DFLP 2008

CREATING DIGITAL AUDIOJuly 2008

Otago Polytechnic Dunedin

susanmellis@gmail.com

Audio content . . . when designing course delivery,

educational resources and assessment schedules using

audio can enhance interaction, increase level of

participation, foster individualism by valuing diversity.

In formal educational environments learning aurally can

be overlooked as an enabling and maximal experience

for learners with diverse needs and individual learning

styles.

Increasing and varying formal learning experiences

within specific learning contexts can help with

uptake and assimilation of information and have

specific advantages for students with disabilities or

literacy needs.

This “participatory culture of learner

generated curriculum and content"

The subject area

Digital media can now be created by learners and

published or shared across public social networks.

The use digital audio with in combination other media

can be a creatively rewarding process that can

produce great results.

Digital Stories

http://www.celtscot.ed.ac.uk/EERC_compendium.htm

. . . field interviews

Field Recordings

 http://www.wildlife-sound.org/journal/archive/koch.html

Recording Digital Audio

Recording Hardware Devices & Microphones, Audio Software, file formats,

bitrate & sampling.

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Editing and Preparing

• basic editing techniques (cutting, pasting and multi-tracking)

• analogue to digital (wave to mp3) conversion

• file compression, digital audio and video formats

• slideshows, powerpoints, pdf

• offline digital audio editing software (audacity, goldwave)

•online digital audio editing and publishing

http://static.kvraudio.com/i/b/audacity.jpg

Publishing audio

• archiving open source audio with creative commons license

• sharing and reusing audio with creative commons attribution

• rss feeds (podcasting)

•Archiving & linkng, embedding audio,

• Social networks

Weblogs & wikispaces

• wikiversity- wikieducator

Open educational resources

myspace

...we will continue to develop our courses for flexible delivery to

facilitate learning in regional centres, in workplaces and in

people’s homes (Otago Polytechnic Charter 2007 p.9).

Flexible learning design for a digital audio course

Open educational resources

There is a recognised need for greater flexibility in curriculum and

distributed methods of delivery beyond the limitations of a closed

Learning Management environment posed a strategic challenge to the

Otago Polytechnic.

This Flexible strategy demonstrates flexible features related to

Time:

Content:

Entry requirements:

Instructional approach:

Resources and delivery:

Flexible Learning Objectives

Flexiblity related to time: starting and finishing

course.

Offering this course online would mean variable

start and finish dates, pace, submitting assignments

and feedback.

Flexiblity related to content:

Flexibility related to access:

Flexibility related to delivery:

Flexiblity related to instruction:Methodologies include Universal and Self-instructional design

Flexible Design Analysis

Access and equity:

Resource student technical training and promote peer support formal

and informal participation in course that provide alternative ways to

approach and present content

acknowledge if these times and course assessment may extend beyond

that estimated.

Disability

Cultural diversity

• curriculum justification of flexible learning issues

• Identify learner strengths as an individual and in a collaborative

group dynamic

• Identify and gather evidence about areas to offer advice about

ways to improve student and course outcomes

Objectives

1. invite both individual and collaborative projects.

2. promote a design for a blended delivery of online and face to

face.

3. direct participants through activities handbook that uses a

wiki to present the questions and activities. .

Develop facilities and systems which support

flexible teaching, learning and work practices.

Reuse and fair use of open educational resources

and use of technology by facilitating ways of learning that

are self-replicating and sustainable.

Otago Polytechnics priorities

Student retention

Success and satisfaction levels, self-efficacy indicators.

Informal and formal assessment along with

satisfaction surveys on the course and tutors and

measuring course qualifications against others for

external validation.

Media Support and Consultation

Indicate the types of services which already

exist that compliment and/or compete with

this course

Economic sustainability

Develop more flexible pathways

and learning opportunities for

learners, including learning in the

workplace

Connectivity

utilise connectivity technological fluency and,

self-efficacy. Practice makes perfect but what else

leads to a realistic balance of content versus

process while still maximising successive success.

Support

Create an outstanding experience

for learners in a supportive,

inspiring and stimulating

environment.

Community

A network focused on the collaborative

development of open educational resources fosters

partnerships for developing learning materials and

extending their use to others.

Ha ha ha ha ha

Tail wagging the dog