Prawfs Blawg on buying an iPad

22 07 2010

There is a really good post titled, Why I Plan to Buy an iPad for Teaching, about the way an American Law Professor plans to use an iPad as a writing tablet projecting on to the screen behind. The post not only compares the dynamics of teaching in this way to the use of a chalk board, but also, in a comment by Bruce Boyden, “…to Jerry Seinfeld’s bit about how the cordless phone changed the dynamic of slamming the phone down in anger.”

Presentation Technology – horses for courses

15 07 2010

The questionnaire has provided some really useful information already (for more about the survey…)

Andrew Worth, Learning Design Advisor at the School of Services Management, Bournemouth University, has given me permission to quote the following:

“…it is really starting to get down to horses for courses, who is the audience, what is the message, and will the tool get in the way of the message.”

Andrew uses PowerPoint for quick and short, or business presentations but he also uses non-linear software such as MindManager (see post about MindManager here…). Andrew mentioned colleagues presenting using stand alone video, podcasts, blogs, wikis, Flickr, Picasa, Google Maps and so on. This echoes data I have received from interviews and other questionnaire respondents.

Technologies reliant on PowerPoint?

13 05 2010

In the literature review I have tried to cover as many presentation technologies as possible, as well as examples of best practice in their use. One point that strikes me is that many technologies, such as classroom software, and Adobe Presenter, use PowerPoint. This obviously makes sense, because it is what people are familiar with and what is often most readily available, however it also raises new questions for me e.g.

  • What happens to features in a PowerPoint presentation when it is imported into different technologies?
  • What features of classroom software, such as Desktop and Application sharing, could be used to drag and zoom in on images without the need for PowerPoint e.g. by using whiteboard functionality (but what about image captions?)

In terms of online collaboration software, Wimba Classroom makes sense for institutions that already use Blackboard. However its implementation is about more than just software; it is aligned to hardware, pedagogical needs (and the potential effect on students), advocacy (i.e. ‘why should I use this?’), and rights management; and factors outside an institutes’ control such as students’ Internet connection speed off-campus. This video, one of many on YouTube, highlights an approach to informing staff how to use Wimba:

Teaching with images – a holistic approach

31 03 2010

The current research project is short and sweet hence the need to narrow the focus to image presentation software. However at the same time in the back of my mind I am aware of the need to take a holistic approach looking at everything required in order to effectively support teaching with images.
Some issues and thoughts:

  • Copyright is the biggest issue for education in the UK, next to copyright, issues about image presentation software pale into insignificance.
  • My final report will emphasize the good work already done by the Visual Arts Data Service (VADS), for example, the Digital Picture, and Picshare UK, other endeavors, and our current project Look-here!
  • In addition to the project’s literature review looking at existing work in this area, there are also a number of organisations who have long term relationships with VADS, two of the most relevant to this project are: the Association of Curators of Art and Design Images (ACADI), and the Art Libraries Society/UK & Ireland Visual Resources Committee
  • Further to the Enhancing VADS project, I will also seek to explore how the VADS light box could be further developed in order to deliver presentations.
  • It doesn’t matter how good the software is if you don’t have the correct hardware in place and working properly.
  • It doesn’t matter how good the software is if the IT training is not appropriate for the visual arts and/or the software’s full potential is not realised.
  • Ultimately none of the software, hardware, IT skills, copyright issues etc are as important as the teacher/lecturer.

Art Design Media case studies

3 03 2010

Art Design Media (ADM) have some excellent case studies available on their website. I am particularly interested in:


20 02 2010

The Art Design Media Higher Education Academy (ADM-HEA) jiscmail list mentioned a workshop 10by10 are running at Tate Britain, on Friday 26th February. I really like the 10by10 website and the resources for practitioner teachers.

As described on their website: “10by10, an ARTSWORK project from Bath Spa University, explores the relationship between creative practice [including the visual, creative and performing arts disciplines], and teaching, through teacher-practitioners – individuals who both teach [at HE/FE level] and work in creative practice…”

Pedagogy before technology

15 02 2010

Inspirational quote:

Beetham and Sharpe (eds.). 2007. Rethinking Pedagogy for a Digital Age: “…’Pedagogy before technology’… we should be in the business of locating the new technologies within proven practices and models of teaching…” (page 3)

and a useful resource:

Visual Aids – tips and videos on using PowerPoint, props etc taken from the Learn Higher CETL for Visual Practices at the University of Brighton: