Anyway I’ll start my comeback by talking about the presentation I was involved in with Myles Dyer and Joanne Teague which was made at the 3rd International Blended Learning conference, (Sally Graham also helped out but was unable to attend in person). ‘Developing Student Identity, Values and Employability Skills Through the Use of Video Logs’ focused on the development of ones’ ‘self’ through the act of vlogging (video logging). The talk looks at how through creating and publishing video blogs on a regular basis can lead to the development of skills attractive to the employer such as presentation skills, confidence (in terms of receiving and giving critics, defending opinion, issuing challenges ) and team working through the creation of collaborative videos.

We take things further however – the overlying argument of the talk is as to how through the ongoing development of the aforementioned skills together with the creativity conferred and autonomy conferred through the act of vlogging, can lead to further development of the students identity in terms of their value and belief systems and how this translates into creating learning communities.

The presentation went down very well and generated discussion which carried on outside the talk. The full presentation is presented below which includes the question and answer session.

PART 1: VLOGGING AS THE PUREST FORM OF CREATIVITY
Why I started vlogging; vlogging as the purest form of creativity; improving presentation skills and identity – using the process for self exploration. Particular aspects: emphasis the use of the comments facility to enable discussion and exchange views; how over a two year period vlogging has helped to developed confidence and presentation skills (examples are provided); how the act of vlogging enables you to view yourself in a 3rd person perspective and to reflect and evaluate on how well you presented.

PART 2: BRIDGING THE GAP BETWEEN STUDENTS AND TUTORS – PLUS Q & A SESSION
Bridging the gap between students and tutors – how vlogging provides a forum in which both tutor and students can discuss ideas as opposed to the traditional lecture; academic autonomy, developing ownership and driving your own education ; team working and collaboration – bringing our own ideas and providing solutions by coming together, not as students or teachers but as one educational entity and value systems — knowing who you are.

Audience questions include: Can a viewer develop key skills through simply watching the vlogs? Vlogging enables viewers to leave comments — how important is this? (answer: it closes the gap between tutors and student, giving people, particularly the less confident, as sense of equality and freedom to pose questions in a less formal context), Are there things that the vlogger learns through this process of interacting with the wider world that makes them a better student? (answer: yes in terms of being open minded to the ideas of others and being able to dialogue with them such that you critically evaluate their arguments and take on board their views).

PART 3: THE FINAL PART OF THE Q AND A SESSION
The final part of the q and a session which looked at: Have you had many negative experiences with vlogging and how do you cope with it? (answer – many negative experiences in terms of negative and unconstructive comments. But this has led to being a better person in terms of comments which are negative but contain constructive arguments which are in turn evaluated and taken into consideration with comments left by others. If there is a trend you evolve as a person to deal with it. If we were to use this within a formal education context, where vlogging was required rather than self-directed, would this have a positive result or would it sterilize the process? (answer not really as vlogging allows the student to bring their own interpretations of the topic into the process. So it’s more then learning facts but being able to put forth your own point of view. Other questions include: Vlogging enables you to develop in terms of being able to express yourself clearly. Has this translate into other areas of your study?

AND THE SESSION CONTINUED (THROUGH BLOGGING)
Interestingly, and probably typical of today’s e-learning conferences, one member of the audience, Dr Richard Hall, (De Montfort), immediately blogged his reaction, via the LRC, in a post titled ‘The most inspiring conference presentation I have ever seen’, (Web Link). This led to an online discussion between himself and Myles with other delegates chipping as well including Julie Hughes (University of Wolverhampton), who stated ‘This was the highlight of the conference for me and it made me really excited about the possibilities for other students’. Richard’s post accurately summarised the essence of vlogging particularly in terms of reaching out and forming communities – it’s not about my education but our education: “…Myles is opening up spaces for people [him] to becomes themselves [himself] and relate to others and take meaningful action. This is powerful stuff, beyond the banalities of “me and my learning environment”, towards a progressive, hopeful pedagogy,..”. And in terms of the future a rallying cry towards a time in which students are empowered to develop their own passions for the subject “Myles’ talk reinforced to me the powerful impact of Web 2.0, or the read/write web, on learner agency in educational environments that are at once connected and networked and informal and formal. Grasping these affordances is a crucial part of education as a democratic, political project, and in empowering our students’ through facilitating their development of personal literacies.”

MINI DOCUMENTARY : THE BLENDED LEARNING CONFERENCE 2008
To take things further Myles was also encouraged to produce a vlog about the whole event. This produced in the form of a min documentary which included highlights of his presentation, after talk reflection and extracts from interviews with Richard Hall and Norm Vaughan (Calgary University). He also used his online journal to record his reflections (Web Link).

Richard and Myles look at the use of Web 2.0 tools in education: elaborating on what web 2.0 tools are, what can be achieved with them in terms of connecting with others and the limiting factors to their inclusion within teaching. For example the idea of student rather than staff driven vlogging activity in which the students connect with others exchanging world views and then reflecting and taking that reflection back into the curriculum.

While Norm and Myles considered the notion of how the rise of online communities has led to the on the fly develop of social tools whose iterative development is responsive and consequence of the communities needs.

FEEDBACK FROM THE VLOGGING COMMUNITY
The above video also appears on YouTube and has at the time of this blog been viewed 4400 times and received 120 comments from readers (including 4 video responses). Some of the video responses have been left by other students and it’s interesting to hear what they have to say (here for example).

Regarding the comments: a great many were supportive and congratulatory in tone while some led to discussions. There were of course a few challenges which was great as they provided the opportunity to elaborate on things which were not apparent in the video. In all this exactly showcases the strength of the medium in that it allows further and continual re evaluation of the topic on a non hierarchical level allowing everyone to form their own versions.

For instance:

“I know I wish I’d discovered this thing earlier in my life. It can be a great way to move forward in so many areas of life.”
“I’m still yet to post my first vlog, but I’m building confidence by watching yours and others that have succeeded here on YouTube. Thank you.”

“I was 13, studying Evangeline (Longfellow) and the great thing was the teacher had us make books. Draw pictures, write our take of the poem, and I’ve not forgotten the overall story of how the British removed the French Acadians from Nova Scotia to Louisiana. Youtube is now the “binding” of the images and discussion which will help students learn. Better than text books, cram, then exam by choosing 1 of 4 answers. “

“I’m a homeschooling mom of two girls, ages 16 & 11. I truly think that what you are doing is incredible. I am seriously considering making Vlogging part of our curriculum & that is in large part thanks to you.”

“It’s interesting that society’s obsessed with the dichotomy of “online” and “offline”. I see it like an extension on community, like, we don’t bother to distinguish between “school community” and “work community”, which also truly exist in their own worlds. But we also freely accept they are part of the “real world”.” Which is really interesting since I think that where blogging and vlogging fail when implemented as educational activities is that the tutor fails to recognise that the whole thing is about community and exchange of ideas. In other words its all about conversation and as such they should recognise that the conversation can and should happen online (via blogging) and offline as well. And the curriculum and class room design needs to reflect this.

“Coincidentally, one of my daughter’s teachers only last week suggested that she vlogs to improve her communication skills. In a few years, vlogging will become expected of prospective students as part if their extra curricular activities.”

And finally this: “Is herts uni any good? I’m living only a few miles from it, should have gone to the open day really. Dam thats a bad-xxxx sllideshow. Just over a grand is pritty good for all that!”. Clearly some marketing potential here.

In all a great and fun endeavour – we are now off course looking for further challenges…

NOTE: SLIDES FROM THE PRESENTATION CAN BE FOUND HERE

Having said that a few challenges need to be worked out: how do you protect what is private; are we always safe sharing; how do we earn a living if everyone is sharing their ideas and (my favourite) what if is Wikipedia is crap.

“You are what you share”