LTMS 510: Learning Technologies and Solutions - Class 7

Editor's Notes

• #2: Note: Agenda – Display as students enter the room Review Student Presentation: Blogging Topic 1: Decision Analysis Topic 2: Podcasts Topic 3: Collaboration/Community
• #3: Note: Review (5 minutes) 6:00-6:05 PM eLearning
• #4: Note: Blogging Presentation (30 minutes – 5 prep, 20 min. pres., 5 debrief) 6:05-6:35 PM
• #5: Note: (5 minutes) 6:35-6:40 PM We are focusing on identify criteria. Decision Analysis: This is the process we’ll be going through for the learning technologies selection project Show the example decision analysis spreadsheet when going through this Criteria (what am I using to evaluate the product?) – Identify through use cases Identify possible choices (what are the potential options?) Classify (MUST or WANT) – this is key. Too many MUSTs and a solution will be difficult to find, too few MUSTs and it will be hard to narrow down a solution Weight (relative importance of each WANT) - 1 to 10 Evaluate products Doesn’t meet a MUST, then the product is eliminated from consideration Make a Selection Consider adverse consequences Consider threats
• #6: Note: (6:40– 7:10) 15 minutes to finish up use cases and criteria 15 minutes of review Work through a Decision Analysis 1. Use case & criteria 2. Options (only do this slightly) 3. Evaluate options based on criteria LOOK AT ONES FROM LAST YEAR TO ANTICIPATE RESPONSES/ISSUES Group 1: Take a vacation (Tom H, Elizabeth, Stacy, Justin) Group 2: Buy a house (Dennis, Mike, Betsy) Group 3: Buy a car (Matt, Neil, Rich, Ryan, Tom) ========Will do the rest of this later in the semester================= Identify possible choices (what are the potential options?) Classify (MUST or WANT) – this is key. Too many MUSTs and a solution will be difficult to find, too few MUSTs and it will be hard to narrow down a solution Weight (relative importance of each WANT) - 1 to 10 Evaluate products Doesn’t meet a MUST, then the product is eliminated from consideration Make a Selection Consider adverse consequences Consider threats
• #7: Note: (7:10– 7:15) Learning Technology Selection Report: Phase 2, Part 1 (Due Monday, March 12)
• #8: Note: Break (5 minutes) 7:15-7:20 PM
• #9: Note: (7:20– 7:40) Create a podbean account (use a non-HU email account) – I just found out that we were blocking the site and you won’t have access through your HU email for 48 hours. Username: apetroski Password: 06c08de http://www.podbean.com/login Publish a Podcast from home page Publish a new show Fill in form items Select or upload file Share your podcast feed in the Forum Go over a podcatcher http://www.podcatchermatrix.org/ http://en.wikipedia.org/wiki/List_of_podcatchers http://gpodder.org/
• #10: Note: (7:40– 7:45) We’ve set the framework in the first half of the semester by exploring some foundational learning technologies (Management Systems, Media and Online courses/eLearning). The second half of the semester we’re going to explore less overarching technologies and ones that are often used in conjunction with management systems, media and eLearning.
• #11: Note: (7:45– 7:50) Tonight we’re going to explore the category of learning technologies that I’ve labeled “Community.” In the survey at the beginning of the class, 75% of you indicated you have significant to very significant experience with social networking and about 58% of you indicated you have significant to very significant experience with web 2.0. About 42% of the class has already taken the LTMS 600: Implementing Web 2.0 in the class and another 42% of you will take the course 5 will take the LTMS 600: Implementing Web 2.0 in the Classroom 5 of you have taken the LTMS 600: Implementing Web 2.0 in the Classroom So, we’re not going to go too in-depth with this topic in this class . . . There will be tonight’s class (and maybe a continuation in the next class) and then you have two projects related to using web 2.0 technologies (blog and encyclopedia wiki). In addition, this is a vast topic. We have two classes dedicated to it. So, it’s impossible to adequately explore it within the confines of a survey course. But, we will take a look at it’s impact, the large majority of options and explore some of the tools. You also indicated in the survey at the beginning of the course the services with which you have accounts. Based on this we’ll be taking a more in-depth look at LinkedIn and Ning. I do however, also want to look at Twitter and Facebook. Ally Tapp’s class project – blogging/wiki
• #12: Note: (5 minutes) 7:50-7:55 PM The concept of online communities is referred to by many names. Again, that creates a challenge for describing, showing the value of and evaluating the success of communities. It can be different things to different people. Web 2.0 has been used to describe almost everything that is not static content on the web. What’s the difference between web 2.0 and the web that came before it?
• #13: Note: (5 minutes) 7:55 - 8:00PM Web 1.0 vs. Web 2.0 1 = Read web 2 = Read/write/share web Really a marketing gimmick coined by Tim O’Reilly to describe the web after the dot com bust in fall of 2001 – to promote a conference. http://oreilly.com/web2/archive/what-is-web-20.html
• #14: Note: (5 minutes) 8-8:05PM for slides 14, 15, 16 Let’s dive a little deeper with some terminology. This is a Web 2.0 word cloud indicating some terms that can be used to describe Web 2.0. Take a minute to review the word cloud. Are there any words that you want to discuss? Are there any words that you’d like more explanation about or any words that you didn’t think would be included with an explanation of Web 2.0? Describe Mashup – if don’t get any responses Programming mashups Data / presentation mashups Combine data from multiple sources to create a new output Word cloud from wordle.net Basic description of Web 2.0 - Interconnected and interactive web-delivered content . . . versus web 1.0 which was often static, one-way web content.
• #15: Here’s another Web 2.0 word cloud. This one is more detailed than the other – more technical. The other was more of a “user” word cloud. This one is more of an “implementer” word cloud. There are 2 sides to web 2.0 – the user experience and the technology How about this one? What words do you want to talk about with this one? Describe folksonomy – if don’t get any responses collaboratively creating and managing tags to annotate and categorize As you can see from this word cloud and even the one before, there are a lot of concepts, techniques, strategies and technologies that make up web 2.0.
• #16: http://www.personalizemedia.com/garys-social-media-count/
• #17: Note: (5 minutes) 8:05-8:10 PM for slide 17, 18 So the concept of online community activity and tools is vast. So, let’s take a look at categorizing it. Bersin & Associates is an enterprise learning and talent management research and advisory company. They’ve tried to summarize Web 2.0 by creating 4 categories – The 4 C’s of Web 2.0. The categories are not exclusive. Tools can go cross-category, but for the most part their main use/purpose can be listed in one category. A lot of tools are “mashups” of all of these functions (All 4 Cs). Describe 4 Cs of Web 2.0 Conversations (self explanatory – mainly text, but could be voice, video) Content (creation, collaboration and sharing) Connections (connecting to people) Collaboration (working spaces where a lot of interconnected activities can happen) What are the benefits of having online conversations as part of learning? Expand your knowledgebase Different perspectives Don’t have to start from scratch Easy to create web content What are the benefits of content creation as part of learning? Content mash-ups Don’t have to start from scratch Templates for creation Don’t have to start from scratch What are the benefits of connections as part of learning? Access to experts The whole is more than the sum of its parts Find people like me, find people not like me What are the benefits of collaboration as part of learning? Idea generation Specialization The whole is more than the sum of its parts Different perspectives “ Eating the Elephant” – building progress through small/short multi-person participation Increased ownership
• #18: Here are some specific tools for each category. Also - http://www.go2web20.net/ Conversations Skype Blogs – show a blog (http://www.articulate.com/rapid-elearning/unleash-your-e-learning-graphics-from-powerpoint-2007/) Blogger.com - hosted Wordpress.org - installed Desktop blogging tools http://www.smashingmagazine.com/2008/08/01/15-desktop-blogging-tools-reviewed/ Blogging tools and seven blogging tools reviewed http://www.techsoup.org/learningcenter/webbuilding/page5516.cfm Forums – show a forum (http://forums.adobe.com/community/dreamweaver/dreamweaver_general) activeboard.com groups.google.com Microblogging – show a micro blog (my page on twitter.com) twitter.com Yammer.com VOIP Skype Content Content Sharing www.diigo.com – highlight, annotate, and share the web (show video from home page) http://www.diigo.com/learn_more?p=1 www.slideshare.net www.youtube.com – can create a channel Digg.com – users vote on the best online content (social bookmarking) Delicious.com – share your bookmarks, view others bookmarks, see most popular sites – explore by keywords (social bookmarking) Content Creation www.splashup.com fotoflexer.com Adobe Premiere Express - http://www.adobe.com/products/premiereexpress/ Xerte - http://www.nottingham.ac.uk/xerte/ Content Aggregator www.bloglines.com www.netvibes.com Connections – Social Networking sites (often include a combination of web 2.0 tools) Linkedin.com Facebook.com (games, event page, etc.) Ning.com – show central PA learning technologies Ning site (http://cplearntech.ning.com/) Collaboration Wikis – general collaboration – content development, content sharing, blogs, etc. Wikis in Plain English - http://www.youtube.com/watch?v=-dnL00TdmLY Google Docs - Document Collaboration Basecamp - Project Management Mindmeister - Brainstorming Glypho.com – collaborative story writing Authoring Tools & Enterprise applications (LMS now include many of these social networking tools) Show uPerform - http://www.rwd.com/solutions/products/rwd-uperform.aspx Show SharePoint
• #19: Note: (10 minutes) 8:10-8:20 PM
• #20: Note: () Review mind maps – What did you think about some of the timelines in the Horizon report? MySpace (reference in 2007) – no longer a leader Ask what’s the benefit? Ryan – Active learning with Web 2.0 (tagging, adding, creating); User to Community Connection - relationship between community and user (give and take); Ownership – makes it much easier for the learning to create and share Neil - Social Operating Systems (social graph) Tom H. – Repurposed Content is cost effective – not sure what that means? Stacy – Implicit and explicit collective intelligence (explicit = wikipedia, implicit = search patterns – web search); Social Learning in the Org (digital natives entering the workforce) Tom L. – Harness, Harvest, Reap, Create Mike – an opportunity to take what’s started inside the classroom to outside the classroom; eliminates location barriers to extend to the world Betsy – Amazon.com (explain how Amazon is an example of social networking or web 2.0) Matt – Collective Intelligence (unstructured data leads to new insight) Rich – Allows students to connect with professionals in the field. Why might that be important?; Allows the shy people to have a role . . . Or reflective people Justin – Additive Creation – add or append to an existing catalog (explain. Why might that be good?) Dennis – data on an epic scale (explain. Ramifications)? Social Operating Systems (Yahoo Life, LinkedIn, Ning) Key themes from mind map: Collaborative learning Higher levels of learning Learning theories (constructivism, socio-cognitive) Easy-to-Use Considerations Allows reflection User-generated content Different model of education for teacher and learner User profiles and preferences for connections and content delivery (connect people to people and to content) Authentic audience (this wasn’t specifically addressed, but is a powerful element of web 2.0) Ask questions to create dialogue. Won’t ask all questions. Horizon Report 2009 – K-12: Collaborative Environments What is your reaction to the spectrum of experiences that are described as collaborative environments in the Horizon report? Broad variety of experiences for one category One year or less outlook (Is this happening?) Horizon Report 2007 – User Generated Content What are some ways in which the passive audience of the past is becoming an active audience? Social bookmarking Content collaboration tools Community tagging and rating Horizon Report 2007 – Social Networking What are examples of social networking being used in education? Freshmen orientation Authentic language learning Rate professors Take and share notes Collaboration Webs: Read Horizon Report 2008 What are some of the areas of focus in the collaboration webs article? Creation, manage, share and collaborate on documents Manage the creation and workflow of rich media projects – easily share with others Spaces to work, share, capture ideas, and socialize Collective Intelligence: Read Horizon Report 2008 What is an example of Collective Intelligence? (other than wikipedia) How can this have an impact on learning technologies? Google’s page rank Amazon.com Social Operating Systems: Read Horizon Report 2008 Show and describe IntroNetworks – www.intronetworks.com (people like me, people that aren’t like me, people who can help me) What was your favorite example from all of the articles? Social Operating Systems examples
• #21: Note: (10 minutes) 8:20-8:30PM These are some of the social learning and social networking tools. There are hundreds, but these are some of the more widely used. You are either familiar with these or will become so as you continue to work in the program. The LTMS 600: Implementing Web 2.0 In the Classroom course explores these tools and more in-depth. Show: LinkedIn Play video: http://www.youtube.com/watch?v=ZVlUwwgOfKw Go out to LinkedIn and show groups How people are using Facebook in education - http://www.linkedin.com/groupItem?view=&srchtype=discussedNews&gid=934617&item=88083033&type=member&trk=eml-anet_dig-b_pd-ttl-cn&ut=2XnaJ8lJwnel81 Using Facebook in Education I actually had to bring FB into the classroom due to overcrowding and lack of computer terminals. It was also my presentation for AECT in Jacksonville in 2011. GoogleDocs http://www.youtube.com/watch?v=eRqUE6IHTEA Ning – was free, now only fee-based www.ning.com Twitter – Reference articles on Moodle. Twitter chat schedule - https://docs.google.com/spreadsheet/ccc?key=0AhisaMy5TGiwcnVhejNHWnZlT3NvWFVPT3Q4NkIzQVE&hl=en#gid=0. 8 PM 9 PM – Foodie chats (#foodiechats - http://www.netupnow.com/Foodiechats.html). Show #foodiechats in TweetDeck Facebook – show stuff on Moodle www.facebook.com Facebook Essential Training is on Lynda.com (as are video tutorials on a number of community/social learning tools) Show these others if there is time: Digg http://digg.com/ Delicious http://delicious.com/ Diigo http://www.diigo.com/ Check LTMS 600 in the Diggo LTMS Group Blogger www.blogger.com Wikispaces www.wikispaces.com Twitter www.twitter.com LinkedIn www.linkedin.com Slideshare www.slideshare.com Naymz www.naymz.com
• #22: Note: (5 minutes) 8:35-8:40PM Ask students for input/thoughts. We talked about benefits and challenges in the online discussion this week. (Pull comments from the online discussion into this) Strengths: Share knowledge Capture knowledge Quick response Experts on call Weaknesses: Have to bring people in Potential for communication breakdown Synchronous = time-based, everyone must be available Asynchronous = slow and need to motivate participation Keeping the conversation on task Social Networking and email are interdependent - http://www.emarketer.com/Article.aspx?R=1007520 Email is not be replaced, it’s being repositioned Considerations: Learning goal, learner motivation Audience (time, expertise) Teacher / Trainer as facilitator (these tools potentially change the skillset needed for teachers/trainers) Technology Some solutions are platform specific, web-based and/or browser specific Data Storage Learner’s Needs language technology skill level access to technology tools
• #23: Note: (5 minutes) 8:40-8:45PM (slide 16, 17, 18) Let’s not loose touch with what the focus is . . . learning When we take a look at the learning strategy diagram as we consider online communities there are a number of opportunities: Information is readily accessible by connecting to others Feedback can come from fellow students, experts or the general community Higher levels of learning can be achieved through user-created content, collaboration and reflection Can impact motivation by allowing learners to be active and to drive their own learning. (Learners must be instrinsically motivated.)
• #25: Privacy and security and management style that are all part of an organizational strategy can have a huge impact on the success of online community activity. If you’re organization does not share and collaborate in person then it will be difficult to make that happen online. Community tools/strategies can support other learning technologies to address their weaknesses. Community can connect learners and instructors to address the isolation that sometimes impacts the effectiveness of asynchronous online learning Community is also being used to enhance game and simulation experiences by connecting learners as part of the game or simulation or connecting outside the game and simulation for strategizing and debrief Other learning technologies, like media and documentation can enhance and support online communities. (Documentation = so everyone is not asking the same questions in the community all of the time)
• #26: Note: (5 minutes) 8:45-8:50PM . . . . Really need to be done with this by 8:30 Future of Online Community Geolocation http://connect.educause.edu/Library/EDUCAUSE+Quarterly/SocialSoftwareinAcademia/39976 The first is the addition of geographic information system (GIS) data that allows the social software sites to introduce an aspect of physical space. Plazes, for example, is a social networking site that adds another dimension by marking the GIS location of each user when they post and asking them to provide a picture and other information. Mobile blogging (moblogging) – available now, but become easier and easier Blog in the moment of experience Blog during down time Social Software Activity Streams Friendfeed.com Pull all the material a person has published into a single access point. Organize and display work. Learn to manage online resources Media as social web Video and audio social communications for communication and learning Integration (Mashups) Combining tools and functions to create robust environments Virtual World Blogging?
• #27: Note: () LTMS 518: eLearning Development Core course Instructional Development concentration Open elective . . . Becoming part of the instructional design curriculum
• #28: Mind Map 6 (Due March 9) Mid-term Adjustment Evaluation Learning Technology Selection Report: Phase 2, Part 1 (Due March 12) Learning Technologies Blog Post 1 (Due March 17) Go over Encyclopedia (wikispaces) Lynda.com??? Next week – spring break Week after that = online (Adobe Connect) – headphones Mid-course evaluation
• #29: Note: ()
• #32: Next class: Off next week – spring break . . . Enjoy Cancun!!!! March 9 is online (connection information will be posted) March 16 is the next time we’re back in the classroom For March 9: Mid-term adjustment survey Readings: Virtual Meetings: Read “7 Things You Should Know about Virtual Meetings” Web Conferencing: View “The Future of Web Conferencing in Education” Web Conferencing: Read “Energizing Virtual Instruction” Web Conferencing: Read How to By E-Learning Systems, Tools, and Services report (Brandon Hall, pgs 48 – 52) Virtual Labs: Read “The Emerging Value of Virtual Labs (pgs. 10-18)