Note: Readings (15 minutes) 7:10-7:25PM Ask questions to create dialogue. Won’t ask all questions. Horizon Report 2009 – K-12: Collaborative Environments What is your reaction to the spectrum of experiences that are described as collaborative environments in the Horizon report? Broad variety of experiences for one category One year or less outlook Horizon Report 2007 – User Generated Content What are some ways in which the passive audience of the past is becoming an active audience? Social bookmarking Content collaboration tools Community tagging and rating Horizon Report 2007 – Social Networking What are examples of social networking being used in education? Freshmen orientation Authentic language learning Rate professors Take and share notes Collaboration Webs: Read Horizon Report 2008 What are some of the areas of focus in the collaboration webs article? Creation, manage, share and collaborate on documents Manage the creation and workflow of rich media projects – easily share with others Spaces to work, share, capture ideas, and socialize Collective Intelligence: Read Horizon Report 2008 What is an example of Collective Intelligence? (other than wikipedia) How can this have an impact on learning technologies? Google’s page rank Amazon.com Social Operating Systems: Read Horizon Report 2008 Show and describe IntroNetworks – www.intronetworks.com (people like me, people that aren’t like me, people who can help me) What was your favorite example from all of the articles? Social Operating Systems examples
Note: (5 minutes) 7:25-7:30PM The concept of online communities is referred to by many names. Again, that creates a challenge for describing, showing the value of and evaluating the success of communities. It can be different things to different people. Web 2.0 has been used to describe almost everything that is not static content on the web.
Note: (5 minutes) 7:30-7:35PM Web 1.0 vs. Web 2.0 1 = Read web 2 = Read/write/share web Really a marketing gimmick coined by Tim O’Reilly to describe the web after the dot com bust in fall of 2001 – to promote a conference. http://oreilly.com/web2/archive/what-is-web-20.html
Note: (5 minutes) 7:35-7:40PM Let’s dive a little deeper with some terminology. This is a Web 2.0 word cloud indicating some terms that can be used to describe Web 2.0. Take a minute to review the word cloud. Are there any words that you want to discuss? Are there any words that you’d like more explanation about or any words that you didn’t think would be included with an explanation of Web 2.0? Describe Mashup – if don’t get any responses Programming mashups Data / presentation mashups Combine data from multiple sources to create a new output Word cloud from wordle.net Basic description of Web 2.0 - Interconnected and interactive web-delivered content . . . versus web 1.0 which was often static, one-way web content.
Note: (5 minutes) 7:40-7:45PM Here’s another Web 2.0 word cloud. This one is more detailed than the other – more technical. The other was more of a “user” word cloud. This one is more of an “implementer” word cloud. There are 2 sides to web 2.0 – the user experience and the technology How about this one? What words do you want to talk about with this one? Describe folksonomy – if don’t get any responses collaboratively creating and managing tags to annotate and categorize As you can see from this word cloud and even the one before, there are a lot of concepts, techniques, strategies and technologies that make up web 2.0.
Note: (10 minutes) 7:45-7:55PM These are some of the social learning and social networking tools. There are hundreds, but these are some of the more widely used. You are either familiar with these or will become so as you continue to work in the program. The LTMS 600: Implementing Web 2.0 In the Classroom course explores these tools and more in-depth. But, let’s take a quick look at LinkedIn (about 50% of the Harrisburg class has a LinkedIn account) – show groups and discussions in groups. I find a lot of resources through LinkedIn discussions. But, we are going to take a few minutes for a quick social learning quiz. Have the students go out to Moodle and play quiz. Give prizes for 1 st , 2 nd , 3 rd place scores. (1 st = pack of gum, 2 nd = candy bar, 3 rd = post-it notes) . . . Or something like that http://www.composica.com/social-quiz/ Digg http://digg.com/ Delicious http://delicious.com/ Diigo http://www.diigo.com/ Facebook www.facebook.com Facebook Essential Training is on Lynda.com (as are video tutorials on a number of community/social learning tools) Blogger www.blogger.com Wikispaces www.wikispaces.com Twitter www.twitter.com LinkedIn www.linkedin.com Ning www.ning.com Slideshare www.slideshare.com Naymz www.naymz.com
Note: (5 minutes) 7:55-8:00PM So the concept of online community activity and tools is vast. So, let’s take a look at categorizing it. (Art indicated the 5 Cs in his presentation. This is the 4 Cs.) Bersin & Associates is an enterprise learning and talent management research and advisory company. They’ve tried to summarize Web 2.0 by creating 4 categories – The 4 C’s of Web 2.0. The categories are not exclusive. Tools can go cross-category, but for the most part their main use/purpose can be listed in one category. A lot of tools are “mashups” of all of these functions (All 4 Cs). Describe 4 Cs of Web 2.0 Conversations (self explanatory – mainly text, but could be voice, video) Content (creation, collaboration and sharing) Connections (connecting to people) Collaboration (working spaces where a lot of interconnected activities can happen) What are the benefits of having online conversations as part of learning? Expand your knowledgebase Different perspectives Don’t have to start from scratch What are the benefits of content creation as part of learning? Content mash-ups Don’t have to start from scratch Templates for creation Don’t have to start from scratch What are the benefits of connections as part of learning? Access to experts The whole is more than the sum of its parts Find people like me, find people not like me What are the benefits of collaboration as part of learning? Idea generation Specialization The whole is more than the sum of its parts Different perspectives “ Eating the Elephant” – building progress through small/short multi-person participation Increased ownership
Note: (5 minutes) 8:00-8:05PM (for slides 13 & 14) Ask students for input/thoughts. We talked about benefits and challenges in the online discussion this week. (Pull comments from the online discussion into this) Strengths: Share knowledge Capture knowledge Quick response Experts on call Weaknesses: Have to bring people in Potential for communication breakdown Synchronous = time-based, everyone must be available Asynchronous = slow and need to motivate participation Keeping the conversation on task Social Networking and email are interdependent - http://www.emarketer.com/Article.aspx?R=1007520 Email is not be replaced, it’s being repositioned Considerations: Learning goal, learner motivation Audience (time, expertise) Teacher / Trainer as facilitator (these tools potentially change the skillset needed for teachers/trainers) Technology Some solutions are platform specific, web-based and/or browser specific Data Storage Learner’s Needs language technology skill level access to technology tools
Create and show word cloud of discussion (www.wordle.net) Copy and past discussion responses and generate a Word Cloud Just example of a way to use the tools – assessment of writing
Note: (5 minutes) 8:00-8:05PM (for screens 15 & 16) Let’s not loose touch with what the focus is . . . learning When we take a look at the learning strategy diagram as we consider online communities there are a number of opportunities: Information is readily accessible by connecting to others Feedback can come from fellow students, experts or the general community Higher levels of learning can be achieved through user-created content, collaboration and reflection Can impact motivation by allowing learners to be active and to drive their own learning. (Learners must be instrinsically motivated.)
Privacy and security and management style that are all part of an organizational strategy can have a huge impact on the success of online community activity. If you’re organization does not share and collaborate in person then it will be difficult to make that happen online. Community tools/strategies can support other learning technologies to address their weaknesses. Community can connect learners and instructors to address the isolation that sometimes impacts the effectiveness of asynchronous online learning Community is also being used to enhance game and simulation experiences by connecting learners as part of the game or simulation or connecting outside the game and simulation for strategizing and debrief Other learning technologies, like media and documentation can enhance and support online communities. (Documentation = so everyone is not asking the same questions in the community all of the time)
Note: (5 minutes) 8:05-8:10PM Future of Online Community Geolocation http://connect.educause.edu/Library/EDUCAUSE+Quarterly/SocialSoftwareinAcademia/39976 The first is the addition of geographic information system (GIS) data that allows the social software sites to introduce an aspect of physical space. Plazes, for example, is a social networking site that adds another dimension by marking the GIS location of each user when they post and asking them to provide a picture and other information. Mobile blogging (moblogging) – available now, but become easier and easier Blog in the moment of experience Blog during down time Social Software Activity Streams Friendfeed.com Pull all the material a person has published into a single access point. Organize and display work. Learn to manage online resources Media as social web Video and audio social communications for communication and learning Integration (Mashups) Combining tools and functions to create robust environments Virtual World Blogging?
Note: (10 minutes) 8:10-8:20PM
Note: (5 minutes) 8:20-8:25PM From the chpt. 19 reading assigned at the beginning of the course. Assigned at the beginning so that you have a concept for evaluating technologies in mind as we explored management systems, media, online courses and community. Now we’re coming back to strategies and criteria as we begin moving into the heart of the learning technologies selection project. Goals (already did this for learning technologies selection) Enterprise goals Performance goals Learning goals Also consider organizational culture and policies (You need to follow the rules for technology selection and implementation in your organization) Form a Team For the project, you’ll work as an individual, but when doing a selection in an organization you want to build a team Who is appropriate to have on your technology selection team? Learners Instructors Instructional Designers Curriculum Specialists Information Technologies Purchasing / Accounting Legal Executives Criteria – capabilities needed to achieve your goals and objectives We’ll talk more about criteria in a minute Selection Process – some systematic process
Note: (5 minutes) 8:25-8:30PM Strategic (a process for making a decision that considers goals, objectives and variables) What’s MTV Makes Thinking Visible (a record for yourself and for others that selection was done systematically)
Note: (5 minutes) 8:30-8:35PM Decision Analysis: This is the process we’ll be going through for the learning technologies selection project Show the example decision analysis spreadsheet when going through this Criteria (what am I using to evaluate the product?) – Identify through use cases Identify possible choices (what are the potential options?) Classify (MUST or WANT) – this is key. Too many MUSTs and a solution will be difficult to find, too few MUSTs and it will be hard to narrow down a solution Weight (relative importance of each WANT) - 1 to 10 Evaluate products Doesn’t meet a MUST, then the product is eliminated from consideration Make a Selection Consider adverse consequences Consider threats
Note: (5 minutes) 8:35-8:40PM Reading in Brandon Hall report focused on LMS selection. But, we can apply the concept of use cases to any technology selection. We’re going to use the approach as a way to identify criteria for evaluation. Consider the people who will use the technology Determine how they will use the technology Interview Survey What are their goals? What do they want to accomplish in the software? Identify criteria List technology needs (criteria) based on the use cases Learning Technologies Selection Report Identify criteria through use cases – due Monday, March 15 See example document for example of use cases
Note: (8:40 – 8:50) Work through a Decision Analysis (as a class) Goal: The LTMS 510 01 class will take a vacation during spring break Objectives: Take a week of vacation Relax Get Warm Use Cases: Ask each student to describe their idea of a vacation (as time allows) Schedule? Activities and Entertainment? (Number and type?) How warm is warm? Dining? Cost per person? Criteria (what am I using to evaluate the product?) – Identify through use cases 8 adults (or size of class) Some Possibilities from use cases Travel Saturdays Five days of vacation A sporting activity each day Rest by the pool for 3 hours each day Beach Clear water Show example of documenting use cases in the example report again. ========Will do the rest of this in the next class================= Identify possible choices (what are the potential options?) Classify (MUST or WANT) – this is key. Too many MUSTs and a solution will be difficult to find, too few MUSTs and it will be hard to narrow down a solution Weight (relative importance of each WANT) - 1 to 10 Evaluate products Doesn’t meet a MUST, then the product is eliminated from consideration Make a Selection Consider adverse consequences Consider threats
Post reminder of due dates in Moodle if there isn’t time to review in class Mind Map 2 – due Friday, February 26 Learning Technology Selection Report, Phase 2: Part 1 Feedback on goals and objectives has been given Identify criteria through use cases – due Monday, March 15 Add to your goals and objectives document Look at the example document for use cases Podcast 1 (due Monday, March 8) If there’s time . . . Go over podbean And, podcatcher Learning Technologies Encylopedia Thursday, March 11: Collaboration/Community Learning Technology Blog Post Central PA Ning site – accounts will be added Blog Post 1 due Thursday, March 18
Next class: Off next week – spring break . . . Enjoy Cancun!!!! March 9 is online (connection information will be posted) March 16 is the next time we’re back in the classroom For March 9: Mid-term adjustment survey Readings: Games in Education: View “Technology in Education: Games” Digital Games in Learning: Read “Getting Serious About Digital Games in Learning” Massively Multiplayer Educational Gaming: Read Horizon Report 2007 (pgs. 25-27) Simulations: Read Wikipedia article, “Simulation” Simulations: Read How to By E-Learning Systems, Tools, and Services report: Simulation Development Tools (Brandon Hall, pgs 53 - 55)
Ltms 510 Class 7
<ul><li>LTMS 510 Learning Technologies and Solutions Class 7, Tuesday, February 23, 2010 </li></ul><ul><li>Review </li></ul><ul><li>Student Presentation: Online Courses </li></ul><ul><li>Student Presentation: Microblogging </li></ul><ul><li>Topic 1: Collaboration/Community </li></ul><ul><li>Topic 2: Strategies and criteria for selecting tools </li></ul><ul><li>Topic 3: Decision Analysis </li></ul><ul><li>Topic 4: Use Cases </li></ul>
http://www.wordle.net/ Images of wordle.net, licensed by Creative Commons Original Source: Markus Angermeier Source: http://kosmar.de/wp-content/web20map.png Author: Luca Cremonini: http://www.railsonwave.it/railsonwave/2007/1/2/web-2-0-map