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# LTMS 510: Learning Technologies and Solutions - Class 7

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LTMS 510: Learning Technologies and Solutions. Graduate course in the Learning Technologies Master of Science (LTMS) program at Harrisburg University.

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• Note: Agenda – Display as students enter the room Review Student Presentation: Blogging Topic 1: Decision Analysis Topic 2: Podcasts Topic 3: Collaboration/Community
• Note: Review (5 minutes) 6:00-6:05 PM eLearning
• Note: Blogging Presentation (30 minutes – 5 prep, 20 min. pres., 5 debrief) 6:05-6:35 PM
• 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
• 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 &amp; 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
• Note: (7:10– 7:15) Learning Technology Selection Report: Phase 2, Part 1 (Due Monday, March 12)
• Note: Break (5 minutes) 7:15-7:20 PM
• 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/
• 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.
• 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
• 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?
• 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
• 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.
• 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.
• http://www.personalizemedia.com/garys-social-media-count/
• 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 &amp; 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
• Note: (10 minutes) 8:10-8:20 PM
• 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
• 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.)
• 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)
• 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?
• Note: () LTMS 518: eLearning Development Core course Instructional Development concentration Open elective . . . Becoming part of the instructional design curriculum
• 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
• Note: ()
• 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)
• ### LTMS 510: Learning Technologies and Solutions - Class 7

1. 1. LTMS 510 Learning Technologies and Solutions Class 7, Monday, February 27, 2012•Review•Student Presentation: Blogging•Topic 1: Decision Analysis•Topic 2: Podcasts•Topic 3: Collaboration/Community
2. 2. Review• eLearning• Authoring Tools• Web Development Tools
3. 3. Learning Technology Presentation
4. 4. Decision Analysis•Kepner-Tregoe Model 1.Criteria 2.Possible Choices 3.Classify (MUST or WANT?) 4.Weight 5.Evaluate 6.Assess Risks 7.Select
5. 5. Activity•Use Cases & Identifying Criteria•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
6. 6. Learning Technology Selection Report
7. 7. BREAK
8. 8. Podcasts
9. 9. Learning Strategy Learning Learning Solutions Outcomes ----------------- Learning Technology Architecture ----------------- Online Course Game Virtual Classroom Simulation Evaluation Classroom Mgmt. Mgmt.Devices / Systems EPSS SystemsSystems Media Assessment Community Documentation Portfolio Analysis Performance Improvement Strategy Organizational Strategy
10. 10. Community
11. 11. Community social networking informal learning learning communities personal learning networks collaboration webscommunities of practice Web 2.0 social learning
13. 13. 4 C’s of Web 2.0 (Bersin & Associates, 2008)Conversation Content Connections Collaboration s •Blogs •Content Creation •User Profiles •Wikis •Forums •Content Sharing •Social Graphs •Workspaces•Micro-blogs / Life- •Content •Friends/Contacts •Project / Process streaming Management •People Matching Support •Chat/IM •Tagging / Rating •Buying/Selling •Innovation / Idea •VOIP •Social Generation Bookmarking •Calendars & •Syndication Events
14. 14. 4 C’s of Web 2.0 (Bersin & Associates, 2008)Conversation Content Connections Collaboration s •blogger.com •diigo.com •linkedin.com •wikispaces.com •wordpress.org •slideshare.net •facebook.com •docs.google.com•activeboard.com •digg.com •craigslist.org •basecamphq.com•groups.google.com •glogster.com •ebay.com •mindmeister.com •twitter.com •youtube.com •ning.com •yammer.com •splashup.com •language- •chatzy.com/ •fotoflexer.com exchanges.org/ •skype.com •xerte•voicethread.com •bloglines.com •animoto.com
15. 15. BREAK