Update your profile and start sharing! See you for week 1 online 25th February 2019.
Are you interested in gaining international accreditation for your experience and expertise in integrating technology in teaching and learning? The Certified Member of the Association for Learning Technology (CMALT) provides peer reviewed recognition aligned with the UK higher education professional standards framework. The Centre for Learning And Teaching at Auckland University of Technology have developed a cMOOC (connectivist Massive Open Online Course) to support academics and allied staff develop portfolios for CMALT accreditation, and facilitate an experience of participating in a global network of higher education professionals. The 2019 CMALT cMOOC starts 25th February and will run for 7 weeks. The cMOOC is completely free and is aimed at participants sharing experiences as they explore developing CMALT eportfolios, and building their professional academic online profiles.
There will be a YouTube Livestream as an intro for anyone interested in finding out more about the cMOOC 10:30am 22nd February (New Zealand time) https://youtu.be/mmEFeLUrMEM
We use a customised Moodle Discussion Forum, Twitter, and WordPress to facilitate the cMOOC.
The first step in participating is the Signup form on WordPress at https://cmaltcmooc.wordpress.com/contact/ after which you will receive a login to the Community Forum at https://community.sotel.nz/course/view.php?id=3
The weekly activities outline are at https://cmaltcmooc.wordpress.com
We use the #cmaltcmooc hashtag for Twitter and any other social media related to the cMOOC.
You can find out more about the CMALT cMOOC at our ResearchGate Project Page:
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 the weekly #CMALTcMOOC Webinar – 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.
This should include evidence of:
a) An understanding of teaching, learning and/or assessment processes
b) An understanding of your target learners
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/
We’re running the #CMALTcMOOC again starting 24 September – so it’ll be great to have you on board – please encourage your colleagues who may benefit from becoming part of the community and the journey to signup at https://cmaltcmooc.wordpress.com/contact/
The CMALT cMOOC aims to mentor and support applications for CMALT accreditation. CMALT is the Certified Member of the Association of Learning Technologies (available to either ALT or ASCILITE members https://www.alt.ac.uk/certified-membership) and recognises experience and expertise in the use of technologies for learning. This is available to academic and allied staff who are interested in or have successfully integrated the use of learning technologies in the course(s) they teach. We have developed the CMALT cMOOC (https://cmaltcmooc.wordpress.com) as a 7-week online support programme/network, and the next iteration of this starts on September 24 – signup at https://cmaltcmooc.wordpress.com/contact/
We have also developed the SoTEL NZ Research Cluster as a support network and the SoTEL NZ Symposium as a showcase and networking event for groups of educators exploring the scholarship of technology enhanced learning: https://sotel.nz
The research cluster is open to new groups beyond NZ, and the 2019 Symposium call for participation is now open.
This week we cover an overview of digital publishing formats and CMALT portfolio submission requirements. We hope you have enjoyed your participation in #CMALTcMOOC 2018, and although the 7 weeks finishes at the end of this week, 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
- A SOTEL Research Cluster and ASCILITE Mobile Learning SIG Webinar series starting 12 May
- Mosomelt 2018 starting 21 May 2018
- The CMALT Boot Camp 2-6 July 2018
- and the next iteration of #CMALTcMOOC (September 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
CMALT ePortfolio Examples
A list of Australasian CMALT holders can be found at: http://ascilite.org/get-involved/cmalt/
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 evidence and reflection upon 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 schedule another group G+ Hangout for a live discussion this Thursday for UK participants and Friday morning 10:30am for NZ/AU participants – the archived Hangouts on YouTube are another form of evidence of “Collaboration”!
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
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 an audio or video streaming mobile App to create and share either an audio PODCast, or video via YouTube, Vimeo, or Periscope for example 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.