COIL Center: Cross-Cultural 2.0 Guth/Shah-Nelson


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Presentation for COIL Conference @ SUNY Purchase, November 14, 2008 by Sarah Guth and Clark Shah-Nelson

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  • COIL Center: Cross-Cultural 2.0 Guth/Shah-Nelson

    1. 1. COIL Conference, 14 November 2008 Cross-Cultural 2.0 Break-Out Session Sarah Guth English Language Teacher University Language Centre University of Padova [email_address] Clark Shah-Nelson Coordinator of Online Education State University of New York Delhi College of Technology [email_address]
    2. 2. <ul><li>agenda </li></ul><ul><li>Introductions (5 min.) </li></ul><ul><li>Exploring the Galaxy of Web 2.0: (20 min.) </li></ul><ul><ul><li>tools, </li></ul></ul><ul><ul><li>task design </li></ul></ul><ul><ul><li>examples of good practice </li></ul></ul><ul><li>Group work: your own proposal (40 min.) </li></ul><ul><li>Wrap-up (10 min.) </li></ul>
    3. 3. Web 2.0 ↔ CMC & LMS autonomy create customization free informallearning integration mash-up interoperability multimedia open openstandards personalization remoteservers responsibility self-directedlearning share transportableskills
    4. 4. Building Contents Telecollaborative Tasks : Collaboration and Product Creation Problem Solving i.e. students collaboratively create contents wiki, C-map, google doc, podcasts, video
    5. 5. Managing Sources Create a distributed research network for… Information Exchange Information Collection and Analysis Collaboration and Product Creation Problem Solving using social bookmarking, social annotation and/or RSS feeds Course portal or platform wiki, social networking sites (Ning), Netvibes, etc.
    6. 6. Sharing Media Telecollaborative Tasks: Information Exchange Comparison and Analysis Information Collection and Analysis of contents on the Web teacher-created contents student-created contents using blogs, wikis, photo sharing, video sharing, podcasts, presentation sharing
    7. 7. Communicating Telecollaborative Tasks: Information Exchange Comparison and Analysis Information Collection and Analysis Interpersonal Exchange Collaboration and Product Creation Problem Solving many to many asynchr .: personal blogs, Twitter, Ning, Netvibes/Pageflakes, Google Docs, social bookmarking, Facebook, photo/video/audio sharing 1 to 1 (or more) synchr .: Skype, Wimzi, Meebo, Flashmeeting, DimDim, Yugma, Second Life 1 to many synchr .: Skype, IM, Meebo, Flashmeeting, DimDim, Yugma, Second Life many-to-many synchr. : Flashmeeting, DimDim, Yugma, Skype (chat/audio only), Second Life 1 to many asynchr .: Chinswing., Voicethread, blogs, Twitter, podcasts, social bookmarking
    8. 8. What is lost? What is gained? individual ownership collective ownership – attribution content quality and usability greater sense of responsibility clear division between personal / educational tools broader range of skills that can be transportable to different learning experiences in real-life contexts teacher control student control “ traditional” tracking mixed assessment: collective + individual sole focus on formal learning focus on informal learning top-down bottom-up 1 centralized learning space managed by technicians teachers must have competences in different areas and be creative increased autonomy peer learning
    9. 9. Example: Web 2.0 Tools Embedded into Moodle LMS Course From University at Albany School of Education: ETAP 687 Introduction to Online Teaching by Alejandra M. Pickett, 2008
    10. 10. <ul><li>potential barriers or &quot;keep in minds&quot; </li></ul><ul><li>privacy - many Web 2.0 sites allow a certain amount of privacy, but some less so. Instructor must carefully consider how to navigate such issues. If students are creating materials and posting them publicly to Flickr, YouTube, Odeo, etc. - are there considerations that need to be taken for their privacy? Release or consent forms to be filled out by students? </li></ul><ul><li>logins - how do students and faculty manage all the logins for the various sites? Is there a &quot;best practice&quot; defined for this? Many sites allow &quot;invitations&quot; to be sent out via email, but each site is different- so must be navigated when setting up the course and explained to students </li></ul>
    11. 11. <ul><li>potential barriers or &quot;keep in minds&quot; </li></ul><ul><li>support - many faculty are used to getting support from within their organization. When using Web 2.0 tools, faculty may need to learn to work within new systems of support, such as signing up for and using user help forums, documentation wikis, and/or whatever help/support system is in place for each individual tool. (Luckily, most Web 2.0 sites have excellent systems set up for this!) This will also need to be spelled out to students- where they go for technical site support, as opposed to calling their local helpdesk. </li></ul><ul><li>longevity - how long are the materials keep on the various sites? Generally, each user would need to monitor how long (if not forever) they exist or delete them when ready. Although we may expect these materials to be available in perpetuity, it is possible that some of these sites will not survive a harsh financial climate. How can we be prepared for such a situation? </li></ul><ul><li>orientation to students - what are best practices for orienting students to the various tools to be used in a course? </li></ul>
    12. 12. “ The exciting promise of the Web [2.0] is that it offers an environment in which a creative teacher can set up authentic learning tasks in which both processes and goals are stimulating and engaging, and which take individual student differences into account.” Ushi Felix, 2002 Now let’s see how creative you can be! (Our shared bookmarks: )