This weeks #ASCILITEMLSIG #SOTELNZ webinar discusses mobile immersive reality with @DrJamesBirt and @MaCowling from Australia
Link to join: https://aut.zoom.us/j/157554016
The weekly webinar series for the #ASCILITEMLSIG #SOTELNZ #CMALTcMOOC and #MESH360 networks will begin again this Friday 26th July at 10:30am New Zealand time, with special guest @NeilCowie3 on "Apps and websites for language learning". Tune in to the Hangout On Air
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 activities such as
Mosomelt 2019 starting 29 April 2019
The CMALT Boot Camp
and the next iteration of #CMALTcMOOC (September 2019).
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/
Example AUT CMALT portfolios
Matthew Guinibert (Communications)
Danni Mulrennan (Journalism)
Laurent Antonczak (COLAB)
Thomas Cochrane (CfLAT)
Todd Stretton https://toddstrettoncmalt.wordpress.com/ (Physiotherapy)
Raj Shekhawat (CfLAT)
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 in the use of technology in teaching and learning relevant to your context.
We will also schedule a Hangout 10:30am Friday (NZ time) 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 as standard activity.
In describing your specialist option you should refer to the CMALT principles and values:
This weeks #CMALTcMOOC webinar discusses how to evidence and reflect upon collaboration and communication in teaching practice for your CMALT portfolio.
The link to join the live discussion will be posted here 10mins before the start of the webinar.
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, an online Community forum, 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 Moodle Forum 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 https://sotel.nz/groups/
We will schedule another group Webinar via Hangouts on Air for a live discussion this Friday 10:30am NZ time – the archived Hangouts on YouTube are another form of evidence of “Collaboration”!
In your CMALT portfolio: Evidence statements could describe the way in which your work involves collaboration, for example through participation in a team or acting as an interface to other groups.
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 video of you and your peers discussing an issue relevant to a course, or an archived YouTube 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.xdoi: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 alternative research metrics Altmetrics and the Scholarship of Technology Enhanced Learning SOTEL.
We will discuss these issues in our weekly Friday 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)
Points Based Immigration System (PBIS)
Other related examples
In 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)
Professional codes of practice
You 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.
Welcome to the #cmaltcmooc - if this is your first, second or even fourth iteration of the CMALT cMOOC it's great to have you participating with us! The cMOOC is about connecting people and sharing your experiences as we explore CMALT accreditation.
This first week involves setup and introductions – we hope you’ll join us on a journey of establishing (or enhancing) your online professional profile in teaching and learning and becoming part of the global #cmaltcmooc network of practitioners and researchers in the scholarship of technology enhanced learning (SOTEL).
There are a few setup activities this week: After Signing Up for the cMOOC at http://cmaltcmooc.wordpress.com/contact
Introduce yourself by Creating a Contextual Statement:
Choose a social learning theory on which to develop a short statement of your understanding and approach to using learning technologies in education. Post this to your blog using the #cmaltcmooc hashtag. Explore how your contextual statement could be presented using a variety of embedded technologies – you could use a short video to introduce yourself and your teaching philosophy via Clips (iOS) or Instagram. A contextual statement is a critical element of a CMALT portfolio – it is not assessed, but must be included. You can do this quickly as a video reflection if you like – see some of the examples in the #CMALTcMOOC YouTube Playlist from 2017 for example:
Create a research biography and establish a profile on researchgate.net, link this profile into your WordPress blog.
Reflect upon this process on your WordPress blog.
From the CMALT Guidelines:
The portfolio should commence with a contextual statement – the kind of thing you might write in a cover letter for a job application. It should provide a concise biography, outlining your career history and current role(s), highlighting briefly the operational context in which you work or have worked, and reflecting on why you are submitting your portfolio for CMALT and how this relates to your future career aspirations. This section is not assessed, but can be very helpful for the assessors as they approach the rest of your portfolio.
For more info see the CMALT support page at https://www.alt.ac.uk/get-involved/certified-membership/cmalt-support
A good place to start planning your CMALT portfolio are the CMALT Guidelines:
A couple of good examples of CMALT Portfolios and contextual statements include:
And some tips from a CMALT journey: https://eastmidslt.wordpress.com/2014/01/24/cmalt-my-journey/
This week’s suggested activities include:
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/