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C-Malt by Mind Map: C-Malt

1. core values

1.1. interplay between technology and learning (pedagogy)

1.1.1. pedagocical slant to all work and technology

1.2. up to date with new technologies

1.2.1. attend conferences, subscribe to blogs, newsletters and mailing lists

1.3. empathy with and willingness to learn from colleagues from different backgrounds

1.3.1. collaborate with developers, designers, pedagogy experts. Understand needs of academics and explain technology in sensitive way

1.4. commitment to communication and dissemination

1.4.1. case studies, blogs, running sessions, conferences, online materials, hadnouts.

2. contextual statement

2.1. short biog

2.2. career history and current role

2.3. operational context in which I work

2.3.1. learning technologist in central service.

2.3.2. Support for academics

2.4. why applying to CMALT and impact on career expectations

2.4.1. recognition for work

2.4.2. meet with probabtion aims

2.4.3. meet aims of cpd and provide evidence

2.4.4. Organisational IIP standing

2.5. Look at job description

3. Operational issues

3.1. Understanding of the benefits of different technologies

3.1.1. teaching

3.1.1.1. podcasting or simple audio

3.1.2. supporting projects

3.1.2.1. Recoring lectures

3.1.2.1.1. Why taken this approach?

3.1.2.1.2. other routes thast could have been taken

3.2. technical knowledge and ability in the use of technology

3.2.1. Development of learning objects for Library

3.2.1.1. HTML CSS

3.2.1.2. Javascript interactions

3.2.1.3. Flash development

3.2.1.3.1. Sound design

3.2.1.4. pedagocial and useability advice - activity design

3.2.1.5. Evidence: screenshots and copies of e-mails

3.2.1.6. Interpretting and understanding the brief - owning the work.

3.2.1.6.1. Briefing content developers

3.3. Supprting the deployment of learning technologies

3.3.1. podcasting

3.3.1.1. training

3.3.1.1.1. create training materials

3.3.1.2. at desk / trouble shooting support (POLIS, Carol in Careers, PLOT-casting)

3.3.1.3. contributions to blog community

3.3.2. ways with audio and video

3.3.2.1. bespoke training to specialist audiences

4. Teaching, learning and / or assessment processes

4.1. Training design

4.1.1. podcasting

4.1.1.1. re-design following refelection and feedback

4.1.1.1.1. Lesson plan

4.1.2. Audacity

4.1.2.1. promote active learning

4.1.2.1.1. worksheets

4.1.3. Video

4.1.3.1. re-desing following reflection and feedback

4.1.3.1.1. Blog entry

4.1.4. Evidence 7407

4.1.4.1. Feedback forms

4.1.5. theory

4.1.5.1. experiential learning mixed with didactic information giving.

4.2. understanding of target learners

4.2.1. characteristics of academics

4.2.1.1. work based learners

4.2.2. What is thier motivation for coming?

4.2.3. what are the drivers. they are there volunarily or under duress

4.2.4. Often mix of abilities - how is this accommodated?

4.2.5. How deal with critical nature of academics?

4.2.6. Tailoring of courses to meet needs of groups - bespoke training sessions

4.2.7. Marketing to make clear outcomes and manage expectations

4.2.8. Can they do it when they leave the room? How do I know? Feedback, follow up etc. Final practical exercise.

4.2.9. Tailor activities to be able to be reproduced after session in choice of equipment to be used etc. Run throgh any installation requirements and where appropriate learners can obtain equipment, harware / software. Focus on free / open source software.

5. The wider context

5.1. copyright / intellectual property

5.1.1. Evidence: consent forms created

5.1.2. resources from video teaching

5.1.3. evidence: guidance produced for LUTube

5.1.4. Development of LUTube

5.2. accessibility

5.2.1. use of CSS / ensuring that materials created are accessible / alternative versions available

5.2.2. resources from video training

5.3. strategy map

5.4. PPP SIG

6. Communication

6.1. working with others

6.1.1. courseware developers network faciiltator

6.1.2. LUTube team member

6.1.3. BLG team member

6.1.4. Presenting to BLFG, e-learning forum

6.1.5. Presentations and sharing information with L&T team

6.1.6. Running SDDU sessions on using technlogy to open up new avenues for communcation.

6.1.7. Methods ofcommunication: standard etc, wikis, blogs, google talk, podcasting, presentations to groups, writing articles, plug in etc.

6.1.8. mailing lists

7. specialist options

7.1. training mentoring and developing others

7.1.1. training

7.1.2. developing, at desk support followingup from training or enquiries

7.1.2.1. POLIS

7.1.2.2. Carol from careers

7.1.2.3. PLOTcasting

7.1.2.4. Ghazala Mir

7.1.3. More intense project based work

7.1.3.1. Steve Green

7.1.3.2. Sue Fallon

7.1.3.3. Alison McKay

7.1.3.4. Edmund Linfield

7.1.3.5. Louise Mauborgne

7.1.4. acting as broker between academics and technology

8. Link to guidelines