DRAFT (final preso at http://edtechpost.wikispaces.com/Open+Educator+as+DJ+%28Final%29)

-Proposal Blurb-

The Open Educator as DJ - Towards an Actual Practice of Educational Remix

The metaphor of "Teacher as DJ" isn't new - as Wiley noted (http://opencontent.org/blog/archives/227), ever since the phrase "Rip, Mix, Burn" entered the popular consciousness via Apple's advertising campaign, it began to be applied to how educators might approach digital educational resources.
But with the ever increasing number of quality free open educational resources, the advent of 'mashups' as a widespread model of innovation both artistic and commerical, as well as the new breeds of online media tools and alternative interfaces, the "Educator as DJ" is fast moving from high level metaphor to practical art. This presentation will dig deeper into this metaphor and demonstrate live what the actual practice of the open educator as DJ might look like. So get ready to dance!

Going through the bins (Finding Resources)

  • obviosuly most people just start with Google
  • oer search engines & sites
  • google coop on the fly / freelearning
  • OER Recommender (see also Trailfire, diigo plugins)
  • delicious - tags and network
  • twitter, blogs - asking your network, listening to what they are finding
"Vinyl Ghosts" - Margolove
"Vinyl Ghosts" - Margolove

Sampling (Getting the parts of resources you need)

  • the simplest most time honored technique of all - copy/paste
    • but it has downsides;
      • takes things out of their original context
      • attribution; versioning;
      • can't always get the specific pieces you want
  • Linking
    • delicious, diigo, Trailfire (also includes sequencing aspect)
    • clipblogging (Google Reader shared items)
    • ideally you'd still be able to leave things in place
      • how to link directly to a segment of a google video
      • wiki inc?
  • Cutting/Snipping
    • downloadthemall / video downloader extension
    • http://www.pwnyoutube.com
    • Also, media conversion techniques - zamzar, vixy.net
    • Integrated snipping techniques
      • clipmarks
      • sni.ps
  • Ripping
    • screenshots - jing
    • dapper, wikipedia -> google spreadsheet
"Deadly Weapon" -  herrnanditovsk
"Deadly Weapon" - herrnanditovsk

Sequencing/Remix (Putting the pieces in order)

  • all about the reassembly of what you've found, and adding context to it
  • In the case where you've literraly cut things to your drive, techniques like the following can work:
    • wikis
    • blogs
    • google sites
    • glogster
    • the list is endless
  • but if instead you've used a technique involving clipping into a "feed", then you might be looking at a technique that involves more syndication
  • the best of both worlds
    • wikispaces embed rss
    • wordpress feedwordpress!!!
"Reason Sequencer" - ethanheine
"Reason Sequencer" - ethanheine

Capturing your own track

('Cos sometimes you just can't find the right beat)

*mention Jan Knight's directory - http://www.c4lpt.co.uk/Directory/
"Recording 6" -  Grim Reaper With A Lawnmower
"Recording 6" - Grim Reaper With A Lawnmower

Performing the Set

(What would it look like to teach "live" with OER?)

  • wiki present greasemonkey script
  • prezi
  • cooliirs / wii-edu-dj

(and to those who think this is all just gimicky shit, I say http://vimeo.com/2229299)
include both the presentation but, like a DJ, how do you gauge where the audience is at, whether to increase or descrease the tempo (cf backchannel, ask a question, even clickers)
"Birdy nam nam - DJ Pone" - Monsieur Haze
"Birdy nam nam - DJ Pone" - Monsieur Haze

Jamming with Others

  • voicethread?

note - from Jason Toal - what are the feedback mechanisms that faculty can use to gauge where students where at; how do you "beat match" the next track to what students are already "dancing" too
find an image to depict DJ'ing with other musicians, etc

Adding Value

(from Martin W) Think more of the radio DJ here - the reason you listen to radio and don't just play the music is that a good DJ adds value. They don't just sequence and filter music, but provide context and add value (interview, chat, humour, etc). There is a good analogy with the educator when 'content' becomes free - what does the educator add?

cf also http://nessman.glogster.com/profile/, http://www.vuvox.com/ , http://prezi.com/ - what's the right way to use these? on the fly? as presentation tool?

    Links Referred to in this Talk

    The 'Payoff' - why is this interesting or important?
    • well, you did get to see a whole bunch of hopefully interesting online media tools, but...
    • it's not the specific tools themselves but the idea of being in the flow of these resources and the web in general - no 2 educators, just like no 2 DJs, have the exact same flow, but they have one, and recognizing this, and working on it, improving it, is important (and being spurred on by 'aesthetic examples' like those of music and DJs IS helpful)

    • while many of these tools may be helpful, it's not the tools themselves I wanted to showcase, but the WORKFLOW, how if you start from the assumption that there is already a TON of stuff out there and make the capturing, editing and republishing it simply part of your regular flow, not only will you start to produce new educational resources in ways that are simpler and more engaging, you'll do so in a way that ALSO allows your own students to both learn from your flow and step into it themselves.

    The brilliance of some of these techniques is that they are built on top of basic, open web technologies accessible to anyone with a web browser, and don't require you to sacrifice sequencing or authorship to ALSO provide a broad canvas that students can explore, in their own order, on their own time. That's when the real dancing, the real learning, begins.

    Some premises
    • the proliferation of information on the web is not a problem but an opportunity
    • turning one's back on it or pretending it doesn't exist (and is changing/growing fast and always) is NOT an option
    • but learning to swim in this sea of information/OER IS
    • we are at the edge of a sea change in how we interact with both information, knowledge and learning, one facilitated both by the network and by new interfaces, ways to interact with computers and data that take more advantage of things that people already do well.

    The fact that the metaphor comes from a creative field/has an aesthetic focus IS important; using metaphors like this helps us become more conscious not just of the :what" we are educating about, but the "how", pay attention to the design, the experience. Also, just like in artistic process, borrowing a metaphor from another field can be really helpful in what it reveals to you about your own field, helps you to recontextualize it

    the resulting OER
    a wiki page for each of 'segments' which contains
    • intro text
    • screencast of that process
    • urls from delicious tagged with "opened_dj + segment_name"
    • ???