Multi-media Technologies (voice and visual)

Podcasting –
Audio Files, casting used to refer to regular updating of a series. Episodic and attached to a RSS feed.
Now refers to any audio file. The ITunes catalogue is the best provider of free pod cast services. Now not just audio, includes a slide cast too.

Passive learning through listening:
  • Access to more specialists in their field, can listen to content in interesting ways.
  • Helps with revision and recycling/ easy to get access too.
Active learning through producing:
  • If producing a pod-cast can be said to be constructivist learning – individual or collaborative role
  • Can help to learn audio and production skills.

  • Dependence on equipment and privacy issues.

VoIP –
Internet telephony, Skype is the best known. Can have voice and video channel. Better for distance (software such as Pamela to record up to 15 minutes conversation at time)

Good in language teaching (such as X Lingo to find language learning partners in other parts of the world).

Can have text based channel, interactive whiteboard. Minor or periphial applications for education (remote students, specific service provision).

Again traditionally linked to a RSS feed, regular update. Now used to refer to any video online.

Where to go to get them:
YouTube, Vimeo, Teacher, Tube, Viddler, SchoolTube, YouTube EDU,, ABC IView (Australian and other national broadcasters being made available on a short term basis).
WatchKnow (set up by Larry Sanger the cofounder of Wikipedia – he felt everything should be vetted, so this site is set up in contrast to it - all materials vetted and classified).

Sources for materials you may want to use in your teaching??

Again just watching is not true Web2.0 learning, more interesting again if they are creators, producers of video. Need to include editing principles.
Eg: Windows movie maker, iMovie (thought to be superior to windows)

What you do with Video’s once made; internal or on the internet…. Might consider putting them up on social sharing sites…..therefore not using up space on your own wikispace…..especially with the ease of embedding… can have private channels on YouTube.

Services like Quietube and silent tube – to look at Youtube through a filter particularly if you want to protect your students from other unsolicited content.

Report: More colleges accepting YouTube videos and application essays (Eg. George Mason,Tufts and St Mary’s college – YouTube: The New College Essay.

Variations on basic Vodcast:

Yubby: allows a series of videos from different video hosting sites, so you can pre-select a series of videos from different services that you may want students to look at.
Blabber: to get around having to review their real identity, then add an audio file to it and appears to speak the words,
Voki: Animated characters to speak in your voice (you record) or to text convert a voice.
Hosting stories, in the same way as an event…screen cast of the Voki. Experience of being a part of WA – can create a different kind of character at different Meet Professor Tinker.

Examples: Alien Answers. Using child’s recording and changing text for oral purposes – how you would speak compared to how you would say.

Other services to allow you to put in more characters – devolver and xtra normal – multimodal Literacies..(pay per movie). Do the traditional brainstorming (brainstorming, structure of narrative and characters)

Positives and Negatives.
  • Passive learning through viewing
  • Active learning through producing
Digital Storytelling:
Jo Lambert: Only people who develop effective filtering, indexing and repackaging tools can manage to successfully articulate meaning….(1.5 minutes of footage represents much more analysis).

KQED – Digital Storytelling Initiative (can be used using PowerPoint with audio on top).

Machinima Movie – filmed from second life – on Vimeo, the Yates Story.
Relative easy to make, most virtual worlds have a video making environment inside them. ( machine made and anima)

Storybird: gives you a whole lot of stock images, you provide the text and it turns it into a book. (Being used by primary teachers to get students to make stories)

Smile box: Like a slide show, the powerpoint idea but can add decorative frames and text etc.

A number of multi-media time line services;
Capzles – brings together the story of Obama election – can embed a range of different content (created or from the web (works as a timeline.

See Endnote, instructional video footage. Contains first Xtra normal video, pdf and screen cast footage, etc, etc arranged in a given timeline.

See eg: Bio Blitz – embedded in the wiki, keeping tabs on changes in the school ground…added boxes to the timelines as to observations…(making use of chronology)

Tiki-Toki – does some thing similar but presents information in different ways. Again can include photos, links, to other web 2.0…

Positive and negatives:
  • Can either get students to focus on the process or the content;
  • Narrative format in a multi-media production , allowing communication with a wide audience and fostering of multi-media skills
  • Negative issue of privacy (especially for students)

Data Visualisation:

Digital storytelling showing one type of pattern of information (a narrative one for instance). But there is now more and more ways in which data visualisation is identifying, looking for patterns in information.

Eg: Twitter capture of relationship between twitter feeds to country of origin.
Eg: Pulse of the Nation – the mood of the nation based on Twitter feeds and key terms being used in feeds.
Eg: – to give examples (David McKandell – Education is beautiful)

Ben said: mash up of data visualisation and narrative process together as the data visualisations suggest certain narratives or reasons why data is represented in a particular way. .

But looking for ways that students can manipulate data themselves and reflect different trends. Google labs is one of the best doing this at the moment. EG: Books Ngram Viewer – search for currency of particular terms (eg. Science and religion).
Eg: Public data explorer – giving various options of how we visualise the data – asking for more people to make data available.

Better World Flux:
Also provide a whole lot of data and give) ordinary users the opportunity to display this data in various ways. (linked to Smart Slary)

Patter recognition, patter representation, multimedia presentation of information (can reveal patterns, be the basis of critical analysis).
Locating datasets, manipulating datasets in ways not already pre-determined

Virtual Worlds:

  • MUVE – multi-user virtual environment (Another term you may here used)
A bit like a gaming environment, simulated 3d environment. However you don’t have particular game like roles.

Examples: SecondLife, Info.Island; some will give you full text, some books act as metaphors to other information storage.
Provide opportunity for; Art Museum replica galleries. Recreation of famous architecture sites, Sending students to these different worlds – flying to view different sites.
Avatars may appear in second life at the same time – may be crowding in certain sites or at specific events (lectures or conferences).

To go into Second life, it’s on the internet not on the Web, not inter-operable, more like walled garden. Can link from second life out to the web but cannot link easily into second life or search it (will be blocked if you don’t have software downloanded and sign in).

Other significant places: International Spaceflight Museum, UWA Island,. Have Linden $’s…can convert to American $’s.

View: A Quick Tour of Virtual Roma by Rik Riel…
Wiki provided scenarios and problems that they were then asked to role play in second life and to test conversation.

Melbourne 2051 – example of tech savvy students creating worlds. Used in architecture, virtual design etc…..needs programming skills.
Issues of access to redlight districts.

Gilly Salmon (2009) start with what you are trying to achieve educationally and then ask the question, can virtual worlds help with this.

MOVE away from Second Life to OpenSimulator.
Service is open source and eventually it will integrate with the rest of or other virtual worlds. What ever they create will belong to them (shift has just begun).

Huge list of pedagogical advantages:
Situated, immersive, interactive, educational focus, gaming focus
Learning Options:
Simulated environments, access to museums, libraries etc, role plays and other recorded simulations, meeting and conference facilities with greater sense of participation, object to object simulations, design & creation.

Negative: Down sides
Dependence of equipment – need very good broad band and computer capabilities

Mobile Learning:
Intersection of mobile learning with the world wide web.

Different levels of sophistication:

Apps: download e.books or apps to tablets or smartphones, educational apps for use…most of them involve information transmission or repetitive behaviour based;

Example of apps:
Eg; The elements – visual exploration of known elements (but not interactive, pedagogically it is about instruction).

Moblogging: more interesting when students create multimedia records (with their phones) that they send back to a central blogging platform.

Ref: Leonard Low, Moblogs
Samples of advertisements (reflection and interaction around the records that are made).

QR Codes: Quick Response code – like a barcode that can be read from your smartphone. Download a scanning app to allow you to capture it on your camera and link to relevant web page.
Bringing web and real world into contact with each other and allow them to intercept.

Augmented Reality:
Using information from the web and overlaying it on the real world environment that we are viewing. Organisation recognition (of a physical site) linked to information. Individual face recognition (linked to your blog and other information on the web).

Augmented reality appealing as it allow situated learning or immersive environments. Eg: Star Watcher, using GPS to link to image of stars.

Will be a major driver of m-learning – should use mixed realities instead of augmented reality. Horizon Report 2011 “Augmented learning fits with situated learning”

Rather than m-learning should be talking about U-Learning as in ubiquitous – learning anywhere.

Idea of mixed reality is the idea of “web meets world”

The idea that in the future, Web 2.0 "collective intelligence" applications will be driven by sensors rather than people typing on keyboards…. integrated supply chain, which takes real time demand feedback from purchasers, and sends that information all the way back to suppliers in a kind of autonomic process, is more Web 2.0,

for big companies is to turn their IT departments from a back office operation into the brains of their enterprise, enabling autonomic response to constant stimuli from their users. Understanding what WalMart has in common with Google is more important than understanding how to apply Facebook to customer interaction.

there's a huge contribution that Web 2.0 techniques can make specifically to the world's biggest problems. Instedd's approach to early detection of infectious diseases, Ushahidi's approach to crowdsourcing crisis information, Witness's harnessing of consumer video to report on human rights abuses, and AMEE's APIs for exchanging carbon data between applications, are all part of the "instrumenting the world" trend that I was talking about in part one of the talk

Excerpt from Tim O’Reilly’s Web Meets Word Speech reflection. Retrieved 23.09.11

Does it really given you a collaboration – or constructivist pedagogy or is it sophisticated transmission.


  • Apps & E. Books, some interaction but typically transmissive or behaviourist learning pedagogy based.
  • Mobologging, production of multi-media records on field trips, adds value to reflection and interaction
  • QR Codes & augmented reality apps, facilitate interaction with surroundings, may facilitate p2p, move towards mixed reality/web meets world or u for ubiquitous learning.

  • Dependence on equipment
  • Privacy and surveillance issues.

What is foursquare: tag where you are on Facebook, link between your physical location communicated on facebook.