Web2.0: Promises and Perils - Obrien and Dahl

BARRY DAHL JOHN O’BRIEN VICE PRESIDENT ACTING PRESIDENT LAKE SUPERIOR COLLEGE CENTURY COLLEGE [email_address] [email_address] WEB 2.0

http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

One Machine Kevin Kelly, TED Talks

Kevin Kelly, TED Talks

A Modest Proposal for Higher Education for the Next 5,000 Days: Understand that Web 2.0 are Still Blunt, Emerging Tools

What is Web 2.0? Look up the O’Reilly definition on the Web. It is a social, web-based, useful tool, with a small learning curve.

ANY WEB SITE, TOOL, OR APPLICATION THAT YOU CAN COMPLETELY CONTROL.
What ISN’T Web 2.0? EXAMPLE: IF YOU DISABLE COMMENTS ON YOUR BLOG, IT IS NO LONGER WEB 2.0

What Web 2.0 Tools Are in Your Toolbox?
GRAB YOUR CLICKERS.
LET’S SEE WHO USES WEB 2.0 AND WHICH TOOLS.

0-10 years
11-20 yrs
21-30 yrs
Over 30

Faculty
Admin
Other

Uses & Users of Web 2.0 in Higher Ed Wiki barrydahl.wiki.zoho.com/

Active and Collaborative Learning Web 2.0 Collaborative Apps, Active Games & Simulations Student-Faculty Interaction Social Networking, Advanced/Alternate Communication, Podcasts Support for Learners Web 2.0 Tools Promote More Interaction and Frequent Communication

BEST PRACTICE:
WWW.BARACKOBAMA.COM
The Peril of Falling Behind

The Peril of Raising the Bar
DOES HIGHER ED LOOK FOOLISH AS THESE TOOLS ARE BEING USED OUTSIDE OF EDUCATION? ARE WE GOING TO BE ABLE TO KEEP UP AS THEY CONTINUE TO RAISE THE BAR HIGHER?

The Peril of Missing the Boat
SINCE HIGHER ED HAS BEEN SLOW TO ADOPT THESE TOOLS, IT BEGS THE FOLLOWING QUESTION:
WILL WE GET ON BOARD AT ALL?

http://en.wikipedia.org/wiki/List_of_social_networking_websites We have a lot to learn about/from Facebook…

The Gap
Social Networking:
Instant Access to the Friends of Your New Friend’s Friends’ Friends
Instant Mood Ring
Two Classic College Conversations:
What classes are you taking?
Who’s teaching that class?

The Gap
Social networking:
Instant Mood Ring
Daily News Feed

The Gap
Social Networking:
Instant Mood Ring
Two Classic College Conversations:
What classes are you taking?
Who’s teaching that class?

More Than Just a Disconnect

Prospective Students Want to…
Complete a financial aid estimator form (88%)
Complete a tuition cost calculator form (83%)
Complete an admissions application online (81%)
Request a campus visit by completing a form (81%)
IM an admissions counselor or student worker (72%)
Complete a form to RSVP for a campus event (72%)
Inquire online (70%)
Read profiles of faculty (64%)
E-mail a faculty member (64%)
Read a faculty blog (64%)
Read profiles of current students (63%)
Read a blog written by a current student (63%)

Vision of Facebook-Like Information Exchange

Search by Name: Search by Teaching Subject: Search by Courses Taught: Search for Faculty by Interest Areas (e.g., film, hiking): Search for Faculty by Day of Week and Time of Day: First Name: Last Name:

PHOTOS BIOGRAPHICAL INFO TEACHING STYLE COURSES TAUGHT ARTICLES/BOOKS INTERESTS CONTACT INFO GRADING Select Any of the Buttons Below to Learn More About John O’Brien: WELCOME TO JOHN O’BRIEN’s PROFILE

PHOTOS
Click the thumbnail photo to enlarge.
JOHN O’BRIEN’s PROFILE

TEACHING STYLE
My teaching style is more informal than average. While I spend much class time presenting information you’ll need to know (so note-taking is required), I frequently break from notes to provide additional information on the side. I usually teach in a classroom with a projector and a live internet connection, and I frequently use powerpoint and the internet.

GRADING
Day one you’ll get a syllabus with details on how grades are determined for each class. I include pop quizzes to make sure you are keeping up on readings. In composition courses, I do teach grammar and punctuation—and test on it. I have high expectations for the written work in all my courses and while the grade distribution in my composition courses is not unusual, students say they work hard for the grades they earn.
You can see an example of what an A Paper , B Paper , and C Paper look like in my class (students gave permission to share their work).

BIOGRAPHY
I grew up in a small town in SW Minnesota, where I went to high school and was pretty much an average student in high school, until I came to college and discovered how much I loved literature. My freshman year, I got a F on the grammar and punctuation pretest from Professor Ron Robinson, but because I became so engaged in the class, I ended up deciding to major in English—and landed a job as his TA. After I returned from Dublin, Ireland, where I got my master’s degree studying Irish literature, I was hired by that same college and had an office a few doors down from Ron. And I was teaching the course that I took a handful of years before. This is why I have reason to believe that college changes lives, and why I feel almost evangelical about the importance of teaching and learning. Neither of my parents went to college, though this does not mean they weren’t wise, so it would not have been that remarkable had I not gone to college. I’m lucky they supported me in a life of learning that continues to this day. Click here here for more biographical information.

A. ELEVATING THE TRIVIAL
B. LOSS OF PERSONAL PRIVACY
C. RISK OF SECURITY BREACH
D. RISK OF TECHNOLOGY FAILURE
E. “REQUIRED” WEB 2.0 WORK
F. LACK OF TRAINING/SUPPORT
G. OTHERS?
Minimizable Perils

JOIN THE FACEBOOK GROUP WEB 2.0: PROMISES AND PERILS Continuing the Conversation

BARRY DAHL [email_address] JOHN O’BRIEN [email_address] Continuing the Conversation

[email_address]

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Web2.0: Promises and Perils - Obrien and Dahl

by Barry Dahl on Oct 23, 2008

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