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E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
E-learning Environment Design and Creative 
Use of Social Media
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E-learning Environment Design and Creative 
Use of Social Media

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My presentation at KATHO, Belgium (online)

My presentation at KATHO, Belgium (online)

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  • 1. E-learning Environment Design and Creative Use of Social Media TEEMU www.tarina.me Twitter: tar1na ARINA
  • 2. I Come From... Finland – World’s Best Educational System for Last Century Learning. (PISA) Net Gen Learner who does not fully subscribe to generational generalizations. Tech Entrepreneur with a twist. Social Media Knowledge Networked s cu Management Learning Fo Web Technologies
  • 3. Marshall McLuhan Technologies as Extensions of Man & Global Village.
  • 4. Boundaries are Blurring We are the Senses of the Network we are Sensing. Illustration: Charis Tsevis, WSJ
  • 5. Work and Learning are no Longer Linear Multiple Things Occur and are Connected at Once.
  • 6. Communication Paradigm Shift BEFORE NOW • Point-to-point • Context-based • Linear and Pre-Defined • Non-linear and Responsive • Eg. Letter, Phone Call, Email • E.g. Social Media LINEAR WORK CREATIVE WORK What is the sequence? What is the context?
  • 7. Now Web Asynchronous is Preceded by Real-Time. Moving From Information as a Thing to Information as a Flow.
  • 8. The Most Recognized Will Become Most Salient on Social Networks Σu w d Facebook EdgeRank e e e edges e U – the affinity score between viewing user and edge creator W – weight score for this edge type (create, comment, like, tag etc) D – time decay score based on how long ago the edge was created
  • 9. Personal Learning Environment ... and Personal Knowledge Management, Gartner’s “My Place” etc...
  • 10. Ref: Scott Leslie, 2008
  • 11. My Personal Learning Environment
  • 12. My Morning News Paper
  • 13. Links are Automatically Shared on a Network
  • 14. University of Berkeley Provides Lectures through RSS
  • 15. Application Phones and Tablets Future Platforms for Personalized Networked Learning.
  • 16. Star Walk Browsing Celestial Objects on the Sky.
  • 17. Interactive Content Books are Now More Like Applications. Clock Moves on Alice for the iPad. Popular Highlights for Kindle.
  • 18. Flipboard The Magazine is Now Social.
  • 19. Mobile is Now Primary
  • 20. Connected Classroom
  • 21. DUKE DIGITAL INITIATIVE TECHNOLOGY INITIATIVES IN SUPPORT OF TEACHING & LEARNING e Duke Digital Initiative (DDI) is a multi-year program of experimentation, development and implementation of new and emerging technologies to explore their effective use in support of the university's mission. e goals of DDI are to promote innovative and effective teaching, to use technology in support of curriculum enhancement, to develop our technology infrastructure and to share knowledge about effective instructional technology strategies. CIT staff have provided project management, consulting, training and technical assistance to faculty participating in DDI programs. PHASE I EXPERIMENT & TARGET PHASE II TRANSITION & EVALUATE PHASE III INTEGRATE & STANDARDIZE Phase 1 Projects are intended to be exploratory and have specific programmatic goals. ey are usually targeted to a Phase 2 Projects take effective Phase 1 projects and begin to tackle the issues involved in making the technology Technologies which are in Phase 3 are fully institutionalized and embedded in existing systems for general use. e specific group of faculty who either volunteer or are recruited to be part of the pilot program. ere is close more pervasive and the support more streamlined. is includes providing centralized documentation and support, equipment is just “there”. ese are technologies that are still extremely useful in assisting in teaching and support between the faculty and a CIT project lead and individualized documentation and training. e purpose of centralized circulation processes and collateral management, general promotion and advertising (instead of learning, however are no longer particularly innovative anymore (due to widespread acceptance/integration). a Phase 1 project is to see how the technology is being used in a closely monitored setting and collect as much data recruitment for adoption of use), and a continued emphasis on data collection. All of this is in an effort to see the rough the first two phases, there is enough data collected to justify it’s use, so data is no longer collected or as possible to continue to evaluate its effectiveness in the teaching and learning environment. program become a Phase 3 institutionalized offering. evaluated as part of the DDI. Support, documentation, circulation, management and training are all standardized and centralized. Essentially these offerings are not considered part of the DDI anymore. MICROPROJECTORS FLIP CAMERAS HEADSETS WITH MICROPHONES e DDI purchased a few microprojectors to evaluate the leading is program provides loans of simple-to-use Flip video cameras for DDI has a number of tools to help models on the market and determine whether any of these offer undergraduate faculty and students, mostly for use in their courses. A mix of make recording and remote functionality or benefits for teaching that standard projectors do standard definition and high definition Flip cameras (300+ devices total) are collaboration easier. e Logitech not. Projectors will be tested with the DDI iPod Touch devices to see if they could form a mini-“kit” for teaching. available for loan from the Link Service Desk. ere is no reservation required. Webcams come with a stand or can clip onto your computer. ey work well with web conferencing software such as Skype or Adobe Connect and video chat or can be used to make recordings. Webcams are available to undergraduate Potential Use Cases: Use Cases: students and instructors teaching undergraduate courses for four week periods from the Link. Headsets with Ad hoc classroom - turn any wall into a presentation space; bring the classroom to the subject; outdoor applications; bring Short documentaries; class assignments; recording interviews; recording “digital diaries”; recording group activities and built-in microphones and USB speakerphones are also available. Help learning how to use these tools is available at display to previously inaccessible areas in the field/abroad. presentations. the MPS labs or for instructors, by appointment, from CIT. Featured Case Study: ree DukeEngage students, for example, documented their eight-week independent-study project at the SAI Sanctuary Use Cases: REMOTE COLLABORATION is program would focus on synchronous nature preserve in southern India on their “Jungle Blog.” ey produced a series of short films focused on environmental Web or phone conferencing; voice-overs for video production. collaboration via various collaborative issues, including one about their work constructing a biogas plant, which turns cow dung into cooking fuel. technologies such as web and video conferencing to support faculty and students with one-on-one, one-to-many, many-to-many meetings/interaction, and group IPOD WITH MICROPHONES collaboration on and beyond campus. ese iPods can be used as medium-quality digital audio recorders and for typical iPod functions of Potential Use Cases: HARD DRIVE CAMCORDER KITS is program provides a mix of music, photo and video storage and playback. iPods high-definition and standard-definition can be checked out from the Link for a semester by anyone with a Duke card. Support for using the iPods is available connecting two or more classrooms/sites together. at the MPS labs or for instructors, by appointment, from CIT. video recorders with higher quality than Flips, but relatively easy-to-use due to being hard-drive based rather than tape-based. Cameras (20 devices total) are Use Cases: provided at the Link Service Desk for check out by faculty and students for course work. e hard drive cameras Recording class lectures, guest lectures, or presentations; recording assignments in foreign languages; dictating notes while VOICETHREAD Voice read is a third-party application which allows users to easily add text, record to internal storage, thus negating the need for DV tapes and providing faster workflows. in the field; subscribing to content delivered through iTunes U. audio or video comments to images or video media. It provides students and faculty a venue for secure group conversation and collaboration - with no Use Cases: software to install. For 2009-2010, 400 licenses will be available to Duke faculty and undergraduate students to use in course-related activities. MINI-DV CAMERAS & TRIPODS switching a tape is not possible. DDI offers several different types of Use Case: digital video cameras for faculty and student use. ese cameras are available for four week periods from the Link. If you need help learning how to use your camera, you can go to the MPS lab -- reactions and to view contributions from their classmates. WEB CAMS is program provides loaner USB web cams (and through a separate program borrowers or if you're an instructor, you can make an appointment with CIT. MiniDV cameras are available in both standard- can also borrow USB headsets). e web cams are provided at the Link Service Desk for and high-definition. Tapes must be purchased separately and can record about an hour of footage each. checkout by faculty and students for course work. Use Cases: WORDPRESS CIT program leads will work in conjunction with technical and administrative leads Recording class lectures, guest lectures, or presentations; video productions including documentaries, narratives, or in OIT to establish WordpressMU (Multi-User) as a flexible publishing platform that Use Cases: adaptations; recording in conditions where an optical zoom or wireless microphone is preferred. can be used for teaching and learning activities at Duke. Under the pilot program, a targeted group of courses, faculty, and/or programs will be identified and will be provided support and consultation. Featured Case Studies: Featured Case Studies: Potential Use Cases: Website as course administration tool including syllabi, course materials, etc.; collection of individual or group-created student materials, a blogging platform for faculty or students; presentation tool; portfolios. independent study in Kenya TWITTER Managed During brown bag sessions with selected faculty, the group will discuss the experiences of the active participants, discuss actual or potential issues with using Twitter (e.g. FERPA, MORE QUESTIONS? logistics), demonstrate techniques, features and applications and try to generate new ideas IPOD TOUCH regarding how Twitter can enhance teaching and learning. It is possible that the Twitter program will have one or DDI's 20 iPod Touch devices will be loaned out as part of the 2009-2010 Phase 1 more joint meetings with the Mobile Devices program. program for mobile devices, to a small class to investigate the uses of mobile devices in teaching. If no class has been identified by mid-semester fall 2009, the iPod Introduction of Tools Potential Use Cases: Touches could be loaned out individually and/or for other purposes. Polling students within a class; sending/receiving information to/from a professor from/to students; passing along links to course related research/materials; following experts in the field. Use Cases: More information is available online at Developing applications for the iPod Touch; music department iMixes for course listening materials; digital flashcards; www.duke.edu/ddi accessing Duke on Youtube or Duke Mobile application; integration with Google maps. MOBILE DEVICES We’ll explore uses for mobile devices in teaching by connecting people who are interested in using mobile devices in teaching, and providing opportunities for experimenting with low-barrier classroom techniques. Contact a DDI Representative by email at e goal is produce standardized practices for those who are interested in using these devices in their teaching.
  • 22. Ref: Tim Hand, 2007
  • 23. Alterating Location and Content Variation of Content and Location Improves Retention. “Forget What You Know About Good Study Habits” NY Times, September 2010
  • 24. Course Without Walls connect.downes.ca Massively Open Online Course (MOOC)
  • 25. Art Conversation in the Open
  • 26. You are Not a Gadget A Digital Painting is Not the Real Canvas. Re: Lanier, Jaron (2010), “I’m not a Gadget”
  • 27. TEEMU ARINA www.tarina.me cloudcompanybook.com

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