Hide Notes 

Slide 1: Project: Creating digital audio Date: July 27th 2008 Organisation: Otago Polytechnic contact details: susanmellis@gmail.com DFLP 2008
Slide 2: Susan Ellis PROPOSAL : Executive Summary This course is designed as a tertiary college module as an introduction to educational audio resources and evaluates and facilitaties how to use digital tools to record and edit and design audio for instructional course materials.
Slide 3: 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.
Slide 4:   digital audio objectives Other objectives of the course were to offer a flexible design and construction of  audio for OER course materials   
Slide 5: Audio: methodology Methodology was to adapt a universal instructional design  together with a self­instructional 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 do­able.
Slide 6: Audio:  assessment • 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  assignment  work.
Slide 7: digital storytelling …field interview • http://www.celtscot.ed.ac.uk/EERC_compendium.htm
Slide 8: Field recording http://www.wildlife-sound.org/journal/archive/koch.html
Slide 9:  Recording audio • digital recording hardware devices, microphones,  • digital software   • digital audio formats, bit rate, sampling sizes http://www.dust-digital.com/forthcoming.htm
Slide 10: • basic editing techniques (cutting, pasting and multi­tracking) • analogue to digital (wave to mp3) conversion  • file compression, digital audio and video formats  • slideshows, powerpoints, pdf Editing and Preparing • offline digital audio editing software (audacity, goldwave) •online digital audio editing and publishing http://static.kvraudio.com/i/b/audacity.jpg
Slide 11: Publishing audio • archiving, sourcing audio within copyright license restrictions • sharing and reusing audio with creative commons attribution
Slide 12: • Collaborative • Social networks •Blended Open educational resources •archiving, embedding audio • rss feeds (podcasting) • wikis- wikieducator • Weblogs & wikispaces
Slide 13: Flexible learning Participants • can and will have diverse cultural background • a wide range digital information literacy skills The learning content and learning outcomes are expected to be general allowing that a requirement of the universal instructional and self-instruction design harnesses and fosters diversity Participants • can and will have diverse cultural background • a wide range digital information literacy skills
Slide 14: Aim •Universal Instructional Design •Self - instructional Design 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
Slide 15: Recognition of both formal and informal learning and cultural diversity Feedback Informal participants discussion based assessment Sharing content collaborative development, learner generated content/work Hub of objectives Open Educational Resources Academic Qualification for those formally enroled in module assessment of digital tool kit indicating levels of mastery
Slide 16: Outcomes. . . • Collaborate with and/or use complimentary and competitive services • Confidence shift over course duration •Questioning techniques critical inquiry and evaluation of digital tools digital resources • Connecting learners, educators, organisations and sharing free content
Slide 17: Assessment considerations Formal •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 2003, p 5.) • 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 Informal  •Discussion based assessment to confirm formal capability  assessment  and Recognised Prior Learning
Slide 18: Otago Polytechnics strategic direction Student retention Success and satisfaction indicators top the sector. Informal and formal assessment along with satisfaction surveys on the course and tutors and measuring course qualifications against others for external validation. Strategic sustainability Develop 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. Connectivity Develop more flexible pathways and learning opportunities for learners, including learning in the workplace utilise connectivity technological fluency and, self-efficacy. Practice makes perfect but what else leads to a realistic balance of content versus process while still maximising successive success. 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.
Slide 19: Flexible Design Analysis 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.
Slide 20: Cultural diversity • curriculum justification of flexible learning issues • 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
Slide 21: 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.