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Web 2.0: Collaboration or Collusion? Adapted from CIT Conference on Information Technology, October 21, 2008 Brett J. Millán, Ed.D and  Rebecca O. Mill án, Ed.D South Texas College  Karen Hamilton and Camilla Wheeler George Brown College May 21, 2009
http:// www.youtube.com/watch?v = IbfpopgBBTU
Grown up digital – Social - Multitasking Collaborative, resourceful, innovative thinkers Love a challenge Want to produce something worthwhile Impatient Comfortable with speed and change Thrive on flexibility and space to explore Value mentors and guidance http://www.deloitte.com/dtt/cda/doc/content/us_consulting_millennialfactsheet_080606.pdf
What is Web 2.0? Usability Participation Collaboration Convergence Remixability Rich Internet Applications Service-oriented Architecture Social Web
What is collaboration? the act or process of working one with another to accomplish a task working jointly with others or together, especially in an intellectual endeavor
What is collusion? an agreement, usually secretive, which occurs between two or more persons to deceive, mislead, or defraud others of legal rights, or obtaining an objective forbidden by law typically involving fraud or gaining an unfair advantage
Web 2.0: Collaboration?
Web 2.0: Collusion
Scenario #1: GoogleDocs Ernesto and Bob are enrolled in the same course and have a major project to complete at the end of the semester.  Ernesto and Bob began discussing the project. From the conversation, Bob realized he might be completing the project incorrectly and asked Ernesto to share his project through GoogleDocs (as a viewer) so that he (Bob) could have an idea of what could be completed.  After looking at Ernesto’s project, Bob completes his own project by using some of Ernesto’s work and then adding his own ideas in the conclusion.
Scenario #2: GoogleDocs An English professor requires students to revise and edit their papers with the assistance of  the college’s tutoring. Students are encouraged to have someone glance at their papers to ensure errors are caught before the final draft.  Two students decide to use GoogleDocs instead of the tutoring centre. Kim shares her paper with Marcia and Marcia does the same with Kim. Each student points out mistakes on the other’s essay and makes comments for improvement. The teacher asks for a Revision History in GoogleDocs to see who did what and finds that Kim made more suggestions and corrections than Marcia, and that both students took some of the suggestions the other made but not all.
Scenario #3: Notemesh Students in a biology class have difficulty understanding the professor’s speech pattern. The students feel that something must be done so they can have a full set of notes because the professor uses lectures as the basis of the exams.  The students decide to use Notemesh in order to piece together their notes to fill in the gaps of information.  These notes are shared with everyone in the course, including those who rarely attend class.
Scenario #4:  AwesomeHighlighter Students in History 101 take tests on different days. The professor has two different classes but has been rumored to use similar exams for both classes.  Kayla, who is in the class that takes the exam first decides to help a friend, Rex, who is enrolled in the second class.  She goes to awesomehighlighter.com  plugs in the URL to the professor’s online notes, highlights all the areas that were on her test and emails the link and the selections to Rex.
Scenario #4:  AwesomeHighlighter
Scenario #5: Livemocha Maria is in a French class and is trying to improve her grammar. She becomes a user of Livemocha to upload her homework and other users provide grammatical corrections for what she has posted. Afterwards, she turns in the homework just as it was corrected by the Livemocha users.
Scenario #6: Facebook Chris is enrolled in a large first-year chemistry course. Ten per cent of the grade for the course is for “homework” assignments. The professor asks students to work independently. Chris creates a study group on Facebook where 146 of his classmates ask questions and share notes and aid each other with homework.
Responsibility Instructor Student College  http://www.twiddla.com/ Solutions
Other Useful Web 2.0 Sites  for Instruction 280Slides.com Slideshare.net Flickr.com Flowchart.com Wiggio.com Writeboard.com Zoho.com Gliffy.com Notemesh.com Scribblar.com Google Docs Awesomehighlighter.com
Thank you very much for your time and participation! This presentation is posted on Slideshare.net at http:// If you would like to continue this discussion online, please contact Karen Hamilton  [email_address] or Camilla Wheeler  [email_address]

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Collaboration or Collusion

  • 1. Web 2.0: Collaboration or Collusion? Adapted from CIT Conference on Information Technology, October 21, 2008 Brett J. Millán, Ed.D and Rebecca O. Mill án, Ed.D South Texas College Karen Hamilton and Camilla Wheeler George Brown College May 21, 2009
  • 3. Grown up digital – Social - Multitasking Collaborative, resourceful, innovative thinkers Love a challenge Want to produce something worthwhile Impatient Comfortable with speed and change Thrive on flexibility and space to explore Value mentors and guidance http://www.deloitte.com/dtt/cda/doc/content/us_consulting_millennialfactsheet_080606.pdf
  • 4. What is Web 2.0? Usability Participation Collaboration Convergence Remixability Rich Internet Applications Service-oriented Architecture Social Web
  • 5. What is collaboration? the act or process of working one with another to accomplish a task working jointly with others or together, especially in an intellectual endeavor
  • 6. What is collusion? an agreement, usually secretive, which occurs between two or more persons to deceive, mislead, or defraud others of legal rights, or obtaining an objective forbidden by law typically involving fraud or gaining an unfair advantage
  • 9. Scenario #1: GoogleDocs Ernesto and Bob are enrolled in the same course and have a major project to complete at the end of the semester. Ernesto and Bob began discussing the project. From the conversation, Bob realized he might be completing the project incorrectly and asked Ernesto to share his project through GoogleDocs (as a viewer) so that he (Bob) could have an idea of what could be completed. After looking at Ernesto’s project, Bob completes his own project by using some of Ernesto’s work and then adding his own ideas in the conclusion.
  • 10. Scenario #2: GoogleDocs An English professor requires students to revise and edit their papers with the assistance of the college’s tutoring. Students are encouraged to have someone glance at their papers to ensure errors are caught before the final draft. Two students decide to use GoogleDocs instead of the tutoring centre. Kim shares her paper with Marcia and Marcia does the same with Kim. Each student points out mistakes on the other’s essay and makes comments for improvement. The teacher asks for a Revision History in GoogleDocs to see who did what and finds that Kim made more suggestions and corrections than Marcia, and that both students took some of the suggestions the other made but not all.
  • 11. Scenario #3: Notemesh Students in a biology class have difficulty understanding the professor’s speech pattern. The students feel that something must be done so they can have a full set of notes because the professor uses lectures as the basis of the exams. The students decide to use Notemesh in order to piece together their notes to fill in the gaps of information. These notes are shared with everyone in the course, including those who rarely attend class.
  • 12. Scenario #4: AwesomeHighlighter Students in History 101 take tests on different days. The professor has two different classes but has been rumored to use similar exams for both classes. Kayla, who is in the class that takes the exam first decides to help a friend, Rex, who is enrolled in the second class. She goes to awesomehighlighter.com plugs in the URL to the professor’s online notes, highlights all the areas that were on her test and emails the link and the selections to Rex.
  • 13. Scenario #4: AwesomeHighlighter
  • 14. Scenario #5: Livemocha Maria is in a French class and is trying to improve her grammar. She becomes a user of Livemocha to upload her homework and other users provide grammatical corrections for what she has posted. Afterwards, she turns in the homework just as it was corrected by the Livemocha users.
  • 15. Scenario #6: Facebook Chris is enrolled in a large first-year chemistry course. Ten per cent of the grade for the course is for “homework” assignments. The professor asks students to work independently. Chris creates a study group on Facebook where 146 of his classmates ask questions and share notes and aid each other with homework.
  • 16. Responsibility Instructor Student College http://www.twiddla.com/ Solutions
  • 17. Other Useful Web 2.0 Sites for Instruction 280Slides.com Slideshare.net Flickr.com Flowchart.com Wiggio.com Writeboard.com Zoho.com Gliffy.com Notemesh.com Scribblar.com Google Docs Awesomehighlighter.com
  • 18. Thank you very much for your time and participation! This presentation is posted on Slideshare.net at http:// If you would like to continue this discussion online, please contact Karen Hamilton [email_address] or Camilla Wheeler [email_address]

Editor's Notes

  1. Camilla and Karen introduce each other. Karen is a professor in the School of Liberal Arts and Sciences and is partly seconded to LiAD (Learning Innovations and Academic Development) at GBC Camilla is a curriculum specialist working in Academic Excellence of GBC as Program Mapping Facilitator. Opening comments; What we are going to do- identify to problem, give an overview of our learners, review definitions of web 2.0, collaboration, and collusion, present and discuss various case scenarios, demonstrate the use of two collaborative tools ( awesomehignlighter and Twiddla) Discuss responsiibilty and solutions, provide handout with links to a number of collaborative applications and provide a link to our presentation on Slideshare.net