Connected Future


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Key Note presentation, Jouint Council of Extension Professionals, 4.6.2010

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  • These students are obviously not raised in my generation. Although I scored a 97/100 on the PEW survey “how Millenial are you?” – I was raised in a much more optimist time where information was still scare. Students are less concerned with making money and more concerned about the dollar spent. They are overwhelmed by the world’s problems since they are more aware of them – they want to solve them, so they want courses with real life problem skills. As Shannon from Seton Hall Law School stated in ELI Mobile session the first week in March, they view e-mail as old technology or for old people. They don’t believe in getting information from the sage on the stage, since they HAVE access now to all the information in the world They need help managing that information and analyzing that information They need to feel connected to learn
  • Openness – quit locking up and unblocking applications, fear – Move beyond traditional learning objectives and teach students how to be critical thinkers, creative thinkers, Move out of Textbook and Testing According to Bulik (July 8 th , 2009) “Out of the 110 million Americans (or 60% of the online population) who use social networks, the average social networking user logs on to these sites quite a bit. They go to social networking sites 5 days per week and check in 4 times a day for a total of an hour per day. Nine percent of that group stay logged in all day long and are ‘constantly checking what's new’” (para 7).
  • ONLINE COUORSES: POOR COMMUNICATION As Metts (2003) reported that “Over half (52%) said the worst part of the online experience was poor communication. And half of those (26% of the total) said the problem was communicating with their instructors” (para 16). STUDENTS NEED GOOD COMMUNICATION According to a survey by Joosten (2009), students reported that they need good (67%) and frequent communication (90%) with their instructor and good communication with their classmates (75%). They also reported that they need to feel connected to learn (80%) (see Connecting with students and building connections amongst students allows us to create learning communities. Community and peer networks increases students motivation to perform and provides them with resources to help do better in class.
  • D2L only pushes down e-mail, no discussion notifications for posts, no mobile notifications, etc. STUDENTS DON’T CHECK EMAIL As Ferenstein (2009) reported “Many universities have internal e-mail systems and message boards. But getting students to routinely check these systems for updates can be a chore” (para 8). PEW Study – don’t check email?? As Shannon from Seton Hall Law School stated in ELI Mobile session the first week in March, they view e-mail as old technology or for old people.
  • STUDENTS USE SOCIAL MEDIA OFTEN According to Bulik (July 8 th , 2009) “Out of the 110 million Americans (or 60% of the online population) who use social networks, the average social networking user logs on to these sites quite a bit. They go to social networking sites 5 days per week and check in 4 times a day for a total of an hour per day. Nine percent of that group stay logged in all day long and are ‘constantly checking what's new’” (para 7).
  • In 2004 a study at UW system reported that the majority of students do not want their personal media convoluted with course-related media 5 years later in 2009, that has changed STUDENTS WANT SOCIAL MEDIA Preliminary research conducted (see ) indicates to us that the majority of students would like to receive communication about their course via text messaging and that the majority of students are on Facebook where they communicate most often.
  • LECTURE IS INEFFECTIVE According to Butler (1991) students have reported that they perceive lecture as the least effective method of teaching. Also, Saville and Zinnit (2005) reported that students learn better using other methods of teaching besides lecture. LECTURE ENGAGEMENT STRATEGIES ARE LEAN At the University of Wisconsin-Milwaukee, we did implement Student Response Systems (see or clickers, as they are more commonly known. We have over 15,000 students who own a clickers, almost 6,000 students a semester using clickers, and almost 50 course section a semester using clickers (See or
  • Social Media at UWM Second Life, Virtual Worlds, Social Media, Mobile Technologies
  • What is social media? Social media is media which is used to build social networks and connections for sharing information via a mediated channel. It also is considered user-constructed media that is shared through social networks. In some cases, social media has been referred to as social networking sites (SnS) or tools or Web 2.0 technologies. More specifically, Boyd and Ellison (2007) describe "web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system" (para 4). Examples of social media may include Twitter, Facebook, Second Life, LinkedIn, YouTube, Flickr, and more. Social media tools, such as Twitter, Facebook, Flickr, and YouTube, have the potential to increase communication among faculty and students, increase engagement in the classroom, and create peer networks among students, faculty, and the community. With the advancement of the functionality of mobile technologies and the widespread ownership on college campuses, social media tools that have the potential to increase engagement and interactivity are literally at students fingertips.
  • Not a Game, but can provide a platform to create one Online, Virtual World, 3-D Network through software to a virtual space Instead of going to a URL you visit a SLURL Islands and Sims – similar to Web site and pages User constructed Not just information People, Places Second Life and the Learning Management Comparison Second Life and the Web Comparison Second Life is a platform that students and faculty access through a software download. The software provides access to a virtual space through a network where people can connect with other people. The virtual platform consists of virtual places, islands and sims, where students congregate, share, communicate, and perform. These islands and sims can have virtual locations, such as classrooms, meeting rooms, lecture halls, auditoriums, amphitheaters, galleries, exhibit halls, theaters, labs, medical facilities, and outdoor spots. Students enter the world as avatars, or digital representations of themselves, which are customizable to represent the students own identity. The potential for transforming learning from a didactic process utilizing a lean medium into a stimulating, thought-provoking, and media rich setting is great. Virtual worlds, such as Second Life, have the potential to engage and motivate students by providing an alternative platform for learning where they can construct knowledge through observation, discourse, construction, and interaction. Virtual worlds are noted for their ability to engage students through their 3D environments. They also provide a stage for students to share their work products through an immersive, synchronous medium. ‘
  • Student can meet with their peers and instructor to receive and discuss course content Students can participate in a life-like simulation, role play or case study Students can access people, organizations, and information
  • For example, one student visited the attended a celebration for the Alliance Library System (ALS) and the American Library Association (ALA) two year anniversary for having a presence in Second Life (SL), which resulted in the development of Information Island. They were also celebrating National Library Week. There were speeches, fireworks, and a DJ.
  • We are hearing about Second Life more often in the last years. This is just one week of stories on Second Life that I found when I did a quick search. It become obvious that Second Life is becoming The 2007 Horizon Report, developed by the New Media Consortium and EDUCAUSE, reported the virtual worlds, such as Second Life, are an emerging technology that will impact higher education within two to three years. Many universities, such as Harvard University, Northern Illinois University, Montclair State, Vassar College, Massachusetts Institute of Technology, and others, are already investigating the impact of Second Life on teaching and learning and exploring the possibilities of Second Life.
  • Courses delivered on e-mail Courses delivered on CMS What’s next? Supplementing CMS with other tools, like social media and virtual worlds
  • Media Richness discusses the amount of cues available needed to accomplish a task Social presence discusses the amount of cues available to convey a presence, feeling as you are communicating with a real human being Social Presence (immediacy and intimacy)
  • Increase characteristics for success
  • Landis and B??? Daft and Lengel
  • Students can take on roles for role playing in-world resulting in experiential learning opportunities and perspective taking that is not always possible in the face-to-face and using other online communication technologies.
  • Student were able to research how organizations were using a communication technology (Second Life) in real practice. They had access to employees, potential employees, customers and clients, and general visitors. Having access to an organization to investigate their use of communication technology to meet certain needs as well as being able to explore the impact of the communication technology on the structure of the organization, communication patterns, and individuals is usually not possible in real life. Also, it is even more rare when a student would be able to talk to the different stakeholders. Second Life allows students to have access to organizations and individuals which they normally would not. Learning activity required students to: 1.) Define media characteristics of Second Life. Compare the media characteristics of Second Life with at least one other Web 2.0 communication technology. Also, discuss the advantages and disadvantages of virtual worlds in comparison to the chosen Web 2.0 technology. 2.) Describe the implementation of Second Life by THREE (3) groups or organizations (e.g., CNN, IBM, Manpower, etc.). 3.) Develop a plan for the implementation of virtual worlds (e.g., Second Life) into an organization (e.g., University of Wisconsin-Milwaukee). Why would an organization and its members select virtual worlds based on social information and objective media characteristics to meet its communication needs? What are the structural and individual considerations in implementing virtual worlds into an organization?   4.) Discuss s ocietal implications of virtual worlds
  • Administrative – grades, group creation, drop box - private Recall assessment, prior knowledge assessment, assessing understandings, didactic knowledge assessment, focus on cognitive – quizzing Anytime, Anywhere Lowest technology solution
  • Connected Future

    1. 1. Tanya Joosten | [email_address] Interim Associate Director, Learning Technology Center Lecturer, Department of Communication University of Wisconsin-Milwaukee
    2. 25. <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> | google wave/buzz </li></ul><ul><li>juice gyoza | second life </li></ul>
    3. 30. Medium Asynchronous Discussion Forums Synchronous Collaboration Tools Virtual Worlds Technology Text-Only, Static Images, Tables Text, Audio (VOIP), Static Images, Video Text, Audio (VOIP), Static Images, Video, 3-D Cues Written Verbal, Emoticons Written Verbal, Emoticons, Oral Verbal, Nonverbal: Paralanguage, Kinesics Written Verbal, Emoticons, Oral Verbal, Nonverbal: Paralanguage, Kinesics, Proxemics, Haptics, Objectics, Environmentics Feedback Delayed Immediate/Real Time Immediate/Real Time Participants Limited to course size Limited by task, invitees, and bandwidth, Somewhat limited by bandwidth and task, open attendance Media Richness Lean Medium Rich
    4. 32. <ul><li>Lean Rich </li></ul><ul><li>Didactic Experiential </li></ul><ul><li>Private Public </li></ul><ul><li>Recall Performance </li></ul>
    5. 33. Experiential Didactic Rich Lean Simulations Role Plays Field Work Showcase Content
    6. 37.
    7. 38.