web2.0

22 Dec 09

18 Dec 09

AFP: State Department revamps website in Web 2.0 push

Many institutions of of higher ed would do well to consider this approach...

www.google.com/...M5gOLdg63Ods8tZujzJZ6X0L-7jUrA - Preview

dipnote web2.0

"This redesigned website and the redesigned blog, DipNote, both aim to employ the practices of 21st Century statecraft; to educate, listen, learn and engage," Dowd said.
Public diplomacy is changing so rapidly because of digital media," she said. "You need the tools to communicate constantly in an increasingly interconnected world with 24/7 news feeds, constantly updated blogs, and of course, viral video."

08 Dec 09

Videos - The future of the humanities in the Internet era - Dangerously Irrelevant

For Spring 2010 syllabus

www.dangerouslyirrelevant.org/...futureofhumanities.html - Preview

humanities web2.0 rutgers

06 Dec 09

Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE

www.educause.edu/...163095 - Preview

educause web2.0 highered faculty languages

graduate students interested in becoming acquainted with relevant instructional technologies have a limited number of options. Few graduate programs include such training as a part of the curriculum. As a matter of fact, pedagogy itself often represents a negligible fraction of graduate program requirements. The University of Minnesota offers excellent training through its summer institutes,⁴ but access is an issue. Most IT departments offer training sessions on how to use the university course management system, build a web page, or create a PowerPoint presentation, but technical training is not enough.
Today, language centers are the only campus units where such a wide range of expertise can easily be found.
1 more annotations...
- The role of language technologists goes beyond teaching what a blog is and how to set up a browser to display Japanese characters. It includes sorting through novel technologies, evaluating their instructional potential, researching current educational uses, and sharing findings with educators. The most promising applications available today were not designed for instructional use and do not come with an instruction manual. To use them in the classroom requires the ability to redirect their intended purpose and, more importantly, to think through possible consequences of doing so.

What is Holding Educators Back From Blogging? - LeaderTalk - Education Week

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leadertalk EdWeek web2.0 administrators survey

04 Dec 09

Curtis Bonk Course: Web 2.0 and Participatory Learning

Prof. Bonk's syllabus

php.indiana.edu/...Syllabus_R685_Fall_of_2009.htm - Preview

syllabus Bonk web2.0

02 Dec 09

WebTools4u2use » Webtools4U2Use

Great wiki that covers web2.0 tools and provides links to examples. Designed for K-12 school library media specialists but terrific for all educators.

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grants beyondwebct aroundtheworld wiki web2.0 tutorials

01 Dec 09

Capturing Lectures: No Brainer or Sticky Wicket | EDUCAUSE

www.educause.edu/...192206 - Preview

educause lectures copyright sharing web2.0 cloud_computing

15 Nov 09

John Frazer

Interesting web 2.0 type online business card

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resume online cv web2.0

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

www.speedofcreativity.org/...-for-pedagogic-changes-instead - Preview

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

k12onlineconference.org/?p=152 - Preview

mobile pedagogy web2.0 presentations nectfl08 actfl07 beyondwebct grants pln

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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blogs web2.0 googlemaps mashups geotag map mafl09 actfl09 ctcolt09

05 Oct 09

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

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blogging posterous web2.0 website free video audio

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

openedconference.org/...1037 - Preview

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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collaboration education flatworld international students wikis web2.0 pln methods roml5395

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

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

Web 2.0 For Rookies: What Is Web 2.0? - Articles - Educational Technology - ICT in Education

AFP: State Department revamps website in Web 2.0 push

Videos - The future of the humanities in the Internet era - Dangerously Irrelevant

Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE

What is Holding Educators Back From Blogging? - LeaderTalk - Education Week

Curtis Bonk Course: Web 2.0 and Participatory Learning

WebTools4u2use » Webtools4U2Use

Capturing Lectures: No Brainer or Sticky Wicket | EDUCAUSE

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

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