Posted by & filed under CMALT, Week1.

Week 1: Introduction and Contextual Statement

Welcome to the #cmaltcmooc!

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).

After Signing Up for the cMOOC at https://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: https://youtu.be/y8vH2Bh6Z4U

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:

Contextual statement

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:

https://www.alt.ac.uk/sites/alt.ac.uk/files/assets_editor_uploads/CMALT%20Guidelines%202014.pdf

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/

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Posted by & filed under LearnTech News, Library & Learning Services, Quick Tips.

The LearnTech team is pleased to share some updates and improvements around assessments and related processes in NILE.

Firstly, the Team had been tasked with exploring existing options for applying prompts for students within NILE for both Turnitin and Blackboard assignments as soon as the submission deadline had passed, and non-submission of assessments had been identified. The following solutions will provide consistent standardised responses and so allow for appropriate action to be taken to support students. The text going out to students has been approved at the Student Experience Committee.

Updated guidance has been produced as a result and is now available. Turnitin has an option to ‘Email non-submitters’:

For Blackboard assignments, tutors similarly have an option to send emails to students who have not submitted an assignment by the due date (including tests, surveys, graded discussion boards, journals or blogs):

Secondly, tutors will notice that they now have another option available to them when setting up assessments in NILE – Qwickly Jot. This tool allows you to select an image for students to markup and submit as a piece of work: for example, you may want your students to label a biological diagram or plot a graph. The submissions are linked directly with the Blackboard grade centre, so they can be viewed and marked directly from your module site. Further information and guidance on how to use the tool are available here:

Q. What is a Qwickly Jot Assignment?

And finally, those of you who are familiar with the LearnTech FAQs may have noticed that they have migrated to a new home, LibAnswers - a central place for Library and Learning Services help.

You can find these along with our NILE Guides by clicking the HELP tab at the top of NILE.

Within the new FAQ’s you can filter your results by selecting “Learning Technology (NILE)” under “Groups” and “Staff” or “Students” under “Topics” on the right-hand side.

Posted by & filed under #AUTpara, #CMALTcMOOC, #FOAM, #FOAMed, CMALT cMOOC, education, Medical Education, Paramedics.

para-1
ˈparə/
prefix
prefix: para-; prefix: par-

beside; adjacent to.
beyond or distinct from, but analogous to.

From Greek para ‘beside’; in combinations often meaning ‘amiss, irregular’ and denoting alteration or modification.


I am a paramedic who has just started as a Paramedicine lecturer with the Auckland University of Technology in Auckland, New Zealand, and have around 20 years of prehospital experience.

I initially did a Bachelor of Arts degree at The University of Auckland, majoring in Psychology and Philosophy.  While I was studying I joined St John New Zealand as a volunteer and then the New Zealand Army Territorial Force as a medic.  After graduating, I went full time with the army for two years to complete my medic training before returning to a part-time role with the Territorial Force.  This eventually led to full time employment with St John as an ambulance officer in Auckland in 2005.

While working for the ambulance service, I completed my Bachelor of Heath Science degree in Paramedicine by studying part-time.  After becoming an Intensive Care Paramedic I moved onto other non-operational roles within the Clinical Development Team, becoming an Education tutor; Clinical Coach; Clinical Advisor in the communications centre; and working on the national ambulance air desk co-ordinating rescue helicopter responses.

The ambulance service has traditionally been a trade based role, moving over recent years into a degree based health profession.  A normal part of the ambulance service when I joined was on the job apprenticeship type training and mentoring, in addition to short didactic classroom training, assignments and reflective case studies.  It was also normal to mentor more junior ambulance officers as you gained experience, so teaching and education was a part of the role even if there was no formally training in how to do this.  As I progressed in the army and completed my Junior NCO course, I learned to give very structured instructional lessons, broadly divided into mental skills instructions, or physical skill instructions.  Although these were very good at breaking down complex skills into simple steps, it was completely instructor centred.

Things started to change for me from an educational perspective after I signed up to Twitter at the end of 2012.  I came across physicians, nurses, and paramedics who were sharing perspectives and content on clinical topics.  A few months before I signed up to Twitter an Emergency Physician Mike Cadogan from Western Australia had coined the term ‘FOAM’ (Free Open Access Medical Education) to refer to the collection of evolving, collaborative and interactive online resources that had been available for many years and were growing in influence.  From this collection of resources has emerged an ethos and community of online educators who are passionate about sharing clinical education resources for the benefit of patients in both a contextual and asynchronous format to augment traditional education formats, connected through the hashtags #FOAM and #FOAMed (Nickson & Cadogan, 2014).

FOAMed

I found Twitter a useful tool for my own learning, giving me a network of health professionals and educators that formed a virtual learning network for me, and connecting me to a wide range of educational resources that were available in the form of blogs, podcasts, YouTube videos and more (Gottlieb, Chan, Sherbino, Yarris, & Wagner, 2017).  As I worked to complete my Postgraduate Diploma in Health Science I found I was learning just as much, if not more through these alternative asynchronous resources.  Social Media and evidence base academia appear as a contradiction to many health professionals, but there are now many clinicians and educators who are reconciling the use of social media with medical education (Gottlieb et al., 2017; Roland & Brazil, 2015)

As I start my first year teaching as a university lecturer, I am interested in how I can transform the pre-existing PowerPoint heavy content I have inherited.  I would like to deliver it in a way that embraces the mobile devices and social medial platforms that my students use every day, to make their learning a more interactive, social, and asynchronous process.  CMALT cMOOC is forcing me to think more deeply about educational learning theories and my own pedagogy, which is something I haven’t done before, and I’m excited to see where this journey takes me.


References:

Gottlieb, M., Chan, T. M., Sherbino, J., Yarris, L., & Wagner, J. (2017). Multiple Wins: Embracing Technology to Increase Efficiency and Maximize Efforts. AEM Education and Training, 1(3), 185-190. doi:10.1002/aet2.10029

Nickson, C. P., & Cadogan, M. (2014). Free Open Access Medical education (FOAM) for the emergency physician. Emergency Medicine Australasia, 26(1), 76-83. doi:doi:10.1111/1742-6723.12191

Roland, R., & Brazil, V. (2015). Top 10 ways to reconcile social media and ‘traditional’ education in emergency care. Emergency Medicine Journal, 0, 1-4. doi:10.1136/emermed-201520502410.1136/emermed-2015-205024


 

Posted by & filed under CMALT, Hangouts.

The first step is download the Google Hangouts App to your device or go to https://hangouts.google.com on your laptop/desktop. You will need to install the Hangouts plugin for your web browser on your laptop/desktop the first time – so do this well before the Hangout is due to start!

Hangouts On Air have three modes:

1. An interactive live discussion with up to 10 connections

2. A view only live stream of the discussion

3. A recorded view only of the Hangout archived on YouTube

The discussion invite URL will have the format:

https://hangouts.google.com/hangouts/_/5i63u3wwhza____________

The Moderator of the Hangout will send you this invite URL

The view only live stream or archive URL will have the format:

This will be available publicly once the Hangout On Air broadcast starts

To join a Hangout Live discussion you need an invitation from the creator of the Hangout – you should be sent an invitation that will popup either in the Hangouts App on your mobile device (if you are signed in with the same email as your G+ account) or via being signed in to the Web interface at https://hangouts.google.com

We will invite participants to join the Hangout discussion 5mins before starting the YouTube Live broadcast, so login to either the Hangouts App or the Hangouts web page early.

If you follow the creator of the YT Live Hangout you should get an automatic notification when the Hangout starts as well – My G+ name is +Thom Cochrane

If you simply click on the YouTube Live link for the Hangout you will be able to view the Hangout once the broadcast has started, but not join in the discussion directly  – although we will enable the text comment feature of YT Live.

Posted by & filed under CMALT.

The #CMALTcMOOC Signup process provides participants with a set of communication and collaboration tools (an Ecology of Resources), including: Email, Twitter, Blog, Google+ Community.

We suggest you start by creating a GMail account if you do not already have one, by either going to http://gmail.com or downloading the GMail App for your mobile device.

By Downloading the mobile Apps for each of these tools you will have easy and quick access to them on your mobile device where ever you are, and the first time you run the Apps you will be guided through the setup of your accounts. So head to the App Store (iOS) or Google Play Store (Android) and download the following Apps:

  • GMail – for receiving notifications and authenticating your social media accounts
  • Twitter – for sharing your ideas and building a global network with #cmaltcmooc
  • WordPress – for creating your eportfolio
  • Google Plus (G+) – for sharing and discussing resources and issues related to CMALT

Once you have your accounts setup then you can submit the #CMALTcMOOC signup form at https://cmaltcmooc.wordpress.com/contact

Posted by & filed under #CMALTcMOOC, CMALT, SOTEL.

We plan on launching the CMALT cMOOC again next week starting 19th March and it will run for 7 weeks until 4th May. The cMOOC is completely free and is aimed at participants sharing experiences as they explore developing CMALT eportfolios, and gaining a professional development experience.
We aim to have a G+ Hangout as an intro for anyone interested in the cMOOC 16th March Friday morning, 12 noon. There will be one for UK participants Thursday 15th March 10pm NZ time.
We use a G+ Community, Twitter, and WordPress to facilitate the cMOOC
The Signup form is on WordPress at https://cmaltcmooc.wordpress.com/contact/
And the weekly activities are at https://cmaltcmooc.wordpress.com
We us the #cmaltcmooc hashtag for Twitter and any other social media
You can find out more about the CMALT cMOOC at our ResearchGate Project Page:

Posted by & filed under #CMALTcMOOC, #sotelnz.

We plan on launching the CMALT cMOOC again next week starting 19th March and it will run for 7 weeks until 4th May. The cMOOC is completely free and is aimed at participants sharing experiences as they explore developing CMALT eportfolios, and gaining a professional development experience.
We aim to have a G+ Hangout as an intro for anyone interested in the cMOOC 16th March Friday morning, 12 noon. There will be one for UK participants Thursday 15th March 10pm NZ time.
We use a G+ Community, Twitter, and WordPress to facilitate the cMOOC
The Signup form is on WordPress at https://cmaltcmooc.wordpress.com/contact/
And the weekly activities are at https://cmaltcmooc.wordpress.com
We us the #cmaltcmooc hashtag for Twitter and any other social media
You can find out more about the CMALT cMOOC at our ResearchGate Project Page:

Posted by & filed under Uncategorized.

Halló allir

Hope you are all well.

Myself and my friend Dan decided to take a small trip to Reykjavik Iceland for 4 nights and we had a great time. On the Tuesday we traveled from Manchester to Reykjavik which took just over 2 hours and was a great flight and probably one of the smoothest flights I have ever been on. We arrived and we had booked onto the coach service Greyline which is known to be the premier coach service for Reykjavik. The bus then transferred us to another small coach. We had arrived in the darkness so seeing any sites in the distance was quite hard. But we found the bus service was brilliant and comfortable service. We arrived to the Hallgrimskrkja Church that looked absolutely magnificent and can be seen from almost anywhere in the city. We arrived to the Guesthouse Andrea which where we were staying. It was pretty basic but comfortable considering we were going to be out for most of the time and it included a fridge and hobs for cooking. We went straight out and had a walk around and seemed quiet and pleasant and not as cold as I would have expected. We had a walk to the Harpa building which the architecture was amazing and looking up in the hexagon glass texture looked amazing as well. We stopped of for food at the Hard Rock Cafe and then called it a night after a long day of travelling.

The next day we had a walk around the local sculpture park which had some strange but amazing sculptures next to the Hallgrimskrkja Church, we then visited the church which was very full of tourists but was to be expected and looked just as amazing inside but was more modern than other churches I had visited before. We had a walk to the beach and got some amazing views of the surrounding mountainous areas. As well we got some pictures of the famous Sun Voyager steel boat sculpture next to the sea. We then went for the Lunch at the restaurant called Rustik which we had fish and chips which tasted amazing but was very different to the British fish and chips. The one thing I noticed going through was how quiet, calm the areas were and how people were so lovely to talk to. After lunch we had a walk to The National Museum of Iceland which was a great and interactive museum which held many great artifacts such as a section on going through the ages of living in Iceland to a big fishing boat as well as explaining when Christianity came to Iceland. We then went to the Harpa Building which is a massive concert and conference hall and we took in a 15 minute 4D Experience video of different locations in Iceland which was a really cool experience. We then took a trip to the Perlan Museum. Now this huge dome is like one huge water tank, We were hoping to go to the Ice Caves but unfortunately it was oversold so we went up to the observation deck where we got an amazing view of the whole of Reykjavik it was great and we saw for miles. We then went to a local Pizzeria which the Pizza there was very tasty and reasonably priced and then we called it a night after a long day of adventure.

On the Thursday our plan was to take a hike somewhere adventurous in Reykjavik, thankfully the weather was beautiful and we planned it well. So to get to the one we decided on we needed to take two buses one from Reykjavik to Artun, we stopped of here to get some Crampons and then to Esjuraetur Hiking Center where we would begin our hike to Stein which was apart of the Gonguleid a Pverfellshorn hike. Dan’s Crampons didnt suit his boots so it was worrying to begin with. Throughout the walk we came up against allot of snow, ice and slippery soil. We made as well a couple of mis-turns but we rectified it quickly. The walk was getting more challenging as there were some points which going up hill took more time and going over snow and ice made it worse. As well having a strong cold wind to battle with didn’t help. However the views throughout the whole journey were spectacular and just felt beautiful and amazing beeing out there. The decent got worse and we got to the most dangerous and challenging part and probably you can call stupid as well but there was a slope that was full of snow and ice and one slip you could have had it but we needed to go from right to left and had no choice but to go across it. We spotted some walkers ahead and they managed it across but they looked like they struggled so we decided to go further up as the distance to get to the other side narrowed. Dan decided to go across with a rock and by digging his feet into it and I went across crouching across. We did make it but was very worrying to the point i thought how we going to get across. I descended down to the walk path where Dan decided to go across the hill and he told me he fell over a few times. We finally got  to the touch point of Stein and looked amazing the views. To go to points 6 and 7 we would have needed an ice axe and a walking stick and would have been idiotic to go the way we were prepared. We then descended down the mountain and was easier then we expected and got down in about 1 hour. It was quite surprising considering it was challenging going up. But still was beautiful going down. Overall the walk took us about 4 hours and wasn’t that far but the challenge did tire us out. We then had to take two buses back to Reykjavik and we went back to the Rustik Restaurant where the meal and drink felt fitting and well deserved after the hiking challenge.

On the Friday our day trip was to the Blue Lagoon. It was an early start and a very cold morning to begin with. We took the coach we had booked to the Blue Lagoon and was great to see another part of Iceland on the journey. We arrived to the Blue Lagoon and we felt even more colder been here but was looking forward to been warm when we get inside. As we were early we spent some time in the shop as well as the cafe as we had a designated time to check in. We then got checked in and was given a waterproof wristband. We got changed and was looking forward to spending time in the spa as it looked so alluring. We felt the cold as soon as we exited the door to the outdoor spa and was looking forward to getting inside and once we did it was so relaxing and so soothing it was between 37-40 °C. If you spent any time out you felt the cold straight away so been neck deep most of the time was most ideal. We got a few drinks at the bar as you could drink while been in the spa. We also got a free mud mask while been there and we also spent a few minutes in the sauna, overall we spent a few hours here and felt great after the hike the day before. The last time bathing felt so soothing and relaxing was being in Peru but this felt like another level and this time I didn’t get sunburn. It was very relaxing and the recognition this place gets is well deserved. We then got the coach back to the city and got some food at Cafe Paris which was happy hour, and I ended up eating a chicken burger, the cafe was lovely with very nice staff. We ended the night by taking a walk to the Perlan Museum in which we researched that you can view some of the Northern lights from here. Only issue is that the Northern Lights have a 6pm-6am window so it can come anytime but we thought to go at 10am to midnight. Unfortunately it wasn’t dark enough really in the area to see them. However we did get one final view of the city at night and looked beautiful. We did manage to see some of the Northern Lights walking back to the hotel and it did look so beautiful of it dancing in the night. Overall it was a good relaxing day and was a fitting end to an amazing holiday to Iceland.

In conclusion it was a great relaxing adventurous trip to Iceland and my friend Dan also agreed. I would highly recommend going to anyone, it is a bit expensive (not as expensive as I initially thought) but i would certainly return again as there are so many places to go to and just amazed me how relaxed, patient, friendly and polite the city felt to me.

bless í bili

Posted by & filed under CMALT, SOTEL.

Joining the SOTEL Research Cluster
The SOTEL (Scholarship Of Technology Enhanced Learning) research clusters are designed to provide a hub for academics to build a community of researchers and a showcase of their scholarly research into their teaching practice. We welcome participants from any discipline context to join us and form associated research cluster groups at http://sotel.nz
We officially launched the SOTEL Research Cluster Group at the inaugural SOTEL Symposium on 15th February at AUT South Campus. We hope you will put the SOTEL Symposium in your annual event calendar!
To join the SOTEL Research cluster:
First signup to the WordPress site at the Join the Community! link http://sotel.nz/register/ and then Login once you have created a username and password at http://sotel.nz/wp-login.php
Next find the Research Cluster Group that you would like to join on the Groups page http://sotel.nz/groups/  and choose ‘Join Group’. Each group will have 1-2 Admins/Moderators who can manage and modify the group settings.
We aim to hold monthly online chats and webinars for the SOTEL research cluster groups, and will be running the CMALT cMOOC and MOSOMELT cMOOC again soon in 2018 if you are interested in participating.
Note if you are planning on submitting your CMALT portfolio the next submission date for CMALT Portfolio accreditation is 1 June 2018. The CMALT cMOOC is designed to create a supportive community of people exploring and building their CMALT eportfolios. https://cmaltcmooc.wordpress.com
The MOSOMELT cMOOC is designed for participants to explore the potential of mobile social media in higher education http://mosomelt.wordpress.com