Teaching in the Cloud: Replacing Monolithic Course Management with Web 2.0

Teaching in the Cloud Replacing monolithic course management systems with Web 2.0 platforms John Millard and Katie Gibson Miami University Libraries

Overview and History
Systems Analysis 101 Course
H – Web Publishing
I – Using the Internet
R – Information Retrieval

Overview and History Interactive Media Studies
Interdisciplinary program that examines how digital media is disrupting traditional disciplines
Begun in 1996 with a $1 million seed grant from Proctor & Gamble.
One course in 1996, 30 in 2010
Major, two minors (Interactive media & game studies) and a thematic sequence
Faculty from every division on campus and Librarians.

Overview and History IMS 201 Information Studies in the Digital Age Explores what it means to be information literate in today’s digital world. Students will not only learn about the latest technological advances but will also reflect on ethical and legal issues created by the information age. Intended for students wishing to become competent in the fields of Information Literacy and Information Technology. Course includes all aspects of the research process from definition of the research problem to the acquisition and critical analysis of information, to the adaptation of that information for a digital environment.

Overview and History 2009-2010
Fall 2009: Individual investigation
Spring 2010: Cohort of IMS 201 Librarians
All sections used ning.com and other social media sites to varying degrees
Student Survey

Infrastructure at Miami

Blackboard

Ning.com

Platforms used
Blogs

Platforms used
Discussion boards

Platforms used
Group pages

Platforms used
Photo sharing

Platforms used
Twitter

Pros
Flexibility & customization
Appropriate for course content
Tools available following graduation

Cons
Retention of student projects
Business model stability
Less Control / no IT support
Students more familiar with centrally supported platform
Technology for technology's sake?
What if the cloud fails (We’re using PPT instead of Google Present)

Ning Survey
In addition to Course Evaluations
Optional
Focused on ning.com

Preliminary Results Overall Impressions I really enjoyed the use and all that it had to offer, from posting links, blogs, photos, audio and of course being able to communicate and somewhat get to know the students in the course through reading their responses and posts. I didn't use Ning that much during the course other than to post assignments and find information. I would have rather used Blackboard/email since information for my other classes is already there. Frustrating that I had to go to another site other than blackboard, but it was easy to use and made sense Sucked.

Preliminary Results …Compared to BlackBoard? It was probably easier to figure out. It was straightforward and it was very clear where everything was located. Sometimes blackboard is comfusing because different profs put things under different places. Ning was better then Blackboard I use blackboard more and like having all my classes located on blackboard, rather than two separate places. I think Ning is much easier to use than Blackboard, and it doesn't seem like it will go down like Blackboard often does. Sucked

Conclusions, next steps
Students are goal oriented – Needs a gradebook
Social Media sites work better for courses covering Social Media
(Think a Journalism class required to read the daily NYT)
Social Media facilitates new models of classroom communication – Less push and more pull
LMS vendors need to make their offerings more social (Discussion boards aren’t enough)

Conclusions, next steps
Investigate alternative platforms?
Edmodo
BuddyPress
Ning
An institutional offering
One member of the cohort is teaching in Fall 2010.

Questions / Comments? There’s no way we’ve already answered all of them

Teaching in the Cloud: Replacing Monolithic Course Management with Web 2.0

by millarj on May 22, 2010

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