Leadership_project

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My Publishing/Leadership Project for Full Sail University.

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  • I’ve become very interested in the last few years in the power of social networking as an educational tool. While social media platforms have evolved at a dizzying rate in just the last two years, their adoption rate by schools seems to be frozen in time. Most significantly, I’m interested in how components of social media platforms can be integrated into LMS (Learning Management Systems) to help LMS be more useful, versatile and engaging.
    Through my research, I hope to gather data that will support the adoption and development of newer and better LMS/CMS.

  • “One of the biggest issues I see in the world of educational technology is the lack of really intuitive, useful, simple and feature-rich CMS/LMS (Content or Classroom Management Systems, or Learning Management Systems). From Blackboard to my own district’s clumsy CMS, they all seem to be cumbersome, complicated, frustrating for the user and just plain ugly and unappealing. In spite of the availability of my school’s web-based CMS, I have been driven to use other free methods to deliver content and interact online with my students, including portals such as Blogger, Ning.com, Edmodo.com, Wetpaint Wiki and so on. Actually, the only CMS I’ve used that comes close to my imagined ideal is the one we use here at Full Sail. My dream, however, is to research and develop a similar CMS but one more relevant to the needs of k-12 students and teachers, and also incorporates more of the social media/”web 2.0” components of sites like Ning, Facebook, flickr, YouTube, and Digg.”
  • My References:http://web.me.com/alfieri.rebecca/ActionResearch/References.html
  • Because students in the early years of the 21st century have grown up with technologies such as computer games, cell phones, instant messaging, email and the Internet, their educational needs are radically different from those of the adults around them.




  • ADD: Ironically, however, the report states that only a minority of students has had any kind of negative experience (harassment, cyber bullying, etc.) with social networking in the last three months prior to the survey. Furthermore, only about one in 14 students state that someone on a social networking site has asked them for their personal information (NSBA 2007).


  • WEB STUDENT SURVEY: For this first phase of the research, I developed a survey that I administered to my students (with my principal’s permission). With this survey, I hoped to seek the following:



  • Concluded in February, 2010.
  • In a series of demonstration videos posted to my Action Research website, I hoped to demonstrate the following:
    SharpSchool as a model of a typical k-12 Learning/Classroom management system, summarizing its features and drawbacks;
    edmodo.com as a free, web-based microblogging service designed for k-12 teachers;
    ning.com as a free (at the time of the study), web-based customizable closed social network that has been adopted by many teachers (including myself) as an alternative classroom portal;
    Google Wave, a new web-based, real-time communication system, and explore it’s potential as a tool for students and teachers. (due to constraints imposed by the thesis deadline as well as my school district, I was unable to demo Google Wave but instead found videos of demos created by others that are appropriate for this study).
    http://web.me.com/alfieri.rebecca/ActionResearch/Cycle_2_results.html
  • no one option is ideal and has all of the features that would make it an optimally user-friendly, interactive, and cost-effective solution: one would have to use a combination of these services, until of course someone would be able to create a VLE that is a hybrid of the best features of all of them--based on my research, this is the “best-case” scenario.
  • Thanks for listening!
  • Leadership_project

    1. 1. Coney Island Parachute jump, 2009 Media Asset Creation: Leadership Project Laura Rebecca, Full Sail University April 2010
    2. 2. Introduction ✤ how can components of social media platforms be integrated into LMS (Learning Management Systems) to help LMS be more useful, versatile and engaging?
    3. 3. Questions for research: ✤ To what degree can we productively employ social networking components in Learning management Systems? ✤ What are some social media features that can be employed as part of a free, open-source LMS for students in grades 7-12? ✤ To what degree can these features be used in a relevant and engaging way with the students, be secure, and still retain the "openness" of a social media network?
    4. 4. thoughts from my first AR blog post: ✤ posted on August 6, 2009: ✤ Problem: ✤ lack of really intuitive, useful, simple and feature-rich CMS/LMS ✤ most are cumbersome, complicated, frustrating, ugly & unappealing. ✤ social media sites: Blogger, Ning.com, Edmodo.com, Wetpaint Wiki, etc. as Web 2.0 models for LMS? social media/”web 2.0” components (like Ning, Facebook, flickr, YouTube, Digg)
    5. 5. Inspiration: ✤ "the personal computer is in the process of becoming the interpersonal computer" (Leary) ✤ click below for the full text of my AR Lit Review: Action Research Literature Review
    6. 6. Review of the Literature ✤ “Today’s students are no longer the people our educational system was designed to teach.” (Prensky 2001) ✤ half of the technology that a college student encounters during his or her first year of study will be outdated by the third year of study (Fisch 2007).
    7. 7. student engagement and learning Review of the Literature ✤ from a student survey: “I wish school could be intellectually challenging as well as academically challenging” (Yazzie-Mintz 2009). ✤ “School is easy. But too boring. Harder work or more work is not the answer, though. More interesting work would be nice” (Yazzie-Mintz 2009).
    8. 8. interest in online learning Review of the Literature ✤ 2007 SpeakUp Survey: 25% of middle school students grades 6-8 showed interest in taking an online class ✤ 30% of high school students grades 9-12 had an interest in taking an online class (if available) ✤ over 30% of students would like to see greater use of Web 2.0 (blogs, social networking sites, wikis) in the classroom (2007) ✤ 20% of teachers support online classes ✤ over 80% of administrators: technology = student achievement (2007)
    9. 9. students and social networking Review of the Literature ✤ Pew Internet and American Life study (2009): "Young people are much more likely than older adults to use social networks" ✤ Pew survey of Teens and Social Media(2007): 64% of 93% of teens who used the internet posted photos, uploaded video; posted stories, diaries, blogs, forum replies ✤ 2007 NSSBA: 81% of students 9-17 visited some sort of social networking site in the past 3 months ✤ 60% of students discuss educational topics online ✤ 50% discuss schoolwork specifically
    10. 10. The Internet and Safety Review of the Literature ✤ “students and parents report few problem behaviors online” (NSBA 2007). ✤ >6 in 10 districts (62 %) have rules against participating in bulletin boards or blogs while on the school network ✤ 60% (six in ten) prohibit sending/receiving email on school networks ✤ >50% school districts specifically prohibit the use of any social networking sites.
    11. 11. Who is using LMS/CMS Review of the Literature ✤ 96% of districts: at least some of their teachers assign internet-based homework ✤ >88% of school districts subscribe to online educational services, or LMS (learning management systems) ✤ nearly all of the districts who use LMS allow students to access LMS outside the district network (NSBA 2007).
    12. 12. Why use Social Networking in Education? Review of the Literature ✤ “If MySpace were a country, it would be the 11th largest in the world.” (Fisch 2007). ✤ “Social networking is increasingly used as a communication and collaboration tool of choice in business and higher education” (NSBA 2007). ✤ scholars see social networking as a way to develop social and collaborative skills that will serve students beyond their school years (Reynard 2009).
    13. 13. Cycle 1: Methodology ✤ WEB STUDENT SURVEY OBJECTIVES: launched Nov. 1, 2009 ✤ -assess level of my student’s internet access OUTSIDE of school ✤ -how much do teachers use the internet for assignments, notes, etc. ✤ -how much students use the internet to complete homework (whether they are assigned to do so or not) ✤ a preliminary measure of the level of interest students have in taking an online or hybrid course (delivered in whole or in part through an LMS) ✤ -measure of the student’s feelings regarding use of social networks as a supplement to instruction ✤ Link to the survey questions: http://www.surveymonkey.com/s.aspx? sm=I7sqRAGbNUopU_2bKyv9hgDg_3d_3d
    14. 14. Cycle 1 ✤ TARGET AUDIENCE: Students in grades 9-12 in my Theater Arts, Film, and Speech/ Expo classes. ✤ PROBLEM TO BE SOLVED: Determine factors regarding students internet access, use and preconceived attitudes about the internet (see GOAL) so as to better plan the administration and execution of Cycle 2. ✤ INSTRUCTIONAL GOAL: Determine best practices and design for a web-based LMS. ✤ LEARNING DOMAIN: Affective domain (feelings/attitudes) ✤ ACTIVITIES: Web Student Survey
    15. 15. Cycle 1: Results -ALL students who participated in the survey had some sort of Internet  access outside of school. -MOST students surveyed say they use the Internet to do schoolwork,  whether or not they are specifically instructed to. -MOST students surveyed say they would visit class websites more often  if the information was updated regularly. -MORE THAN 50% of the respondents said they would prefer that school-related social  networking be kept separate from personal social networks, such as   Facebook.
    16. 16. Cycle 2 ✤ OBJECTIVE: analyze current practices in school learning management systems, and explore free, web-based social network alternatives. ✤ SharpSchool, a typical commercial (subscription-based) k-12 CMS comparison to: ✤ Ning, Edmodo, Google Wave (free, web-based) ✤ METHOD: created accounts with edmodo.com and ning.com and constructed learning environments to test ease of use, potential for interactivity, features, etc. ✤ students joined & posted messages, accessed assignments, uploaded media content, submitted work, interacted with me and other students
    17. 17. Cycle 2 results ✤ PROS/CONS
    18. 18. Conclusions and Summary -most students have access to the internet outside of school -students use the internet to complete assignments -they expect teachers to maintain instructional content on some sort of classroom website -are not opposed to using social networking for school as long as it was kept separate from their preferred social network for personal use (in this case, Facebook). -no one option is ideal -we need a user-friendly, interactive, and cost-effective solution -we must create a VLE that is a hybrid of the best features of all of them
    19. 19. thanks for listening!

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