Tag Archive for 'TECH1002'

TECH1002-18 Lecture Intro 004

This is a short overview of the topics that will be covered in the fourth lecture for TECH1002 Social Media Innovation.

TECH1002-18 Intro 003

This is a short introduction to the topics that will be covered in the third lecture for TECH1002 Social Media Innovation.

TECH1002-18 Intro 002

This is a short overview of the main topics that will be covered in the second lecture for TECH1002 Social Media Innovation.

 

TECH1002-18 Intro 001

This is a short introduction to the topics that will be covered in the first lecture and lab sessions for TECH1002 Social Media Innovation.

TECH1002-17 Lecture Twenty-Four Summary

This is a brief overview of the topics that will be covered in the twenty-fourth lecture for TECH1002 Social Media & Technology

TECH1002-17 Lecture Twenty-Three Summary

This is a brief overview of the topics that will be covered in the twenty-third lecture for TECH1002 Social Media & Technology.

TECH1002-17 Lecture Twenty-Two Summary

This is a brief overview of the topics that will be covered in the twenty-second lecture for TECH1002 Social Media & Technology.

TECH1002-17 Lecture Twenty-One Summary

This is a brief overview of the topics that will be covered in the twenty-first lecture for TECH1002 Social Media & Technology.

 

TECH1002-17 Lecture Summary Twenty

This is a brief overview of the topics that will be covered in the twentieth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Eighteen Summary

This is a brief summary of the topics that will be covered in the eighteenth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Seventeen Summary

This is a short overview of the topics that will be covered in the seventeenth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Sixteen Summary

This is a short overview of the sixteenth lecture for TECH1002 Social Media & Technology.

TECH1002-17 Lecture Fifteen Summary

This is a short overview of the topics that will be covered in the fifteenth lecture for TECH1002 Social Media & Technology

TECH1002-17 Lecture Fourteen Summary

This is a short overview of the topics that will be covered in the fourteenth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Thirteen Summary

This is a short overview of the topics that will be covered in the thirteenth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Twelve Summary

This is a short overview of the topics that will be covered in the twelfth lecture for TECH1002 Social Media & Technology.

TECH1002 Coursework B & C Overview

This is a brief overview of the coursework B & C for TECH1002 Social Media Production.

TECH1002 Coursework A Feedback Video

This is a short summary of the feedback for TECH1002 Social Media & Technology Coursework A.

TECH1002 Lecture Eleven Summary

This is an overview of the topics that will be covered in the eleventh lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Ten Summary

This is a short overview of the main topics that will be covered in the tenth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Nine Summary

This is a short video summary of the ninth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Eight Summary

This is a short introduction of the main topics covered in the eighth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Seven Summary

This is a short video summary of the seventh lecture for TECH1002 Social Media & Technology.

TECH1002 Workshop 002 Video Summary

This is a short overview of the activities that we will be covering in the second workshop for TECH1002.

TECH1002 Lecture Five Video Summary

This is a short overview of the topics that will be covered in the fifth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Four Video Summary

This is a short video summary of the topics that will be covered in the fourth lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Three Video Summary

This is a short video summary of the topics that will be covered in the third lecture for TECH1002 Social Media & Technology.

TECH1002 Lecture Two Video Summary

This video gives a brief overview of the issues that will be covered in the second lecture for TECH1002 Social Media & Technology.

TECH1002 Workshop Introduction Number One

Here’s a short video I’ve posted about the first workshop sessions for TECH1002.

TECH1002-17 Lecture Overview Number One

This is my latest video introduction for TECH1002-17 Lecture Number One.

TECH1002 Social Media Reflexive Vlogs

Over the last couple of days I’ve been watching vlogs made by learners on TECH1002 Social Media Technology. The aim was to talk for about three minutes about what each student has learnt over the year. This has been a great way for me to get direct and uninterrupted feedback from each of the learners, as they let their thoughts unfold about their experience of social media.

There’s a real openness and honesty to the videos that I really like, even in their most basic form vlogging is a great way to explore ideas and to explain how our thinking shifted and changed over time and as we dealt with the different challenges that had been set. It’s my favorite assignment to mark.

Here’s the YouTube playlist with a sample of the videos.

 

TECH1002 – Social Media Assignment

Over the Easter break I’ve been marking coursework assignment from the learners on TECH1002 Social Media and Technology. The assignment was to work collaboratively to create and develop a learning package that would help people to get together and to take part in a social activity. This meant getting together and forming a group and undertaking regular tasks that help people to learn new practical skills, interact and work collaboratively through social media to do things in the real world.

Screen Shot 2016-04-05 at 13.19.15Examples included making bread, going for afternoon tea, using craft skills to make memes, extreme ironing, watching Friends, playing stand-along electronic games, and so on. The idea was to do something in the real world that can’t really be done in the online world. So groups were formed around playing cards and make-up, vintage clothes and car-meets.

Screen Shot 2016-04-05 at 13.17.11As a first-year assignment, the approach is fairly straightforward, whatever could be written about the experience in the form of a blog would provide the evidence of what each person had been able to accomplish. I know my students usually hate coursework, so this meant I was able to mark each of them independently. It did mean that that I had to read over one hundred blog portfolios, which took quite a log time. I made this easier, though, by having learners post links to their relevant blogs on the DMU Commons wiki profile page. Easy to update and easy to read.

The blogs get shared via the DIY-DMU blog site that I set up on the DMU Commons. It’s fed by RSS feeds taken from the learner’s individual blog, and allows everyone to read each others posts and get a sense of what is being made by other learners. Being able to share content makes a big difference to the sense of accomplishments that’s needed for social media, making contributions visible makes a big difference.

Screen Shot 2016-04-05 at 13.17.52The submissions scored highly when each of the groups provided plenty of information about each of the projects, so that someone who doesn’t know about it would be able to have their questions asked, and know what would be involved if they tried to join.

They also scored well if they where clearly using their media production skills by sharing photos, videos, graphics and so on. These didn’t have to be anything sophisticated, just sharing media from phone is enough these days. We had some great examples – Extreme Ironing, Make-Up and Snooker all shared videos that had that social media style we wanted.

Overall, I enjoyed working on this assignment because it was creative and extended the idea of social media as a DIY platform, rather than simply relying on corporate media styles and conventions.

 

Lowering the Bar of Expectation – Social Media Group Projects

I’ve never set a piece of coursework like the project that my first year social media students are presently working on. Learners have been asked to set-up a social group that meets to do something as a shared social activity. Something that they can’t do online. Like playing cards, making bread, designing button badges, using Go-Pro cameras, and so on.

20160226_155705337_iOSThe aim is to use social media to bring a wider group together who have a hobby or who are interested in doing something they enjoy. In the process they teach other people who might want to join the group what it is about. Social media is used to share interest in things like makeup, cars, sport, and to show examples of what the group gets up to. So there’s lots of using Instagram and Twitter, lots of YouTube videos, and plenty of Snapchatting.

20160202_153500000_iOSThe reaction has been great, with loads of spontaneous meetings, lots of images and social media posts being shared, and blogs being written. We have developed an expression when working out how to explain the use of social media. We are ‘lowering the bar of expectation!’ This is because we’ve learnt that social media has to be accessible, playful and inclusive. The daftest and cheesiest images seem to be the ones that get shared and reposted the most.

The amazing thing is that this doesn’t feel like hard work, it’s just something that each of the groups get on with. They connect with one another, and the ideas and exchanges seem to flow. Each group has to put together a wiki page on the DMU Commons Wiki, that they work on collaboratively, and which acts as a central point for information about the group and the activities that they undertake.

Learners are demonstrating a wide range of media production skills in the process, such as the Extreme Ironing group’s video. The Snooker Club’s video, The Friends group and the blog promoted by the Sweet Style blogs. It’s the best piece of coursework I’ve set in ages. I’m looking forward to marking the blogs that are being written about the experience over Easter. If you want to read more head over to DIY-DMU.

Using DMU Commons

For TECH1002 Social Media Technology and TECH1502 Introduction to Community Media we’ve been actively using the DMU Commons Wiki and Blogs. So far we’ve made good progress in creating blogs and adding multimedia content. Each blog been set with a unique URL and learners are adding and embedding original content that they are writing and producing. Many of the learners are adapting and changing the themes by designing their own banners, backgrounds and adding feeds to their side-bar widgets.

001-DSCF0111I’ve set-up a blog DIY-DMU that will pull-in an RSS feed from each of the individual blogs, should they wish to share their posts. I need to add all the learners to the syndication feed and to update the visuals and the Twitter feed so that it better reflects the ethos of DIY media that I’ve been discussing in lectures and labs.

Each learner has a profile on the DMU Commons Wiki that they are adding to as they go along. They are using this profile to list their blog submissions for me to mark for their coursework assignment.

I have been encouraging learners to take an active look at each others blogs and wiki profiles so that they get a sense of what other learners are achieving.

001-DSCF0112There are a couple of features that we’d like to see added to the next update to the systems, so we’ve started a snags and suggestions page on the Wiki. The main feedback so far indicates that some learners want a wider range of themes, particularly themes that they can adapt and develop more by editing CSS.

 

 

 

Social Learning – Why Playing Cards Matters

I have a nagging sense of anxiety that someone is going to tap me on the shoulder and ask me why, when my students are paying £9k fees, that I should be asking them to play cards at the beginning of their workshop sessions for TECH1002 Social Media & Technology?

So this week when we were playing a quick hand at the start of the workshop session, I spent some time chatting and asking what learners thought about starting the workshop sessions with game of Rummy, or Chase the Ace?

I got some useful feedback, and while a small number of students would rather just get stuck in to the tasks specified for the workshop session, most told me that they are happy to have the option to keep playing for the following reasons.

Most told me that they feel that by playing cards they have spoken with a wider range of people than they would have if they had just come in to the computer lab to work. The normal practice is to sit at a computer, stare at the screen and follow the instructions that are dictated and explained by the tutor.

By allocating the students into random groups they told me that they have been able to chat with people that they would never have spoken with before, and that they have a wider sense of who is on their course because they have been able to introduce themselves informally as they learn and play different games.

There’s also a belief that the twenty minutes or so that we play cards, gives learners time to wake-up and adjust to the attention requirements of the workshop.

Some learners come straight from an intense lecture or workshop session for another module, so this short break allows them to readjust their mind and ease into the style of thinking that we are exploring as part of this module. After all, it is social media!

I suggested that cards are a great way to do this because playing a card game doesn’t require our full attention, only part of it, while we chat and discuss issues that are relevant, or even just catch up.

I try to give a subject of conversation each week, such as who their favorite artists might be, or how they share their music. It seems like these conversations are becoming more focused and the learners make adjustments to their awareness of the ideas that are being presented to them in the lectures.

The other useful thing about playing cards is that while some learners have played cards a lot in the past, with their friends and family on a regular basis, many have not. So it’s been a process of collaborative learning, as new games are explored and the rules to different games are shared.

It looks like I’ll have to buy some new card sets because the ones that we have been using are getting worn out.

Overall I’m glad I introduced this technique this year, because for me it feels less of a battle of wills to achieve a sense of focus and engagement with the subjects the module is covering.

It also seems that attendance is holding up as well, as the loosening of the task-orientation that I’ve employed previously, has given learners a greater sense of social identity that is more agreeable to them than just expecting them to get on with their work.

Obviously they are getting on with their work, and the greater sense of trust between the learners and myself is helping to make this a process one that is self-motivated rather than directed with a heavy hand by me.

So, while I’m still anxious, I’m more confident I can explain why this has been a positive learning experience for both the learners and myself.

DIY Music for Misfits

Occasionally a television programme comes along that frames a discussion I’ve had going on in my head and allows me to give my students a wider view of the ideas I’m trying to convey. So when I say Music For Misfits – The Story of Indie on BBC Four, I nearly fell off my chair.

It’s difficult to convey a sense of connection and correspondence about a social and cultural movement when it is happening, so being able to look back at different periods of popular culture and make sense of them both retrospectively and from a broader viewpoint is incredibly useful.

Music For Misfits covers the story of independent music and the DIY approach to promoting media by people who are outside of the mainstream music industry. Bands like The Buzzcocks, Joy Division, Big in Japan and Orange Juice are all given a good airing. What’s fascinating is the way that these forms of media are all pre-digital, pre-Photoshop and pre-ProTools.

Bill Drummond Explaining Zoo Records

Bill Drummond Explaining Zoo Records

This was a form of media that was discovered rather than planned. There where no conferences about how to succeed in the music and media industries in the late seventies and early eighties. You couldn’t go and sign up for a course in digital photography, or live performance management combined with digital composition. This was a period when the rules and the conventions where created by a small group of chancers who tried something that felt good to them, but which wasn’t expected to make them into multi-millionaires.

I’m hoping that the students on TECH1002 Social Media & Technology gain a sense that the media tools and distribution systems that we have now put them in a privileged position whereby they can express themselves and make media so easily and consistently. Looking back at the pioneers, allowing for some distance and breadth of view may hopefully inspire some to push their own ideas, their own concepts more, rather than simply thinking that they are on an escalator into the creative industries – because it doesn’t work like that.

Card Games, Sociability & Learning

As a way of developing a greater sense of sociability, I’ve been starting my workshop sessions for TECH1002 Social Media & Technology by getting my students to play cards. It’s been an interesting experience each week as the term has progressed, as students sit in small groups and share their knowledge of different types of games, such as Rummy, Pontoon, Bullshit and other games.

There’s an interesting dynamic as different groups take on different kinds of approaches. There is the serious group who look like they are sitting in a late-night poker session psyching each other out, then there is the fun group who want to play Irish Snap, with it’s loud interventions and calls. What’s certain though, is that each of the groups get talking and discussing the games, learning from each other and helping each other out to improve the games.

Based on the lecture that takes place in the middle of the week, I’ve been asking my students to discuss an idea while they play cards. This week, after talking about how ZTT Records based their notion of pop culture on the Futurist Manifesto, I wanted to know what they would include in their own manifesto of intent that they would use to guide how they produce media for themselves.

When we get back after the enhancement week, I’m going to ask if we should continue to play cards at the beginning of each session, and in what ways we can develop the use of cards as a quick way to relax and think about the topics we are covering in the module.

Selfie Madness

Last week’s teaching was about getting to know my students. As we are learning about social media I thought it would be a good idea to put some into practice by taking some selfies. Good job I have a selfie-stick!
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TECH1002 Reflective Vlogs Playlist

Here’s the playlist of videos blogs from learners on TECH1002 Social Media & Technology. There’s some really good examples of creative and critical thinking emerging here, and the use of video, graphics and animation in some is really good.

Face-to-Face Feedback

You might think that as I teach about using social media that I would want to interact with my students using Facebook, Twitter or YouTube, in order to give them feedback about their work. Nothing could be further from the truth, however, and the more that I teach about social media, the more I am reminded of the value of face-to-face discussions.

It’s become all too easy to suggest to learners on my modules that they can catch-up with the notes from each of the lecture sessions by reading the PDF documents that I post on my website. In a way this get me off a massive hook. I can assume that my teaching responsibilities have been exercised because I have sent out an email pointing learners in the direction of the notes.

Likewise I can safely assume that everything that is written in the notes is understandable and legible, and that any reasonable person – in my mind at least – would be able to figure them out.

But this isn’t really the case, and the more that I interact with learners on my modules, the more I have a growing sense that all of the digital forms of communication we have available to us are actually leading to lower levels of understanding.

When I sit with a learner, and we discuss the issues that have been covered in the lectures, or that crop-up in the reading, I can only really get a good sense of what is being understood by reading their face, looking at their eyes, and giving them time to think through the ideas that we are contemplating.

The stress of modern learning delivery is all focussed on delivery by technology and what’s being squashed is the one-on-one learning, in which a student sits with a tutor and they ask each other questions about the tasks or the issues to be discussed. I can’t do this very well with social media. Yes, it’s possible to give feedback using Skype or other visual and audio forms of social media, but this doesn’t get anywhere close to sitting and chatting.

One thing I would like to develop in my modules, then, are more sessions where we sit and chat with each other about the topics and the ideas we are covering. A café-style room would be ideal. Small tables that three of four learners can sit around and participate in discussions. I’d even suggest that we order tea or coffee every now and again, and really settle in to a vibrant discussion.

Those learners who are able to sit with me, I hope are well adjusted to the extended process of learning at university, rather than just being people who process information and regurgitate so-called knowledge.