Aapt 2008

710 views

Published on

Published in: Business, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
710
On SlideShare
0
From Embeds
0
Number of Embeds
18
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • * Use 7 Principles as guide to what makes a good PHI class. Might think especially about promoting critical philosophical thinking and discourse in the classroom. * Introduce WEB 2.0 briefly; highlight key elements that lend themselves to good teaching * Look at only a few applications and their usefulness. * Time for questions and discussion and trial
  • Aapt 2008

    1. 1. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom AAPT August 2008
    2. 2. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom
    3. 3. <ul><li>encourages student-faculty interaction </li></ul><ul><li>encourages cooperation among students </li></ul><ul><li>encourages active learning </li></ul><ul><li>gives prompt feedback </li></ul><ul><li>emphasizes time on task </li></ul><ul><li>communicates high expectations </li></ul><ul><li>respect diverse talents and ways of learning </li></ul>7 principles of good practice in undergraduate education Good Practice March 1987 AAHE Bulletin, Chickering and Gamson
    4. 4. <ul><li>“ Any given instructional strategy can be supported by a number of contrasting technologies (old and new), just as any given technology might support different instructional strategies. But for any given instructional strategy, some technologies are better than others: Better to turn a screw with a screwdriver than a hammer — a dime may also do the trick, but a screwdriver is usually better.” </li></ul><ul><li>Arthur W. Chickering and Stephen C. Ehrmann </li></ul><ul><li>IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever </li></ul>7 principles of good practice in undergraduate education Good Practice March 1987 AAHE Bulletin, Chickering and Gamson
    5. 5. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom
    6. 7. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents
    7. 8. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents Web 2.0 is the network as platform , spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an &quot; architecture of participation ,&quot; and going beyond the page metaphor of Web 1.0 to deliver rich user experiences . OReilly, Tim. “What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software.” Communications and Strategies 65 (2007): 17-37. image: http://hinchcliffe.org
    8. 9. Markus Angermeier: Web 2.0 Mindmap Translated versions ( http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20/ )
    9. 10. image source: http://www.jeffro2pt0.com interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents
    10. 11. OReilly, Tim. “What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software.” Communications and Strategies 65 (2007): 17-37.
    11. 12. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents <ul><li>Architecture of Participation </li></ul><ul><li>posting, commenting, and creating </li></ul><ul><li>Collective intelligence </li></ul><ul><li>sharing and collaborating </li></ul><ul><li>Folksonomy </li></ul><ul><li>organizing and searching </li></ul><ul><li>Syndication </li></ul><ul><li>feeding and aggregating </li></ul><ul><li>Rich Internet Applications </li></ul><ul><li>software as service and browser as desktop </li></ul>WEB 2.0
    12. 13. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom
    13. 14. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.diigo.com “ You are what you annotate.”
    14. 15. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents “ your easy-to-use web site, where you can quickly post thoughts, interact with people, and more” www.blogger.com
    15. 16. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.pbwiki.com “ your students get a gentle introduction into online collaboration”
    16. 17. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents docs.google.com “ Create documents, spreadsheets and presentations online”
    17. 18. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.netvibes.com Netvibes: “a global community of users who are taking control of their digital lives”
    18. 19. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.netvibes.com Michael Wesch’s KSU group is “dedicated to exploring and extending the possibilities of digital ethnography.”
    19. 20. <ul><li>encourages student-faculty interaction </li></ul><ul><li>encourages cooperation among students </li></ul><ul><li>encourages active learning </li></ul><ul><li>gives prompt feedback </li></ul><ul><li>emphasizes time on task </li></ul><ul><li>communicates high expectations </li></ul><ul><li>respect diverse talents and ways of learning </li></ul>March 1987 AAHE Bulletin, Chickering and Gamson
    20. 21. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.pageflakes.com Pageflakes: “the easiest way to read, see, discover and share your favorite things on the web”
    21. 22. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents del.icio.us
    22. 23. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents <ul><li>Resources </li></ul><ul><li>Seven Principles of Good Practice in Undergraduate Education </li></ul><ul><li>Implementing the Seven Principles: Technology as Lever </li></ul><ul><li>APA Statements on the Profession: The Teaching of Philosop hy </li></ul><ul><li>OReilly, Tim. “What is Web 2.0: Design Patterns and Business Models for the Next Generat ion of Software.” </li></ul><ul><li>Michael Wesch, A Portal to Media Literacy (YouTube video) </li></ul><ul><li>Michael Wesch, A Vision of Students Today (YouTube video) </li></ul><ul><li>Michael Wesch, The Machine is Us/ing Us (YouTube video) </li></ul><ul><li>NetVibes: AAPT 2008 </li></ul><ul><li>Applications | Alternatives </li></ul><ul><li>Diigo | Delicious </li></ul><ul><li>Google Docs | Zoho </li></ul><ul><li>NetVibe s | Pageflakes </li></ul><ul><li>Blogger | WordPress </li></ul><ul><li>PbWiki | Wikispaces </li></ul>Rudy Garns | [email_address] Nancy Hancock | hancockkn@nku.edu

    ×