E-learning Environment Design and Creative Use of Social Media
Design and Creative
Use of Social Media
www.tarina.me Twitter: tar1na
I Come From...
World’s Best Educational System
for Last Century Learning. (PISA)
Net Gen Learner
who does not fully subscribe to
Tech Entrepreneur with a twist.
Technologies as Extensions of Man
& Global Village.
Boundaries are Blurring
We are the Senses of the Network we are Sensing.
Illustration: Charis Tsevis, WSJ
Work and Learning
are no Longer Linear
Multiple Things Occur and are Connected at Once.
Communication Paradigm Shift
• 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?
Asynchronous is Preceded by Real-Time.
Moving From Information as a Thing to Information as a Flow.
The Most Recognized Will Become
Most Salient on Social Networks
Σu w d
e e 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
Personal Learning Environment
... and Personal Knowledge Management, Gartner’s “My Place” etc...
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
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:
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
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.
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:
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
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,
logistics), demonstrate techniques, features and applications and try to generate new ideas
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;
accessing Duke on Youtube or Duke Mobile application; integration with Google maps.
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.