This week we cover an overview of digital publishing formats and CMALT portfolio submission requirements. We hope you have enjoyed your participation in #CMALTcMOOC, and although the 7 weeks comes to an end this is just the beginning for the community that has been established! We hope that you now have an understanding of what is required for producing a CMALT portfolio, and encourage you to continue working on developing and sharing your portfolios. You are invited to further PD cMOOCs such as Mosomelt 2018 and the next iteration of #CMALTcMOOC (March 2018). You are also invited to take part in a final participant survey to give us feedback. This week we will also host our final Participant Hangout reflecting upon their CMALT cMOOC experience.
cMOOC Feedback Invitation:
We want to get your feedback on how we can improve #CMALTcMOOC. We have an information sheet, consent form, and online survey for your feedback. Also, if you are willing to let us use your CMALT portfolio as an example there is also a portfolio showcase opt-in. The links are:
Info Sheet: http://bit.ly/1XywKQ5
Consent Form: http://bit.ly/26bPN4B
Portfolio showcase option: http://goo.gl/forms/J629u943tGsM4OGy2
Remember to check out the growing list of examples for the CMALT Portfolio sections in the Project Bank at https://cmaltcmooc.mosomelt.org/project-bank/
While the “Future Plans” section is not assessed you must complete it. This can be as detailed as you like. The purpose of this is to help you plan for your professional development; it will also be useful when preparing to meet your continuing professional development requirement to remain in good standing.
This week we will also look at an overview of digital publishing formats suitable for an ePortfolio to be submitted for CMALT accreditation. Portfolios can be submitted for review by three different dates throughout the year: 31 January, 31 May, and 30 September https://www.alt.ac.uk/certified-membership/submitting-portfolio
This week we explore participants’ individual areas of specialisation in learning technologies. Use the Project Bank https://cmaltcmooc.mosomelt.org/project-bank/ to share a Blog post or VODCast describing an area of specialisation relevant to your context.
We will also schedule a Hangout later in the week where participants can discuss and share their specialisations.
Reflect upon why you have chosen this specialisation?
Comment on one another’s PODCasts or VODCasts giving feedback.
As well as the core areas, CMALT candidates are required to demonstrate evidence of independent practice in one or more specialist options. This reflects the fact that, although there are common areas of work for learning technologists, practice is extremely diverse and everyone specialises in something different.
Your specialist topic should reflect an area where you have particular expertise. This may be unique to you or common across your team, but goes beyond what would be expected of any learning technologist.
- A commitment to exploring and understanding the interplay between technology and learning.
- A commitment to keep up to date with new technologies.
- An empathy with and willingness to learn from colleagues from different backgrounds and specialist options.
- A commitment to communicate and disseminate effective practice.
Collaboration and communication are key attributes for educators and our graduates. Laurillard et al., (2013) emphasise the benefits of collaborative curriculum design and the role of modelling collaboration and communication skills to our students. Weaver et al., (2012) also argue for the value of collaborative research to improve teaching practice. The fourth core area of a CMALT portfolio requires CMALT candidates to demonstrate their knowledge and skills in communication through working with others.
Use the Project Bank to share examples of how you collaborate with your peers – this could be an interactive Google Map of research presentations or a team project, a G+ Community, a social media hashtag, a Twitter ‘Moment’ of a collaborative event, etc… Also a reminder to create an ORCID profile and share it with the #CMALTcMOOC G+ Community if you have not yet done so at http://orcid.org
For example, you can find a collection of ORCIDs from the ASCILITE Mobile Learning Special Interest Group at https://ascilitemlsig.wordpress.com/member-orcid-portfolios/
You can also find example collaborative SOTEL research clusters at http://sotel.nz/about-the-cluster/
We will also schedule another group G+ Hangout for a live discussion this Friday morning 9:30am NZ time.
Relevant evidence would include reflection on collaborations with others, reports outlining your activity within a team process, how you have brokered support for a particular initiative (for example from a technical or legal support service) or how you have worked with others to solve problems.Where your evidence involved collaboration, please acknowledge the contribution of others. You may also chose to discuss how you select appropriate forms of communication.Think how some of the tools we have explored throughout #cmaltcmooc could be used to provide evidence of communication and collaboration – for example a collaborative Vyclone video of you and your peers discussing an issue relevant to a course, or an archived Google Plus Hangout On Air with a guest lecturer or a working group, etc…
Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2013). A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, 29(1), 15-30. Retrieved from http://dx.doi.org/10.1111/j.1365-2729.2011.00458.x doi:10.1111/j.1365-2729.2011.00458.x
Weaver, D., Robbie, D., Kokonis, S., & Miceli, L. (2012). Collaborative scholarship as a means of improving both university teaching practice and research capability. International Journal for Academic Development, 18(3), 237-250. doi:10.1080/1360144x.2012.718993
This weeks suggested activity includes a Blog post or VODCast discussing legislation, policies and standards, and exploring the wider impact of Altmetrics and SOTEL.
We will discuss these issues later in the week in a Webinar.
Create and share via the Project Bank a Blog post as an embedded audio PODCast or VODCast (Video PODCast) discussing legislation, policies and standards that impact upon the use of educational technologies.
Comment and provide feedback to other participants Blog posts on the wider context.
You could use Soundcloud, Bambuser or Audioboom to create and share a PODCast, or YouTube, Vimeo, or Bambuser to create and share a VODCast. There are several simple video capture and sharing Apps that you could use on your Phone, such as Clips on iPhone, or Adobe Premier Clip for iOS and Android.
In exploring the wider context CMALT candidates should demonstrate their awareness of and engagement with wider issues that inform their practice.
Candidates must cover at least one legislative area and either a second legislative area or a policy area. That is you need to cover a minimum of two areas, at least one of which must be legislative.
a) Understanding and engaging with legislation, policies and standards
Statements here should show how relevant legislation, has influenced your work. You are not expected to have expert knowledge of all of these areas, but are expected to be aware of how they relate to your current practice. These issues will vary depending upon the country and Government policy.
In the UK you would be expected to demonstrate how you work within the context of relevant legislation such as:
- Accessibility including special educational needs
- Intellectual property (IPR)
- Freedom of Information (if you work for a public body)
- Data protection.
- Child protection
- Anti-discrimination law
- Points Based Immigration System (PBIS)
- Other related examplesIn your country there may be different requirements, and you should indicate this in your portfolio. It is suggested that you pick at least two areas to discuss. In New Zealand see the Government HE strategies and policies website: http://www.education.govt.nz/further-education/policies-and-strategies/tertiary-education-strategy/
You are not obliged to address this area so long as you have addressed at least two legislative areas. Examples of policy issues you may address include:
- Policies and strategies (national or institutional)
- Technical standards
- Professional codes of practiceYou might also be expected to engage with institutional policies and, where appropriate, national policies and evidence of some of this should be provided.The kinds of evidence that would support this would include minutes of meetings with legal advisers, documentation showing how legal issues have influenced work (such as reports or data protection forms), justifications for modifications to a course to reflect new policies or a record of how technical standards have been taken into account during system development.
This week’s suggested activities include:
- An invitation to participate in a survey exploring the Scholarship Of Technology Enhanced Learning (SOTEL).
- Collaborate with your peers on an assessment design via (for example) Google Docs and get some peer feedback via sharing an assessment design outline as a week 3 Project Bank example.
- An invitation to participate in a Webinar on Technology Enhanced Learning (TEL) frameworks – see the G+ Community for the Webinar link later in the week.
Create and share a new assessment design around student generated content for integration into your teaching practice. Share this assessment project via the Project Bank for peer feedback, and rate another participants assessment project.
Reflect on this process on your WordPress Blog. For more info on what is recommended for this section of a CMALT portfolio see the notes at: https://cmaltcmooc.wordpress.com/week-3/
This week involves three suggested activities:
- creating and sharing a Blog post or VODCast discussing the constraints and benefits, technical knowledge, and deployment of learning technologies. Keep it succinct – 500 words blog post or 2-3min VODCast embedded in your blog. You could use: YouTube, Vimeo, Instagram, Clips (iOS) etc… to create and share the VODCast.
- Sharing a Digital Literacy mapping exercise. Create your own Visitor/Resident-Social/Professional map of your use of online and social media tools, and share it via the G+ Community, and Twitter with the #cmaltcmooc and #VandR hashtags. Reflect on how your map may look different to your students’!
- Exploring innovative pedagogies through a Google Plus Hangout discussion. See the Tips for Joining YouTube Live Hangouts to join the discussion this week online.
“Operational Issues” is one of four required core elements of your CMALT portfolio. Create a Blog post or VODCast (Video PODCast) discussing the constraints and benefits, technical knowledge, and deployment of learning technologies, particularly within your own teaching context. Explore potential creative solutions to any of these constraints. Share your Blog post or VODCast using Twitter with the #cmaltcmooc hashtag, and link to your example reflection by adding the URL and description to the Project Bank for Week2 https://cmaltcmooc.mosomelt.org/type/2-operational-issues/ by selecting “Submit Project” from the Project Bank main menu on our WordPress hub.
From the CMALT Guidelines:
Core area 1: Operational issues
Candidates should demonstrate both their understanding and use of learning technology. “Use” might include the use of technology to enhance learning and teaching, the development, adoption or deployment of technology to support teaching, training or learning.
This should include evidence of:
a) An understanding of the constraints and benefits of different technologies
You should show how you have used (or supported others to use) technology appropriately, given the constraints and benefits it provides within your context. This might include how you selected particular technologies to meet the specific needs of users (students or staff).
Evidence in support of such statements might include a brief commentary on the choices behind the development and use of learning technology that influence its fitness for purpose. (This might discuss issues as affordances of the technology, viability, sustainability, scalability, interoperability and value for money.) You may already have something like this in the form of a design outline, proposal, conference presentation or similar. You should include such existing documentation wherever it seems relevant. Alternatively, you might want to take this opportunity to find out more about a technology you have deployed and produce a report on its viability.
b) Technical knowledge and ability in the use of learning technology
You should show that you have used a range of learning technologies. These might include web pages, Virtual Learning Environments, Computer-Aided Assessment, blogs, wikis, mobile technology, e-books, programming languages and so on.
Guidelines for CMALT candidates and assessors
Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.
c) Supporting the deployment of learning technologies
Statements about your involvement in supporting the deployment of learning technology might relate to providing technical and/or pedagogic support to teachers or learners, advising on (or re-designing to take account of) technical and usability issues, developing strategies or policies, managing change, providing training or other forms of professional development, securing or deploying dedicated funding and so on, all within the context of the educational use of learning technology.
For evidence, you might include the overview section of a strategy document, meeting minutes, summaries of student feedback, testimonials or witness statements from other colleagues.