Summary of the EARLi2017 Conference via Twitter “Moments” posts:
An Agile and Scalable Professional Development Strategy: The CMALT cMOOC Project 
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.
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:
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.
Today we explored adding biometric feedback to user pre and post survey feedback as well as VR scene hotspot identification data to analyse the impact of VR scenes on paramedic student learning. The project has lots of potential, and this is our second prototype design as part of our design based research project #mesh360. Great work by the team: @drivercook @aiello_stephen @_dhristie @caguayo and the #erlab from Chile http://embodiedreports.com
SCHOLARSHIP of TECHNOLOGY ENHANCED LEARNING
Inaugural Annual NZ Symposium
Manukau Campus of Auckland University of Technology
February 15th and 16th, 2018.
Presenting a showcase of student learning supported by technology
The main aim of this important event is to encourage passionate education practitioners from Higher Education, Schools and the education community to showcase the results of their work promoting Technology Enhanced Learning in student learning environments.
This is a timely event considering the recent announcement by the NZ Ministry of Education in relation to the digital curriculum.
This exciting showcase will provide a platform for both the beginner and expert practitioner to inform and enlighten colleagues and peers of the positive outcomes of technology enhanced learning
Showcasing and sharing knowledge, skills, innovations and results from evidence based practice, collaboration and co-operation will definitely be encouraged and supported.
There is a variety of presentation formats…
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As part of recent requests to come up with digital literacy strategies for the use of social media I decided to create my own social map and share it as an example exercise for both lecturers and students. The Mapping exercise comes from the work done by JISC and @daveowhite
JISC. (2014, 16 December 2014). Developing digital literacies. Retrieved from https://www.jisc.ac.uk/guides/developing-digital-literacies
After sharing my social media map on Twitter I found out that there is a hashtag for the Visitors and Residents model #VandR and workshops being run in the UK on using social media mapping for creating awareness around digital literacies. So now I can compare my social media map with other educators around the globe!
Digitally enabling your team:
A visitors and residents approach – mapping your online activity
The Mapping Process