Course content: Digital Audio techne

Why use audio?

  • collaboration
  • context and multimedia course materials (Modality Theory)
  • enhancement of content re cognitive processing
  • digital information literacy (checklist)

Recording

  • recording devices, microphones
  • recording software
  • digital audio files, bit rate, sampling size, audio formats

Sourcing audio

  • recording, interviews lectures
  • copyright, intellectual property, referencing, creative commons licence
  • searching online archives, youtube, bliptv, internet archive, rss feeds
  • downloading ripping cds
  • general hygiene practices

Editing and Preparing

  • offline audio editing software (audacity)
  • online editing software (kaltura slidecast)
  • simple editing techniques (volume, cutting and syncing)
  • wave-mp3 conversion and file compression
  • Flash, Powerpoint, pdf,

Publishing

  • social networks,
  • uploading (archiving, embedding)
  • weblogs, wikieducator & wikispaces, weblogs rss feeds, podcasting

Learning Outcomes

To become comfortable in the sourcing, evaluation, use and reuse of material sourced from the internet.

Understand how to apply some basic principles Universal Instructional Design and Self-instructional design guidelines into educational materials:

Explore a participatory model of flexible learning in a digital audio with image and/or text.

Work in groups or teams collaboratively online and in face to face group based activities on collaborative research, archival online publication of projects

Critically evaluate the advantages and disadvantages and the ways this informs and shapes the quality and range of course materials and course design.

Follow consistent digital documentation guidelines, access, reuse (mashup), intellectual property copyright practices should include fair use and licensing copyright in the construction of course materials.

Assessment and Evaluation

Student Feedback:

An interactive and participatory feature means continuing to build upon a flexible course design claim to foster diversity.

– levels of self organisation and self efficacy for digital network literacy: e-learning & digital audio.

– content critical evaluation, assimilation and articulation.(Access + interpret + create)

Course Assessment:

– Evaluate course materials for flexiblity of design before during and the end

– evaluate course objectives and expected output against core skills of each participant

– Critically evaluate the advantages and disadvantages and the ways this informs and shapes the quality and range of course materials and course design.

  • Evaluate the tools and experience audio editing and familiarity with audio equipment and software applications
  • capability with networks and navigation skills
  • basic level computing skills (archive/ file management, publishing).
  • levels of self organisation and self efficacy
  • content critical evaluation, assimilation and articulation.
  • Evaluate course materials for flexiblity of design before during and the end the course
  • evaluate course objectives and expected output against core skills of each participant.

Three categories are useful to analyse a learner profile to denote skill complexity and relative levels of mastery of those skills (deigned to be appropriate) access interpret create, these are adapted from a wikieducator project in which a group of researchers at Otago Polytechnic are creating educational resources in the Commonwealth of Learning.

Flexible Learning Methodology

Collaboration in projects and group based activities promote the participatory model of flexible learning and flexible course delivery (Collis & Moonin 2002)

Self-instructional Design Guidelines: applied in the development of self-instructional curriculum content; in particular constructing audio alongwith other media and delivering these as the course materials.

Universal Instructional Design is inclusive of cultural diversity and disability. Diversity learner profiles: skills, academic experience, learning styles, resources etc – RPL producing digital audio editing with software (audacity, goldwave, cubase, pro-tools)

A participatory feature means continuing to build upon a flexible course design claim to foster diversity.

Learner profiles:

Prospective course participants could include undergraduates, post graduates, staff and older students returning to study, or entering formal studying for the first time.

RPL to establish skills and previous experience and break these down into three levels beginner, intermediate or advanced levels experience (Access + interpret + create) Skills could include technological skill and fluency, digital literacy, internet literacy, vocabulary, self efficacy, confidence levels etc.

Learner outcomes and Assessment is also driven by Recognition of Prior Learning –

Prospective course participants could include undergraduates, post graduates, staff and older students returning to study, or entering formal studying for the first time.

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