OLDaily

Lessons learned
Doug Peterson, doug — off the record, 2021/10/28

I'm tempted to title this item "why online is better than in-person", though Doug Peterson's intent is to take some of the good things in virtual learning back to the in-person environment. What things? Things like starting on time, offering access to slides, recording presentations, and collaborative authoring. While there are still some holdouts, I think the advantages of all these are clear, and people will be asking for them when we return to the classroom or conference session and its user-hostile interface. Image: Meeting Tomorrow.

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Experts share their tips for making the most from many audio formats
Damian Radcliffe, Donald W. Reynolds Journalism Institute, University of Missouri, 2021/10/28

Podcasting (or, at least, audio broadcasting) is enjoying a renaissance this year, and this article takes us a bit beyond the obvious to offer insights into audio production. I found some new things, including an application called Bytecast that creates "workflow for quickly capturing and uploading audio (and) builds a library of content." Also, a discussion of 'platform agnosticism' and WBUR’s Project CITRUS (blog). Also, Matt Deegan's blog covering changes in podcasts, radio and streaming. Via What's New in Publishing.

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Exam proctoring's ethical issues can be navigated with careful design, experts say
Emily Bamforth, EdScoop, 2021/10/28

I don't think expert are saying any such thing, and the article certainly doesn't show that they do - the closest we come is a "university spokesperson" suggesting something of the sort. Mostly, the article is about how it's important to find alternatives to testing and how AI systems can't adapt to extenuating cicumstances, such as accessing wifi in your car becaue you don't have bandwidth at home.

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Conquering the Content: A Step-by-Step Guide to Online Course Design
Donna Vinton, 2021/10/28

When something some people call a "myth" keeps surfacing in academic publications and books, you have to wonder what is really the myth. Another example, from this review of Robin Smith's  Conquering the Content: A Step-by-Step Guide to Online Course Design. "Her approach throughout the book underlines the point that the development of an effective online course involves not only knowing course content and being able to use the available technology, but also incorporating an understanding of student styles and needs and instructor styles and needs into the development process."

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Vocabulary Sort with Google Slides
Alice Keeler, Teacher Tech, 2021/10/28

One of of the great things about Google's cloud applications is that they allow for collaborative editing. In this particular case, you load a plug-in called “Seating Chart Slides by Schoolytics.” But you don't use it for seating charge - you use each 'seat' to represent a concept, and then "have students move and arrange vocab words or ideas into groups and explain how they are related."

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The State of Micro-Credentials Implementation and Practice in Australasian Higher Education
Ratna Selvaratnam, Michael Sankey, Open Praxis, 2021/10/28

There is, unsurprisingly, "an increase in the awareness and uptake of micro-credentialing efforts within higher education institutions in Australasia over the 12-month period" ending in 2020. Policies are being put into place; "Eighty-eight (percent) (88%) are in various states of adoption and 3 universities had well-established (Mature) adoption policies." That said, "the use of a credentialing engine still seems to be immature. While only a third of institutions indicate they use one, this is still a 13% increase from 2019." For now, institutions are targeting easy revenue: "most respondents indicated postgraduate units and short courses would be at the forefront for micro-credentialing."

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