A chapter on strategies to find and use resource

1. 1
Chapter Three – Create
The Create C is concerned with helping teachers find appropriate resources and
evaluate their relevance. It covers freely available resources, such as Open
Educational Resources (OER) and materials available on Massive Open Online
Courses (MOOCs), as well as materials that are not free. The Capture designs help
teachers decide how these resources will be used and to what extent they need
to be adapted to meet the context of the learning intervention. In addition, there
are designs that help teachers create new resources; such as interactive
multimedia, audio and video resources. In other words it covers the ways in
which search engines, OER repositories and social bookmarking can be used to
find and collate relevant resources and activities.
Resource audit
This design helps teachers to decide how they will source the content for their
module/course, including the possibility of incorporating OER produced
elsewhere. It consists of a template (Table 1); teachers brainstorm potential
content and then add the content they find to the appropriate cell in the template.
The table enables them to define what format the content is in, i.e. text and
graphics, audio, video, slides or other, as well as indicating to what extent the
content needs to be adapted or whether content needs to be created from
scratch. As well as providing them with an evolving and growing list of resources
for the course/module, it enables them to get a sense of how long it will take to
develop the content and the level of technical expertise needed.
In the case of text-based resources, the approximate number of words should be
indicated, along with a description of how the text will be displayed, i.e. as a web
page, or in a blog or wiki and, if possible, the link for the resource should be
included. The appropriate Creative Commons licence should be indicated for
OER. For audio, video and slide resources, the tool that is used to create the
resource should be noted, along with a link to it and the appropriate Creative
Commons licence. Similarly the tool used to create other kinds of resources
should be listed, along with the link and Create Commons licence.
Table 1: The ResourceAudit Template
Content
(under the
appropriate
licences)
Format
Text and
graphics
Audio Video Slides
(such as
PowerPoint
or Prezzi)
Other
(such as
Adobe
presenter)
What I find
and reuse as is
What I find,
tweek and use

2. 2
What I find,
repurpose and
use
What I create
for this
course/module
What I get the
learners to
create!
Example of a completed resource audit
Table 2 provides an example of a completed resource audit
Table 2: An example of a completed resourceaudit
Content
(under the
appropriate
licences)
Format
Text and
graphics
Audio Video Slides
(such as
PowerPoint
or Prezzi)
Other
(such as
Adobe
presenter)
What I find
and reuse as is
OER for
section 1.
Reflective
task from
source Z.
Guidelines
on
assignment
writing
3 minute
Podcasts for
each
section,
introducing
the section,
the content
and the
objectives.
Ten minute
Podcast for
Section 3,
interview
with an
expert in
the field.
Four
iTunesU
resources
for Sections
1 and 7,
approximate
learning
time 2
hours. One
hour TED
video for
Section 4.
30 minute
Slideshare
with audio for
Section 5.
Organisation
X’s website
What I find,
tweek and use
OER
resource for
Section 2.
Assessment
rubric for X.
What I find,
repurpose and
use
OER for
Section 3.
New
Podcast
based on X.
Slides
adapted from
resource Y.
What I create
for this
course/module
Introduction
to all
sections of
the module.
5 e-tivities.
Summaries.
Assessment
rubrics
5 to 8-
minute
summaries
of key points
per section.
Advice and
guidancefor
assessment.
A 5-minute
talkinghead
to introduce
the
programme
and the
academic
team.
Support slides
for sections 4,
7 and
Detailed
presentations
for sections 2,
3 and 6.

3. 3
Feedback on
draft
assignments.
What I get the
learners to
create!
An activity
getting the
learners to
contribute
to a wiki,
building up
a glossary
for the
course, on
the key
definitions
and
concepts.
Learners
keep a
reflective
blog of their
learning.
Each
learner is
assigned a
topic to
research
and is asked
to produce
a five-
minute
Podcast on
the topic.
Learners are
assigned to
group and
create a
shared
slideshare
presentation
on a
particular
topic.
Strategies for finding resources
If you ask teachers what would help them make more effective use of
technologies in their teaching, they want two things: relevant resources and
examples of how technologies can be effectively use, preferably in their subject
discipline, and people who they can connect with and discuss design practices
and effective teaching strategies. However, finding appropriate resources is non-
trivial and takes time. Furthermore, teachers lack the necessary digital literacy
skills to make informed evaluation judgments about the effectiveness of
resources that they find. This design provides guidance and support to address
these issues; it provides strategies for finding and evaluating resources. Table 3
provides a rubric consisting of questions and guidance for teachers on how to
carry out effective searching strategies. The first colum in the table provides
questions and guidance on finding resources, using: search engines, OER
repositories, MOOCs, discipline specific sites, publishing houses and professional
bodies. This includes links to useful websites of resources. In the second column
the teacher lists the topics for which they wish to find resources. In the third
column they list the resource they have found along with an indication of how
the resources will be used, which can feed into the Resource Audit design,
described earlier.
Table 3: Rubric of questions and guidance on finding resources
Question or guidance Descript
ion of
the topic
Detai
ls of
searc
h
resul
ts
Using search engines. Based on the topic, brainstorm key words, try and be
specific, as general words will generate a lot of links. Useful links for

4. 4
strategies for using search engines:
 http://www.commoncraft.com/video/web-search-strategies
 http://www.slideshare.net/LinscheidLib/using-search-engines
 http://www.bristol.ac.uk/library/support/findinginfo/search-engines/
 http://www.bruceclay.com/eu/seo/usekeywords.htm
 http://www.google.com/insidesearch/features/images/searchbyimage.
html
 http://google.about.com/od/googlepowersearches/qt/wildcardqt.htm
Using OER repositories. Some useful links to OER repositories and
resources:
 https://openeducationalresources.pbworks.com/w/page/27045418/Fi
nding%20OERs
 http://net.educause.edu/ir/library/pdf/ELi7061.pdf
 http://www.jorum.ac.uk/
 http://www.edutopia.org/open-educational-resources-guide
 http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx
 http://www.jisc.ac.uk/publications/programmerelated/2013/Openeduc
ationalresources.aspx
 http://www.jiscinfonet.ac.uk/infokits/oer/
 http://www.heacademy.ac.uk/resources/detail/new-to-
teaching/oer/introduction
 http://www.cincinnatistate.edu/online/faculty-resources/online-
repositories-for-open-educational-resources
 http://wikieducator.org/Exemplary_Collection_of_Open_eLearning_Cont
ent_Repositories
 http://edtechreview.in/news/561-national-repository-of-open-
educational-resources-by-mhrd
 http://www.merlot.org/merlot/index.htm
 http://www.elearning.eps.manchester.ac.uk/blog/2011/open-
educational-resources-list/
 http://crln.acrl.org/content/73/6/334.full
Using MOOCs. Some useful links to MOOCs.
 http://www.educause.edu/library/massive-open-online-course-mooc
 http://www.educause.edu/library/resources/7-things-you-should-
know-about-moocs
 http://www.mooc-list.com/
 http://www.openculture.com/free_certificate_courses
 http://www.technoduet.com/a-comprehensive-list-of-mooc-massive-
open-online-courses-providers/
 http://www.moocs.co/
 http://www.thecompleteuniversityguide.co.uk/distance-
learning/moocs-(massive-open-online-courses)/
 http://distancelearn.about.com/od/isitforyou/tp/Top-Massively-Open-
Online-Courses-Moocs.htm
 http://aelsnet.net/links-to-moocs/
 http://www.teachthought.com/technology/list-75-moocs-teachers-
students/
 http://www.connectivistmoocs.org/
 http://moocnewsandreviews.com/mooc-around-the-world-our-global-
list-open-online-classes-part-3/
Disciplinespecific sites and resources. Some useful links to discipline
specific sites and resources:
 http://www.heacademy.ac.uk/disciplines
 http://www.crlt.umich.edu/category/tags/discipline-specific-
resources
 http://www.heacademy.ac.uk/new-to-teaching
 http://oerconsortium.org/discipline-specific/

5. 5
 http://www.smu.edu/Provost/CTE/Resources/TeachCourse/Disciplin
e-SpecificIdeas
 http://teachinglearningresources.pbworks.com/w/page/19919550/D
iscipline-specific%20Resources
 http://www.ciwf.org.uk/resources/default.aspx?gclid=CIfHtbCDjb0CF
WvjwgodI5wATg
 http://medicaleducation.wikifoundry.com/page/Discipline+Specific+R
esources
 http://lrs.ed.uiuc.edu/students/k-leand/craft/disciplines.html
 http://www.texascollaborative.org/disciplinespecificresources.htm
Publishing houses and resource from professional organisations:
 http://www.pearsonschoolsandfecolleges.co.uk/?gclid=CKitqZ6Djb0C
FenjwgodPnQAfw
 http://highered.mcgraw-
hill.com/sites/0073383775/student_view0/discipline-
specific_resources.html
 http://www.cisco.edu/s/926/index.aspx?pgid=569&gid=1
Tools to create resources
This design provides guidance and support on creating resources, whether these
are interactive multimedia resources, audio resources, video resources,
presentations or other types of resources. It includes advice on which format is
most appropriate in a given context, suggested tools and tips and hints for
creating the resources. Resources can be displayed as simple web pages or in an
institutional Learning Management System (LMS). Bird lists the following free
mobile-friendly LMSs for interactivity: Edmodo, Course Sites (the free version of
Blackboard), iTunes U Course, Wordpressblogs, Facebook private groups, and
Xerte which was developed by Nottingham university. Making materials
available on iTunes U is increasingly popular. There are a number of advantages:
it is possible to distribute the materials in pdf, epub, mp3 and mp4 formats, it is a
mechanism for sharing materials with the world, it is compatible with both
Windows and Mac computers, it is possible to create an iTunes U Course as an
individual teacher, and iTunes U Course is private to your students. Note,
however, that iTunes U Course is IOS only.
Table 4 compare the different formats that resources can be displayed in,
highlighting the advantages and disadvantages of each.
Table 4: Comparisonof the advantages and disadvantages of different formats
Medium Positives Negatives Reason for
choosing or not
choosing
Text Speed
Reuse of preexisting
material
Flat
Does not
communicate emotion
Image A lot can be
communicate in a
single image
Can be misleading
without context
Audio More can be
communicated
Not seen as flashy as
video

6. 6
through audio than
just words
Convenient for
multitasking, learners
can listen whilst
doing other things
Video The most information
is conveyed viavideo
Great for
demonstrating skills
Bulky and padded
Demands attention
With the increased interest in the use of smart phones and mobile devices,
ebooks are being used more and more for displaying content. These devices
mean that learning anywhere, anytime is now a reality and an increasing number
of learners have mobile devices. They are also particularly useful in developing
countries or areas where there is limited access to the interest. There are a
number of ways in which these can be created. Table 5 provides a summary of
the different formats that can be created for ebooks and their advantages and
disadvantages. Bird suggests the following advice in terms of choosing which
format to use. For phones she suggests using epub, although you might also want
to consider .mobi. For tables use pdf and if BYOD (Bring Your Own Device) create
both if pssible. Calibre is a good tool for creating ebook resources. First you need
to save a word file as html. Then you import into Calibre and save as either an
epub or mobile. Note that pdf to epub does not work well. An alternative tool is
epubud.com. Given the prevalence of iPads and iPad Minis iBooks Author is
worth considering. It can be used to create engaging and attractive resources.
Bird also lists the following as additional facts about ebooks: embedded
multimedia ebooks are only IOS at the moment, a useful App for Android devices
for epub books is Aldiko, the Kindle App is versatile and can be used on any
device, if your institution has a production department, it is worth considering
buying inDesign and, finally, if you are an individual producer you might want to
consider buying a Mac and getting pages for creating documents. Picture books
are useful and popular with learners. They can be just simple pdfs and can
include illustrations, maps and drawings.
Format Devices Advantages Disadvantages Reason for
choosing or
not choosing
pdf Everything Runs on
everything
Does not flow so
hard to read on
small screens
epub Everything but
Kindle
Best for phones
Flows, takes
advantage of the
device’s power
Futureproofed
Cannot view on a
computer screen
unless a reader is
installed, such as
Calibre
Mobi Kindle Kindle is big Kindle only
iBooks Apple iBooks
only
Pretty and easy
iPad is market
leader for now
Apply iBooks only
Notation is a
problem
There are a number of advantages of sound. Firstly, copyright is easier if the
sound is from recorded lectures and there are now a number of video capture

7. 7
systems that can be used to create not just video but sound, such as Echo360 and
Panopto. One advantage of audio over video is that the file size is considerably
smaller. Another advantage is that the listener can do something else at the same
time. One of the disadvantages of video is that many academics are reluctant to
see themselves on screen, this is not an issue with audio. Another advantage is
that voices conveys more than text and it is possible to convey emotion. Audio
has been useful used to provide learners with feedback on their assignments for
example. Finally, it is an excellent and easy way to close distance, particularly
useful with distance learners, who can often feel isolate. The following is a list of
common and free tools for creating audio: Audacity, Garageband, and Window
Sound Recorded. It is advisable to save as mp3 rather than wma or wav. Two
other useful tools to consider are AudioBoo and SoundCloud, these are similar in
quality to YouTube in terms of sound. With these tools you record in the browser.
It is possible to attach comments in the browser or simply upload. However,
there is a limit to the length of the recording with these tools. It is also possible to
create threaded sound discussions, particularly useful if you are wanting
learners to collaborate. Three useful tools are: WimbaVoiceBoard, Voice Thread
and Voxopop. Bird lists the following as ways in which audio can be used by
learners: for audio feedback on assignments – there is evidence from research
that this results in increased marks and student retention rates,1 voice
discussion, for use with field work, for example a learner can listen to a teacher’s
description of a flower and then they can audio-record their own comments and
findings, and finally, learners can generate their own content, for example by
using AudioBoo for the iPhone.
As described in the table, video presents the richest presentation mode. YouTube
is one of the most popular sites for sharing video, although it is important to note
that it is not available in some countries, such as China. Key statistics about
YouTube include: the fact that there is a ten minute limit, it is easy to embed in
blogs and LMSs, comments can be added, YouTube provides good statistics on
how the video is being used, an excellent way of sharing and branding
institutional resources, and it is a good way to convert files to mp4 format.
However, a disadvantage is that it is difficult to download videos from YouTube.
An alternative to YouTube is Vimeo. It is possible to create longer videos than
with YouTube, there is much less junk, it is easy to use and to download the
videos. Other tools or sites include: ScreenR, Screencast-O-Matic (browser
based), CamStudio which is a free Windows application, Quicktime Pro, free on
Macs. Other alternatives include: Camtasia, Captivate and Articulate with are all
very good and can enable you to create rich interactive materials, but these tools
are not free.
There is increasing demand from students for having lectures recorded, so that
they can go back and replay. There are a number of options, the whole lecture
can be recorded, just the audio can be made available, or audio plus slides. Two
options are possible, live streaming or making the lectures available as
downloads. One issue is that a significant amount of server space is required and
this is expensive. Screen capture software include: QuickTime, Camtasia and
1 See for example the Duckling project, http://www.le.ac.uk/duckling

8. 8
iShowU. Simple narrated Powerpoints are particularly effective and can be
created on sites such as Slideshare or within PowerPoint.
Accessibility
It is important that any resources created are accessible, in other words, content
should be created in a way that maximizing and support accessibility.
Accessibility means having equal access to e-Learning content information and
services regardless of physical or developmental abilities or impairments.2
The JISC TechDis site provides a number of useful definitions for terms related to
accessibility.
 They define accessibility as being about the ability to access. In other
words, how easy is it for people with different needs to access your
services or materials?
 Assistive Technology refers to any device or system that allows an
individual to perform a task they would otherwise be unable to do, or
increases the ease and safety with which the task can be performed.
Inclusive practice is about considering the needs of everyone (including
people with disabilities) when designing and delivering services or
materials.
 Inclusion is a broad term covering both accessibility and usability and
refers more to the general ethos and culture of an organisation.
 Usability is closely related to accessibility and inclusion. It refers to how
easily materials or the learning environment can be used by anyone, as
opposed to Accessibility, which focuses specifically on disabled users.
Whereas Accessibility can be measured to some extent by guidelines and
checklists, Usability has a much more practical focus and measuring it
almost always relies on user testing.
Cooper (2006) defines accessibility as follows:
Accessibility is a term that has particular meanings in different contexts; here it
refers to design qualities that endeavour to make online learning available to all
by ensuring that the way it is implemented does not create unnecessary barriers
howeverthe student may interact with their computer.
He goes on to suggest it is about access to learning and teaching materials, and
that it is about access for all. He lists the following underlying principles of
software accessibility:
 Allow for user customisation, in terms of font sizes and styles, and use of
different background and foreground colours.
 Provide equivalent visual and auditory content and interface elements,
for example text can be rendered into synthetic speech by screen readers.
 Ensure compatibility with assistive technologies.
2 http://www.vadsa.org/ace/accessibility.htm

9. 9
 Allow access to all functionality via a keyboard alone.
 Provide context and orientation information.
Web Accessibility encompasses all disabilities that affect access to the Web,
including visual, auditory, physical, speech, cognitive, and neurological
disabilities. Web Accessibility also benefits people without disabilities in certain
situations, such as people using a slow Internet connection, people with
"temporary disabilities" such as a broken arm, and people with changing abilities
due to aging.
The W3C’s Web Accessibility Initiative (WAI) has developed guidelines that help
to ensure that people with disabilities can access Web resources. This includes
the following four overarching guidelines:
 Perceivable: Available to the senses (vision and hearing primarily) either
through the browser or through assistive technologies (e.g. screen
readers, screen enlargers, etc.)
o Provide text alternatives for non-text content.
o Provide captions and other alternatives for multimedia.
o Create content that can be presented in different ways,
including by assistive technologies, without losing meaning.
o Make it easier for users to see and hear content.
 Operable: Users can interact with all controls and interactive elements
using either the mouse, keyboard, or an assistive device.
o Make all functionality available from a keyboard.
o Give users enough time to read and use content.
o Do not use content that causes seizures.
o Help users navigate and find content.
 Understandable: Content is clear and limits confusion and ambiguity.
o Make text readable and understandable.
o Make content appear and operate in predictable ways.
o Help users avoid and correct mistakes.
 Robust: A wide range of technologies (including old and new user agents
and assistive technologies) are able to access the content.
o Maximize compatibility with current and future user tools.
Table 1 lists a set of tips for ensuring accessibility.3 There are a number of
benefits associated with accessibility. Firstly, it improves access for all. Secondly,
it results in better usability. Thirdly, it improves the design process. Fourthly it
leads to better ranking by search engines.
Tip Description
Include an equivalent This is similar to the alt text used in html sties. The text
3 Derived from http://saffroninteractive.com/seven-top-tips-for-designing-and-developing-
accessible-e-learning-2/

10. 10
text description for
graphics and images
should be detailed enough to convey the key meaning
contained in the graphic or image to the learner. This is
important forvisually impaired students.
Use colour effectively Have a good contrasting background to the text
Avoid using animated,
flickering or flashing
content
If this isn’t possible provide a means of turning the
animation, flickering or flashing contentoff.
Use a descriptive
transcript forvideos
This should be detailed enough to convey the key
features of the videoboth in terms of the text and the
visualisation.
Use a fontthat is of an
appropriate size and a
readable style
San serif is preferable. Also ensure that background
colourand the text colours workwell together.
Page organisation Arrange the content logically on the screen. Try to be
consistent across different web pages. Make appropriate
use of headings and lists.
Ensure there is
consistent navigation
between pages
By ensuring that the navigation buttons are alwaysin
the same place, consider including a breadcrumb trail,
make it easy for the learner to return to the home page
Providethe alternative
equivalent text and
brief description for
navigation buttons
Indicating whether they are to go forward or back
Hyperlinks Hyperlinks should be clearly identified. Try to avoid
placing links in the middle of sentences unless they are
clearly described in the text. Ensure that there are line
spaces between lists of links. Do not end links with a full
stop.
Colour Avoid using colourto convey meaning as this might
disadvantage students whoare colourblind.
Tables Screen readers read tables cell by cell and usually from
left to right, then row by row. If the table is large and
complex, provide a summary or description of the table
layout and content. Carefully identify row and column
headers so that the user listening to the screen reader
knows whatthe information refers to. Always create
tables with relative (percentage) not absolute (pixel)
measurements. This willensure they fit on the screen,
whichis useful for users using screen magnification
software.
Graphs and charts Graphs and charts are usually inaccessible to screen
readers, so a text summary of the information contained
in the item should be included. The alt tag could be used
in this instance to describe the graph or chart.
Customisation If possible, enable customisation based on user
preferences.
Compatibility Ensure compatibility with assistive technology
Plain English Dyslexic students need webpages that are clearly laid
out and written in plain English
UsabilityGeek (2015) argue that usability and accessibility often go hand in hand.
The site references the World Wide Web Consortium definitions:

11. 11
Accessibility as an “equivalent user experience forpeople with disabilities,
including people with age-related impairments”, while usability is defined as the
“design of products to be effective,efficientand satisfying” for end users.
The site lists the following ten ways of improving usability and accessibility:
1. Including a site map, which gives an overview of the structure of the site.
2. Use of clear and consistent navigation systems and in particular ensuring
that assistive technology users can easily navigate pages.
3. Validation of pages and stylesheets and in particular using valid markup
that can be readily interpreted and rendered by browsers.
4. Using automated accessibility assessment tools to identify any critical
accessibility issues with the website.
5. Using HTML markup to provide sematic information, as structured
content allows users to understand the context of information in an HTML
document.
6. Including alt text for images and graphics that convey information.
7. Testing the pages with a keyboard.
8. Providing captions for embedded videos.
9. Providing transcripts for time-based media.
10. Testing the pages on mobile devices, given the increasing prevalence of
mobile devices it is important to ensure that content is ‘mobile friendly’.
Learner generated content
Lee and McLoughlin argue that social and participatory media have led to an
increase in user-generated content and knowledge production, which enables
greater learner control, agency and engagement in content creation, as well as
peer-to-peer sharing and reviewing of ideas (Lee and McLoughlin 2007). Social
media, such as blogs, wikis, media sharing sites, twitter and Facebook enable and
encourage informal dialogue, collaborative content generation and the sharing of
information. This gives learners access to a vast array of ideas and
representations of knowledge. One of the perceived benefits of learner-
generated content is that it empowers the learners to create their own content,
and that it enables them to develop critical literacy thinking skills and to feel part
of a community of peers.
Boetter (2006) classifies content into three types:
 Pre-packaged authoritative content – this might include textbooks,
readings, or quizzes.
 Guided learning materials – where the materials have been produced
specifically for a course, this might include the syllabus, project
assignments, and assignment feedback.
 Learner performance content – where the learners generate the content,
this might include communication via synchronous and asynchronous
computer-mediated communication, reflective writing in the form of a
learning diary, and found content.

12. 12
Table X lists a number of examples of how learners can create content.
Table 5: Techniques for learner-generated content
Technique Description
Annotation The learners annotate a resource and
then summarise the key points
Collectiveaggregation The learners workin teams to
collectively aggregate a set of
resources around a particular topic.
They can aggregate these on a group
blog, a wikior a Google doc.They add
the link along with a brief description
of the resource and why it is
useful/relevant.
Crossword puzzle This consists of a series of clues
around a set of concepts. The learners
are asked to complete the crossword.
For example, ‘a type of pedagogical
approach’ with14 letters is
constructivism, or the Spanish word
for apple with 7 letters is ‘manzana’.
Mind mapping Learners use a mind map to visualise
a particular topic and associated
ideas, either individually or in groups.
Posters Learners are asked to create a poster
on a particular topic. Peers can then
provide comments and feedback.
Scavenger hunt Learners are divided into teams, they
are given a list of resources to find
(forexample they might be asked to
find a resource on ‘constructivist
learning’, or a resource describing
how a wikican be used to promote
collaborativelearning or a resource
on the implications for learning). The
team that collates all the items on the
list first wins.
Snowball This enables learners to organise
groups of ideas on a conceptand
assign them to themes. Patterns and
relationships in the groups can also
be observed. One slip of paper (or
‘post-its’) is used per idea generated
or possible solution offered.A
meeting is set up of up to 5 people.
The slips of paper are viewed and
then grouped ‘like with like’.
Duplicates can be created if the
idea/solution is relevant to more than
one group. Patterns and relationships
in the groups are observed.

13. 13
Media sharing Learners produce and edit digital
images and video clips, tag them and
make them available via media
sharing sites such as YouTube and
Flickr.
Podcasts There are a number of waysin which
podcasts can be used. Firstly,
students learning English might work
in pairs todescribe fiveEnglish
proverbs first in their native language
and then in English. Secondly,
students might workin pairs and
interview each other on a particular
topic. Thirdly,they might create a
podcast of a five-minute reading of a
particular passage, followedby a five-
minute discussion. Fourthly,a
podcast can be created of an online
discussion, whichis a space for
learners to seek clarificationon the
materials covered during the
previous week and ask questions.
Fifthly,second-year students can
create a five-minutepodcasts on their
understanding of a particular topic
coveredin the first year syllabus.
First-year students can then listen to
these.
Vodcasts These can be used in a similar way to
podcasts. The added benefit is where
visualisation or demonstration of
something is needed.
Social bookmarking Social bookmarking sites can be used
to create a class cohortof resources
relevant to the topics covered.
Learners can also create, tag and
share their ownsocial bookmarking
sites.
Games Students workindividually or in
groups to create games. This can be
used as a way of evidencing their
understanding of a particular topic
and as a more active, student-centred
way of teaching a topic.
Digital storytelling The DS 106 Digital Storytelling course
has an online database of different
types of digital assignments, these
include: visual, design, audio, video,
web, mashups, writing, fanfic,
animated gifs and 3D printed
assignments.
Collaborative writing Students workin groups on a
particular topic or assignment and

14. 14
create a shared online space to
collaboratively write.
Webquest A Webquest4 is an inquiry-focused
activity,where learners are set a
problem or a challenge to solve and
do so using resources they find on the
web.
Sfard (1998) distinguishes between two metaphors of learning: the acquisition
metaphor, where the focus is on transmission of knowledge, where learning is
mainly about a process of acquiring chunks of information, and the participation
metaphors, where learning is a process of participating in various cultural
practices and shared learning activities. Paavola and Hakkarainen argue that
learner-generated content results in a third metaphor of learning, namely, the
knowledge creation metaphor, where learning is about becoming part of a
community, through the creation and contribution of learning resources
(Paavola and Hakkarainen 2005).
Lee and McLoughlin (2007) list a number of challenges with learner-generated
content. Firstly, there is the issue of originality, and concerns about copyright,
ownership and intellectual property. Secondly, there is the issue of reliability and
validity. Thirdly, learners may not have the necessary digital literacy skills to just
the quality of resources and whether or not they are appropriate for a particular
learning context. Finally, the proliferation of resources available, can lead to
learner disorientation.
Acknowledgements
A number of people kindly gave comments on a draft version of this chapter or
suggested useful references. I would like in particular to thank Steve McCarty,
Ruth Brown, Whitney Kilgore, Mark Fenton-O’Creevy, Pat Parslow, Thomas
Reeves and Martyn Wild.
References
Boettcher, J. V. (2006). "The rise of student performance content." Campus
Technology.
Cooper, M. (2006). "Making online learning accessible to disable students: an
institutional case study." ALT-J, Research in Learning Technology 14(1): 103 -
115.
Lee, M. J. W. and C. McLoughlin (2007). "Teaching and learning in the Web 2.0
era: empowering students through learner-generated content." International
Journal of Instructional Technology and Distance Learning.
Paavola, S. and K. Hakkarainen (2005). "The knowledge creation metaphor - an
emergent epistemological approach to learning." Science and Education 14(6):
535 - 557.
Sfard, A. (1998). "On two metaphors for learning and the dangers of choosing
just one." Educational researcher 27(2): 4.
4 See for example http://webquest.org/

15. 15
UsebilityGeek. (2015). "Ten guidelines to improve the usability and accessibility
of your site." from http://usabilitygeek.com/guidelines-improve-usability-
accessibility/.