks
- Developing your public profile as a researcher using social media
- Podcast # 96 Finding and developing your reflective voice
- Podcast # 95 Advice for the M4 assignment
- Some (further) elearning tips…
- Podcasts # 93 and 94 Understanding module 2 (2.1 and 2.2)
- Podcasts # 92 and 93 being assessed and observed teaching
- Working with diverse groups of learners in the digital age
- Podcasting and feedback – Lunchtime Discussion Forum
Podcast
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Podcast # 96 Finding and developing your reflective voice
We feel that embarking on teacher training is a massive and exciting undertaking and one that warrants reflection. reflection is a key process through which we make events ‘meaningful’ and therein construct our understanding of them reflection in the form of a journal allows for the individual involved to ‘step back’ and think about action [...]
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Podcast # 95 Advice for the M4 assignment
This assignment is designed to provide you with an understanding of the diverse and complex professional context in which you teach and the place of your own practice within it. This assignment will enable you to engage with debates across the sector, and to better understand and anticipate national changes that may affect your work. [...]
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Podcasts # 93 and 94 Understanding module 2 (2.1 and 2.2)
In these two short podcasts we consider the next modular assessment – split into assignments M2.1 and M2.2 Podcast #93 on M2.1 Podcast #94 on M2.2
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Podcasts # 92 and 93 being assessed and observed teaching
This is a recording, split into two parts, of all the information we have briefed trainees with regarding the forthcoming assessed teaching. These observation visits – or, Assessed Teaching Practice Sessions (ATPSs) – will be taking place soon, so I hope this briefing helps? It is a repeat of what you have already [...]
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Podcasts #90 and #91 elearning 1 and 2
When we talk of e-learning we usually mean ‘electronic’ or, actually, digitally-aided learning. For some, e-learning is best described as enhanced learning, or learning supported through the adoption of emergent technologies. For Rosenberg (2001) all e-learning has three fundamental characteristics: it is aided through a computer or digital device (mobile or otherwise); it is networked [...]