web2.0

15 Nov 09

John Frazer

Interesting web 2.0 type online business card

27 Oct 09

About The Commons | Academic Commons

With Academic Commons, we seek to form a community of faculty, academic technologists, librarians, administrators, and other academic professionals who will help create a comprehensive web resource focused on liberal arts education. Academic Commons aims

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academic education technology opensource share resource web2.0

Don’t be awed by enhanced access to administrative academic data - Look for pedagogic changes instead! » Moving at the Speed of Creativity

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mobile stanford iphone web2.0 manuela fryer

K12 Online Conference 2007 | New Tools “Cell Phones as Classroom Learning Tools”

Liz Kolb hands-on presentation on varied uses for cells in teaching and learning

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16 Oct 09

WebTools4u2use - Finding the Right Tool

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web2.0 education resources tools

08 Oct 09

YouTube - A Portal to Media Literacy

Michael Wesch's University of Manitoba's presentation. Discusses student engagement and authentic learning experiences in large lecture classrooms

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MediaLiteracy Web2.0 wesch video YouTube

06 Oct 09

Google Maps Mania

An unofficial Google Maps blog tracking the websites, mashups and tools being influenced by Google Maps.

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05 Oct 09

Posterous - The place to post everything. Just email us. Dead simple blog by email.

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02 Oct 09

ToniTheisen - Idaho Association of Teachers of Language and Culture Fall Conference-Oct. 2, 2009

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toy wiki k-12 theisen web2.0

A great resource from Toni Theisen that includes her session handouts. - lindseybp on 2009-10-05

01 Oct 09

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander’s Lost Presentation — Open Education Conference

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bryanalexander socialmedia CMS Web2.0 education methods roml 5395

Compare this to our current metrics. - lindseybp on 2009-09-29

Over the past near-decade CMSes have not only grown in scale, but feature development. Consider the variety: gradebooks, registrar system integration, e-Reserve integration, discussion tools, drop boxes, news alerts. Consider too the growth of parallel Web 2.0 tools: wikis, blogs, social bookmarking, podcasting.
Now to compare CMSes and Web 2.0: imagine an alternate history, a counterfactual, whereby the world outside academia had Blackboard instead of Web 2.0:

§ White House health care reform debates: each citizen must log into a town-hall-associated “class,” registering by zip code and social security number. Information is exchanged between “town classes” via email. Relevant documents can be found, often in .doc format, by logging into one’s town class.
20 more annotations...
- § Iranian activists collaborate via classes, frantically switching logins and handles to keep government authorities from registering and snooping.
  
  § “Citizen media” barely exist. Instead we rely on established authorities (CNN, BBC, Xinua, etc) to sift, select, and, eventually, republish rare selections of user-generated media.
  
  § Wikipedia, Flickr and Picasa, the blogosphere, Facebook and MySpace, the world of podcasting simply don’t exist. Instead, we rely on static, non-communicable Web documents, and consult the occasional e-Reserve, sometimes on a purchased DVD.
  
  § The Recording Industry Association of America (RIAA) maintains fan clubs, small, temporary groups where fans of certain bands and artists can sign in and listen to time-limited, DRM’d music. “It’s like tape trading, but legal!” says one promotional campaign.
- Once we had Bertold Brecht writing plays for radio, neighborhood-based radio shows, and the stupendous Orson Wells; then we moved on, through payola, and onto Kasey Kasem and Clear Channel.
  - This vanillazation of radio content is similar to CMSs impact on learning - on 2009-10-01
  Add Sticky Note
- Unfortunately, this margin and that niche don’t map well onto each other, to the extent that education extends beyond single classes and connects with the world.
- CMSes offer versions of most of these, but in a truncated way. Students can publish links to external objects, but can’t link back in. (In fact, a Blackboard class is a fine place to control access to content for one concerned about “deep linking”) An instructor can assign a reading group consisting of students in one’s class, but no one else. These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
- professors can readily built media criticism assignments into class spaces. These experiences are analogous to the pre-digital classroom, and can work well enough. But both refuse to engage with today’s realities, namely that media are deeply shaped by the social. Journaling privately, restricted to an audience not of the writer’s choosing, is unusual.
- We’ve seen an explosion in computer-mediated teaching and learning practices based on Web 2.0, in variety and scope too broad to summarize here. Think of the range from class blogs to Wikipedia writing exercises, profcasting to Twitter class announcements, mashups and academic library folksonomies and researchers’ social bookmarking subscriptions. CMSes react in the following ways: first, by simply not recapitulating these functions; second, by imitating them in delayed, limited fashions; third, by attempting them in a marginal way (example: Blackboard’s Scholar.com). CMSes are retrograde in a Web 2.0 teaching world.
- CMSes shift from being merely retrograde to being actively regressive if we consider the broader, subtler changes in the digital teaching landscape. Web 2.0 has rapidly grown an enormous amount of content through what Yochai Benkler calls “peer-based commons production.” One effect of this has been to grow a large area for informal learning, which students (and staff) access without our benign interference.
- Moreover, those curious about teaching with social media have easy access to a growing, accessible community of experienced staff by means of those very media. A meta-community of Web 2.0 academic practitioners is now too vast to catalogue. Academics in every discipline blog about their work. Wikis record their efforts and thoughts, as do podcasts. The reverse is true of the CMS, the very architecture of which forbids such peer-to-peer information sharing. For example, the Resource Center for Cyberculture Studies (RCCS) has for many years maintained a descriptive listing of courses about digital culture across the disciplines. During the 1990s that number grew with each semester. But after the explosive growth of CMSes that number dwindled. Not the number of classes taught, but the number of classes which could even be described. According to the RCCS’ founder, David Silver (University of San Francisco), this is due to the isolation of class content in CMS containers.
- If we focus on the copyright issue, then the CMS makes for an apparently adequate shield. It also represents an uncritical acceptance of one school of copyright practice, as it enforces one form of fair use through software. However, it does not open up the question of copyright. Compare, for example, with the Creative Commons option increasingly available to content authors in platforms such as Flickr or WordPress. That experiential, teachable moment of selecting one’s copyright stance is eliminated by the CMS.
- Another argument in favor of CMSes over Web 2.0 concerns the latter’s open nature.
- Campuses should run CMSes to create shielded environments,
- Yet does this argument seem familiar, somehow? It was made during the 1990s, once the first Web ballooned, and new forms of information anxiety appeared. Mentioning this historicity is not intended as a point of style, but to remind the audience that, since this is an old problem, we have been steadily evolving solutions. Indeed, ever since the 20^th century we can point to practices – out in the open, wild Web! – which help users cope with informational chaos. These include social sifting, information literacy, using the wisdom of crowds, and others. Such strategies are widely discussed, easily accessed, and continually revised and honed. Most of these skills are not well suited to the walled garden environment, but can be discussed there, of course. Without undue risk of exposure.
- Put another way, we can sum up the CMS alternative to Web 2.0’s established and evolving pedagogies as a sort of corporate model. This doesn’t refer to the fact that the leading CMS is a business product, produced by a fairly energetic marketplace player. No, the architecture of CMSes recapitulates several aspects of modern business. It enforces copyright compliance. It resembles an intranet, akin to those run by many enterprises. It protects users from external challenges, in true walled garden style. Indeed, at present, radio CMS is the Clear Channel of online learning.
  - Brilliant analogy - on 2009-09-01
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- The academic uses of realtime search follow the pre-Web pedagogy of seeking timely references to a classroom topic. Think of a professor bringing a newspaper to class, carrying a report about the very subject under discussion. How can this be utilized practically? Faculty members can pick a Web service (Google News, Facebook, Twitter) and search themselves, sharing results; or students can run such queries themselves.
- For now, the CMS landsape is a multi-institutional dark Web, an invisible, unsearchable, un-mash-up-able archipelago of hidden learning content.
- Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
- Now your iPhone can track your position on that custom map image as easily as it can on Google maps.”
- What world is better placed to connect academia productively with such projects, the open social Web or the CMS?
- CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
- It makes for a separation from the social media world, a paused space, perhaps one fertile for reflection. If that works for some situations, then it works, and should be selected… consciously, not as a default or unreflective option, but as the result of a pedagogical decision process.

30 Sep 09

burell9english » home

A "Flat Classroom" writing workshop between students of Korea International School (KIS) in Seoul, South Korea, Punahou High School in Honolulu, Hawaii, and Arapahoe High School in Littleton, Colorado.

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Screencast from Interview Presentation - Workforce Educators

Bold, creative use of Google Docs and the backchannel for a DL job interview

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beyondwebct aroundtheworld web2.0 Google ning mafla09 actfl09 ctcolt09 pln methods

brokenworld » A Broken World

A student-created history wiki

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Welcome to a worldwide learning network — OER Commons

OER Commons is a teaching and learning network of shared materials, from K-12 through college, from algebra to zoology, open to everyone.

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29 Sep 09

Free Online Course Materials | MIT OpenCourseWare

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26 Sep 09

Using Student Podcasts in Literature Classes | Academic Commons

Peter Schmidt instructor, Swarthmore College

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This podcast project tied in very well to a literature course, because in addition to teaching students about particular works of fiction, the key
skill modeled when students quote and expand on each other's words is
that thinking about cultural works is a collaborative process that
happens in dialogue, not only in isolation. Cultural objects
(including novels) are not static; they circulate, they are events. We
may receive them privately, as when we read or work on a computer, but
the process is not complete until we take the next step, which is to
re-connect with others. We get ideas about interpretation from others,
improve them (we hope) on our own, then place these ideas back into the
cultural stream.
Each podcast assignment consisted of a "podcast pair" (two podcasts); students made a five-minute reading of a passage from a novel, coupled with a five-minute discussion of that passage: why the student chose it, what details were most important, what themes and issues the passage raised, and how the passage related to the rest of the novel. These podcasts were posted on a server and all students in the class were required to listen to selected podcasts on what they were reading before coming to class discussions.

20 Sep 09

Mobile Devices in Education

Proposed and actual examples of mobile devices for education from Duke U

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web2.0 school2.0 mobile learning education Duke for:gaugler

16 Sep 09

educational-origami - Starter Sheets

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wiki tutorial web2.0 howto

14 Sep 09

Google Earth Lessons

A free public resource created by teachers, for teachers, to give educators tools and ideas for using the free Google Earth software in their classrooms.

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NEW! - Where are you from? Personal heritage and history are explored in this lesson as students chart their histories and migrations.
My Tour of Spain In this lesson, students use Google Earth and internet resources to plan and share their virtual vacation of Spain. The links provided make it a great Web Quest activity! Submitted by Echo Ukrainetz.
1 more annotations...
- - From Russia with Love A
  placemark collection about the travails of Czarist Russia. Visit activehistory.co.uk
  
  and scroll down the page for a full interactive lesson that includes lesson
  plans, worksheets, resources and more!

08 Sep 09

Steps To Become A 21st Century Educator

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slideshare web2.0 21stcenturyskills

Barbara Lindsey's Library tagged web2.0 → View Popular

John Frazer

About The Commons | Academic Commons

Don’t be awed by enhanced access to administrative academic data - Look for pedagogic changes instead! » Moving at the Speed of Creativity

K12 Online Conference 2007 | New Tools “Cell Phones as Classroom Learning Tools”

WebTools4u2use - Finding the Right Tool

YouTube - A Portal to Media Literacy

Google Maps Mania

Posterous - The place to post everything. Just email us. Dead simple blog by email.

ToniTheisen - Idaho Association of Teachers of Language and Culture Fall Conference-Oct. 2, 2009

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander’s Lost Presentation — Open Education Conference

burell9english » home

Screencast from Interview Presentation - Workforce Educators

brokenworld » A Broken World

Welcome to a worldwide learning network — OER Commons

Free Online Course Materials | MIT OpenCourseWare

Using Student Podcasts in Literature Classes | Academic Commons

Mobile Devices in Education

educational-origami - Starter Sheets

Google Earth Lessons

Steps To Become A 21st Century Educator

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