Tips for Joining YouTube Live Hangouts #cmaltcmooc

G+ Hangouts have now been integrated into YouTube Live – so you don’t get Hangout event notifications via G+ anymore 😦

To join a Hangout Live discussion you need an invitation from the creator of the Hangout – you should be sent an invitation that will popup either in the Hangouts App on your mobile device (if you are signed in with the same email as your G+ account) or via being signed in to the Web interface at https://hangouts.google.com

We will invite participants to join the Hangout discussion 5mins before starting the YouTube Live broadcast, so login to either the Hangouts App or the Hangouts web page early.

If you follow the creator of the YT Live Hangout you should get an automatic notification when the Hangout starts as well – My G+ name is +Thom Cochrane

If you simply click on the YouTube Live link for the Hangout you will be able to view the Hangout once the broadcast has started, but not join in the discussion directly  – although we will enable the text comment feature of YT Live.

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#MESH360 project team wins VC’s 2017 Teaching Innovation Award #sotelnz

The #Mesh360 team: Stuart Cook, Stephen Aiello, Thomas Cochrane won the 2017 Auckland University of Technology’s Vice-Chancellor’s Teaching Excellence, Teaching Innovation Award. You can find out more about the #Mesh360 project at:

#ALTC 2017 presentation1: An Agile and Scalable Professional Development Strategy: The CMALT cMOOC Project [1618]

An Agile and Scalable Professional Development Strategy: The CMALT cMOOC Project [1618]

https://altc.alt.ac.uk/2017/sessions/an-agile-and-scalable-professional-development-strategy-the-cmalt-cmooc-project-1618/

Introduction

Globally there is a shortage of higher education practitioners and researchers evidencing a critical engagement with the intersection between teaching, learning, and technology. We believe an open and agile approach to professional development (PD) will allow higher education practitioners and researchers to embrace the rapidly changing and complex environment of technology and affordances to explore their impact on teaching and learning. Educators need to critically theorise the intersection between learning theory, technology and frameworks leading to new pedagogical practices and understanding of technology enhanced learning. This is epitomised in the adoption of the scholarship of technology enhanced learning or SOTEL (Haynes, 2016), that brings Boyer’s (1990) concept of the scholarship of teaching and learning (SOTL) into the twenty-first century.

Session Outline

Traditional PD strategies revolve around either the provision of a series of workshops or completion of a post-graduate qualification in learning and teaching. In contrast to these traditional PD approaches, we have leveraged a connectivist MOOC strategy to support a global network of PD Communities of practice (COP). In this session we will outline the model we have used to develop and implement a prototype PD cMOOC: http://mosomelt.wordpress.com/about/ (Cochrane and Narayan, 2016, Cochrane et al., 2015). Peer participation and sharing of praxis are triggered through the cMOOC that aims to scaffold participants to generate critical reflective practice evidence for CMALT portfolio accreditation, outlined at http://tinyurl.com/CMALTcMOOC. Interactive participant feedback techniques will include a Twitter back channel and an online participant survey. Participants will be invited to join us in the development of our first iteration of the CMALT cMOOC project.

Project Updates at:

References

Boyer, E. 1990. Scholarship reconsidered: priorities of the professoriate, Princeton, NJ, Carnegie Foundation for the Advancement of Teaching.

Cochrane, T. & Narayan, V. 2016. Evaluating a Professional Development cMOOC: MOSOMELT. In: Barker, S., Dawson, S., Pardo, A. & Colvin, C. (eds.) Show Me The Learning. Proceedings ASCILITE 2016 Adelaide. University of South Australia, Adelaide, Australia: Ascilite.

Cochrane, T., Narayan, V. & Burcio-Martin, V. 2015. Designing a cMOOC for Lecturer Professional Development in the 21st Century. In: Keengwe, J. & Onchwari, G. (eds.) Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. Hershey, PA, USA: IGI Global.

Haynes, D. 2016. Introducing SOTEL. International Journal for the Scholarship of Technology Enhanced Learning, 1, 1-2.