2. Click anywhere to continue The SHARP Guided Tour Welcome to the SHARP guided tour — designed to show you how the SHARP approach works in practice. By the end of the tour you should be able to see how you could use the SHARP approach with either: X undergraduates studying for a vocationally oriented degree qualification, or X experienced practitioners engaged in programmes of continuing professional development (CPD). Note that all the information in this tour is covered in more detail elsewhere in the SHARP web site, but please stay with the tour — we will give you links at the end. Slide 1 of 4

3. Click anywhere to continue What is involved in running a SHARP style programme? To run a SHARP programme you must set up an asynchronous multimedia conference (AMC) where programme participants, tutors (and perhaps also invited contributors) can discuss and develop their understanding of working knowledge within your field. The usual starting point for discussion in the AMC is one or more short video clips representing some aspect of working practice. Slide 2 of 4

4. Click anywhere to continue Who makes the video clips? Video clips for a SHARP style AMC need to be created by practitioners. X If you are working on a continuous professional development (CPD) programme, these practitioners will also be the participants in the AMC. X If you are engaged in undergraduate teaching, you will want most of the participation in the AMC to be from your students and their teachers, but you may also need to arrange for relevant contributions to be made by some experienced practitioners. Slide 3 of 4

5. Click anywhere to continue What does the AMC consist of? The AMC discussion itself can consist of audio, video, textual and graphical annotations to the original video clips. By participating in the AMC, students, teachers and practitioners collaborate in constructing a communal hypermedia resource whose content focuses on a set of real-world working practices. Both the process of constructing the resource, and the end product itself, are important in promoting everyone’s learning. Slide 4 of 4

6. Click anywhere to continue A practitioner, Sonia, has identified a practical problem relating to her work. She decides to create a video clip from her office space to capture the problem... Here is a practitioner, who provides consultancy on the design of learning materials. She uses her video camera to tell other practitioners about a specific task and its problems Click to play clip Slide 1 of 13

7. Click anywhere to continue Sonia uses the video clip to capture a representation of the problem, in order to share and to discuss it with other professionals who might also have encountered this problem We call this kind of representation in a video clip a ‘talking head’: more about that later Asynchronous multimedia conferencing Sonia places the video clip in the discussion space, the AMC environment, to make it available to others Slide 2 of 13

8. Click anywhere to continue The clip is placed in the discussion space, where others can also view it. It is one of a family of what might be called multimedia objects The AMC environment Sonia’s Video Clip Slide 3 of 13

9. Click anywhere to continue Another practitioner, Chris, sees Sonia’s clip and has a suggestion to make. She uses a screen capture program to make another sort of multimedia object. In this case she makes an animation clip, describing an alternative approach for handling this problem. Click to play clip Slide 4 of 13

10. Click anywhere to continue Chris’ animation clip is also placed in the AMC environment, connected to the video clip made by Sonia The AMC environment as an annotation Sonia’s Video Clip Chris’ animation clip Slide 5 of 13

11. Click anywhere to continue Another practitioner, Tom, also has a view on Sonia’s problem and decides to make a response in a text message Hello everyone, I have a different way of handling this problem that might be useful to share here … ……. Tom Slide 6 of 13

12. Click anywhere to continue Tom’s text annotation is also placed in the discussion space, directly connected to the video clip made by Sonia, but also related to Chris’ animation clip The AMC environment Sonia’s Video Clip Chris’ animation clip and together these create a complex multimedia object Tom’s text annotation Slide 7 of 13

13. Click anywhere to continue The three multimedia objects are linked by their associations to each other. It is both a physical and conceptual packaging together. The AMC environment Sonia’s Video Clip Chris’ animation clip Tom’s text annotation Annotations can add to, and elaborate upon the video clip: eg in comments/questions/etc Slide 8 of 13

14. Click anywhere to continue Practitioners view Sonia’s clip and its annotations. A higher- or meta- level multimedia discussion follows. For example, Sonia adds another video clip to the AMC environment Click to play Sonia’s new clip In this case, the discussion is about professional approaches to using software tools Slide 9 of 13

15. Click anywhere to continue Sonia’s Video Clip Chris’ animation clip Tom’s text annotation The AMC environment The complex multimedia object helps to exemplify and demonstrate a real instance of the meta-level problem. While the video clip annotates the complex multimedia object Sonia’s video clip Slide 10 of 13

16. Click anywhere to continue Here is Bodil’s question, as a video annotation Click to play Bodil’s clip More questions, comments and advice start from the discussion raised in Sonia’s new video clip. These contributions are also added to the AMC environment, as annotations to the video clip. They include: voice messages voice messages text messages text messages video clips video clips Slide 10 of 13

17. Click anywhere to continue The AMC environment Sonia’s Video Representa- tion Chris’ animation suggestion Tom’s advice message The AMC environment A voice annotation Creating a rich web of multimedia objects that demonstrate, comment, question and advise upon the problem initially posed by Sonia A text annotation Sonia’s video representation of the meta- level problem Bodil’s video question Slide 12 of 13

18. Click anywhere to continue The AMC environment Sonia’s Video Clip Chris’ animation clip Tom’s text annotation The AMC environment Bodil’s video annotation A voice annotation Sonia’s video clip Topic: Using software tools (Pete Smith) Response: Training time and ongoing work (Ed Chu) Response: RE: Training time & ongoing work (Ann Bell) Response: Specifying needs to providers? (Bob Evans) Topic: Keeping abreast of new tools (Helen Cross) Over time, more contributions are added to the discussion: e.g. as text-based topics and responses, in the more traditional computer conferencing sense Slide 13 of 13

19. Click anywhere to continue You have completed the core part of the SHARP tour. Please choose any of the following excursions : Where to now? Technology Pedagogy Making video clips Making video clips Making annotations Making annotations End the tour End the tour

20. Click anywhere to continue On from here Thank you for taking the SHARP tour. Please go on now to explore the rest of the SHARP web site. You can: Y Sign our [Guestbook] Y Contribute to the [Discussion area] Y Go to the [Project Office] for more details of the SHARP project. Y Look at [Events] for information on upcoming dissemination events. Y Experiment with [WebOrama], a prototype AMC tool.