It has been a week of academic multimedia .
Semi-successfully simulcasting a face-to-face workshop to remote participants using Adobe Connect.
Creating a series of short audio posts about academic multimedia, continued here.
Using a learning object (collection of videos and text) “Philosophy and Policy of Higher Education”, to introduce a flipped teaching session. And using the same object as supplementary teaching material for an open online distance learning course: First Steps into Learning and Teaching in Higher Education (FSLT)
Reviewing three videos in class of course conference seminar sessions presented for assessment last year as a guide for presenters this year.
Conducting a series of synchronous online virtual conference presentations for peer formative feedback in the distance learning course. Most participants used powerpoint, but there were voice-over powerpoints, Prezis, voice-over Prezis and YouTube videos among the sessions.
And then the week was capped by the publication of “Why we post”. This is the most audacious and exemplary instance of academic multimedia that I have seen. A big research project, undertaking by one of the UK’s leading research universities (University College London – UCL) involving detailed 15 month studies of social media use in 9 countries: England, Italy, Turkey, India, North China, South China, Chile, Brazil and Trinidad. The research is published through the website, which draws on YouTube, blogs, 11 free open access volumes of ethnographic research and a five-week massive open online course on the FutureLearn platform. [note: the audio has a blooper!]
You know they got it right when it is galling that you weren’t there first. But that is just silly of me. Why We Post can serve as significant evidence for many arguments I have been trying to make. Maybe small. Maybe less well resourced. Maybe. But Why We Post shows me (anyway) the future of academic discourse.