Taming Wild Technologies in the Media Zoo
Gilly Salmon
 Gilly Salmon, Professor of E-Learning and Learning Technologies at Leicester University and head of the Beyond Distance Research Alliance (BDRA), explores technical innovations in learning with a team of British teachers and researchers. The group has created what she calls the “media zoo”, using technology, such as “Second Life”, for teaching. Students experience unique learning opportunities in digital worlds. Without personal risk they can leap in time and place, find their way around a genetics lab or evacuate a dangerous oil rig. Ms Salmon will present her ideas on learning innovation at the conference and is excited to hear and learn from Africa in this respect.
eLA: You are a renowned expert when it comes to the latest eLearning trends in higher education in Europe and beyond. What fascinates you most about the recent transformations at Africa’s universities?
Gilly Salmon: I am fascinated by the education sector in Africa because of the huge potential and openness to learning innovation. The African education sector understands the need to evolve and develop in creative, constructive and productive ways – well beyond the ‘what works’ and the ‘solutions’ approach to the use of technology.
eLA: You seek to maximise learning opportunities. Which innovative approaches from Africa are you excited about?
Gilly Salmon is Professor of E-Learning and Learning Technologies at the University of Leicester, in England. She is head of the Beyond Distance Research Alliance and of the Media Zoos. She was previously with the Business School of Britain’s Open University. Her research interests involve strategies for enhancing learning by new technology, the future of learning in higher education and innovation through learning design. She is a Fellow of the Higher Education Academy and in 2006 was recognised as National Teaching Fellow under the Education Academy’s National Teaching Fellowship Scheme.
Gilly Salmon has two research degrees: in change management and ICT and pedagogy. Her book E-moderating was a pioneering work in online teaching. Other recent books include E-tivities and Learning in Groups, written with David Jaques. She published Podcasting for Learning in Universities in August 2008 and is currently writing Learning Futures.
Gilly Salmon: In Africa there is a much expanded appreciation of the potential of technologies that are produced for entertainment, communication and business purposes and how they can be ‘harnessed’ for educational purposes, especially those that enhance and develop the learning experience at all levels. I find educators in Africa more than willing to try both incremental and radical innovations – whereas the traditions and constraints in Europe sometimes get in the way of these!
In addition, there is a need for the huge effort being put into infrastructure to be tempered by the requirements for learning design and delivery processes. There’s also a demand for pedagogies that truly exploit the benefits of networks and access and create scalable and usable outcome and impact.
eLA: You will discuss the topic of “Achieving Learning Innovations” at eLA’s opening plenary. How can African and European eLearning initiatives benefit from each other in this respect?
Gilly Salmon: Everything we are researching and developing at the mixed-mode University of Leicester in the UK is focused on the evidence of what technologies offer in terms of real benefits to staff and students. We exploit only low-cost, high-value applications and test them in the context of practical, real learning situations. We also build models and frameworks for testing by others in their specific contexts. Here is how we can truly work together – sharing evidence and testing it in the ‘real’ learning world. Sharing begins with understanding!
eLA: What do you expect to take home from eLearning Africa 2010?
Gilly Salmon: I am hoping and planning to take a much wider understanding of how we can work together in this way back to Leicester from the eLearning Africa 2010 conference.
eLA: Thank you, Professor Salmon.
Projects from the Beyond Distance Research Alliance
The ’Media Zoo’
The Media Zoo provides a supportive, experimental environment for Leicester University staff to facilitate transfer of understanding of the design of learning activities using learning technologies. In physical and virtual spaces, the group promotes innovative learning technologies across the University. Why call it a ‘zoo’?
“It is about taming wild technologies“, Salmon says. “It helps to engage with all staff at the University and turn research into practice.“
The ‘Media Zoo’ is fun, accessible and safe and offers a variety of virtual worlds: “Some people might be adventurous and go on a safari to look at the wilder opportunities and evidence. Others prefer to stay in the ‘pets’ corner’, with the established, safe technologies such as virtual learning environments and digital libraries.“
For more information on the Media Zoo, please visit the website and listen to Gilly Salmon outlining its concept: www.youtube.com/watch?v=QlP4tN8Ig_Y&feature=player_embedded#!
SWIFT Project: Second Life Genetics Lab
This video was produced by Science So What? It’s an example of a science job of the future. The SWIFT Project's work, headed up by the University of Leicester Department of Genetics GENIE CETL, is used to of familiarize students of Genetics swith the procedures of a modern genetics laboratory.
http://www.youtube.com/watch?v=j2RojC7jfyc&feature=player_embedded#!
The DUCKLING Project: E-Readers, Podcasts and Second Life
DUCKLING stands for Delivering University Curricula: Knowledge, Learning, and Innovation Gains. This project uses three new technologies to deliver curricula: E-Readers, Podcasts and Second Life.
In December 2009, students on the Occupational Psychology Masters course at Leicester University participated in the DUCKLING project. They visited an oil rig on the virtual island of BDRA to discuss and experience training requirements, working conditions, and health and safety issues in the enveloping environment of Second Life. This event was a joint project between BDRA and the schools of Psychology and Education.
To hear more about how students of the School of Psychology and Education use DUCKLING, watch: www.youtube.com/watch?v=RK5BkUp8JRU
An example on how the psychology students acted and collaborated on the oil rig, see:
www.youtube.com/watch?v=XY1yewJKcdI
April 23, 2010
 Newsportal: Higher Education & Research
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