Post on 16-May-2015
transcript
Social Media U: Best Practices &
Case Studies Teaching with
Web 2.0 Tools
Rick Reo, rreo@gmu.edu
Instructional Designer, GMU
Adjunct Instructor, AIT & CEHD
Source: Gartner
What We’re Going To Talk
About
• What is Web 2.0?
• Why should you care?
- How does Web 2.0 change how we
do things?
• Best educational practices
• Web 2.0 tools & technologies
Backchannel Resources
Twitter hashtag: #cehdpw
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Rick’s Delicious tags: http://delicious.com/rreo/socialmedia
Rick’s ShareTabs: http://www.sharetabs.com/?smu-gmu
Rick’s Slideshare:http://www.slideshare.net/rreo
What does Web 2.0 meanto
Social software is a subset of Web 2.0 and a continuation of older computer-mediated communication (CMC) tools such as IM, newsgroups, groupware, and virtual communities (Alexander, 2006; Rheingold, 2003, ¶4).
CMC
Social Software
Web 2.0
Web 2.0 includes a broad range of web technologies, services, and tools, and refers to a renewed pattern of web technology adoption and innovation.
Dabbagh, N., & Reo, R. (in press). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying social informatics for tertiary teaching. Hershey, PA: IGI Global (formerly Idea Group, Inc.).
Educational Social Software
aka Web 2.0 Tools
ESS enable:
• lower the barriers to participation and self-authoring: web-based & easy-to-use community-based & sense of ownership
• increased capacity for working together• (communication, collaboration)
• collectively change the rules of social interaction
• personalization-- goals, interface,
“networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, indentity, and relationship.
~ Terry Anderson, Ch.9, p.227Theory and Practice of Online Learning
1. User-Generated Content – media content, publicly available, produced by end-users
2. Architecture of Participation – the way a service is designed facilitates participation and promotes UGC.
3. Wisdom of the Crowds (Crowdsourcing) –leveraging the mass collaboration enabled by Web 2.0 technologies to achieve small goals/task or solve problems.
4. Network Effects & the Long Tail – large user base; value increases for everyone as new users join/participate
5. Data on Epic Scale –information collected indirectly from users and aggregated as a side effect of ordinary use of Google, etc.
6. Open-ness -- Web has a strong tradition of working in an open fashion
Six Big Ideas Behind Web 2.0
Anderson, Paul (2007). What is Web 2.0? Ideas, technologies and implications for education. Tech Watch Report, JISC, http://www.jisc.ac.uk/publications/publications/twweb2.aspx
Web 2.0 Transforms
Practice
• Teaching 2.0
• Learning 2.0
• Library 2.0
• Enterprise 2.0
• Journalism 2.0
What do these changes mean for Higher Education?
• Changes in the way we:– collaborate– communicate– provide content,
services, or resources
Why you should care?• In the end, you don’t really have a choice: Embrace 2.0
technologies– most people are already social computing aficionados– that is what our student body is expecting– and what our mandates require with our limited resources and
increasing demands.
• Why Faculty Should Care?– students are using these tools– improve disciplinary communication and knowledge sharing /
Professional Development– authentic learning opportunities
Why should you care?
• Web 2.0 tools offer several benefits to instructors, including:– ease of use– interactions/integrations with other commonly-used tools– filling needs not currently met with other tools– inspiring creativity and exploration in teaching– authentic learning experiences
Downsides
Source: Wired magazine
Copyright, Privacy, and Security
Public Domain
No rights reserved
Unrestricted redistribution and
modification
Creative Commons licensing
Some rights reserved
Choice of restriction on redistribution and modification
and Share-Alike
Traditional Copyright
©All rights reserved
Exclusive restrictions on
redistribution and modification
CopyleftCopyleft
Source: Reo
Teaching & Learning with Web 2.0 Tools (TLT2.0)
• Iterative instructional design – Traditional ID
Don’t start with the technology. Think about your course goals first – what are you trying to do?
• what are your needs, especially in terms of collaboration, content, and communication
• then you can move to thinking about technology
– Iterative IDTraditional ID + Web 2.0 tools simultaneously
• tool affordances for users
Web 2.0 Technology Selection Criteria
Evaluate your possible tool choices using these criteria to eliminate poor choices quickly. Then, do more extensive testing to find that ‘perfect' Web 2.0 technology.
Criteria 1: Access •Is the tool accessible by Windows and Mac users?•Is the tool / product of tool viewable in a variety of web browsers?•Does the tool work well for those with dial-up connections?•Does the tool provide options that support ADA compliance?•Is the tool free?•Will the tool be around for a while?
Criteria 2: Usability•Do you have to create an account to use the tool?•Is the tool easy to use?•Does the tool have a robust and easy to use Help section?•Does anything have to be downloaded and installed on the computer to use the tool?
Criteria 3: Privacy & Intellectual Property•Does the tool allow you to restrict access of your work/your students' work?•Does the tool protect your personal data (e.g. email address given when account created)?•Does the tool allow you / your students to retain sole IP rights to the content you create?•Does the tool allow you to determine the copyright status of the content you've created?•Can you save a copy of the product to your desktop for archival purposes?
Criteria 4: Workload & Time Management•Does the tool make it easy to track student work (for grading purposes).•Does the tool support private and public commenting (for individual and group feedback)?•Does the tool provide for an RSS feed to track work via email or an RSS reader?•Is it possible to embed the tool into the LCMS you're using?
Criteria 5: Fun Factor•Does the tool allow you to be creative during the learning process?•Does the tool allow you to demonstrate creativity in the learning product?•Does the tool provide opportunities for different types of interaction (visual, verbal, written)?•Does the tool increase the perception of connectedness?•Does the tool encourage collaboration?
Source: Sloan-C
Types of Uses
Web 2.0 Tools
Private Information Management
Open Resource Sharing
Social Networking
Common FeaturesSettings
Setup for private/personal use
Disable search engine indexing
Enable public view Setup personal profile Configure tool for resource
sharing
Configure to pull in other people’s content or activity via comments, RSS feeds, etc.
Enable information “push” via subscription, follow, watch list, notifications etc.
Build tool-based communities / groups / collections Employ promotional activities or send invitations Setup multi modal, two-way communication pathways
Blog
(including microblogging)
•Use as private online journal •Create multimedia blog posts•Enable Blogroll
•Dynamic access to related/recommended content, e.g., Trackback•Enable comments, Trackback , RSS feeds•Add blog to RSS aggregation services – e.g., Technorati•Stimulate social connectivity via micro interactions features.
Wiki
• Use as private content management space
• Password protected collaborative document editing & commenting
• Open collaborative document editing & commenting• Enable view history• Provide user statistics
RSS Reader (Bloglines, Google)
• Private news/ media feed archive • Enable personal archive sharing • Network with like minded subscribers or discover content via recommendations
Social Bookmarking(delicious)
• Private bookmark archive • Personal and collective tagging • Create/join user networks to access other people’s links • Use group tags; bundle tags
Social Media(Flickr, YouTube)
• Set-up private media archive or channel (consume only)
• Create/add media content and apply Creative Commons licenses
• Create/join public user groups or channels
Start Pages(iGoogle, PageFlakes)
• Private multiple media information management web pages built on widgets.
• Enable subscriptions • Invite / enable group or open editing of content
Social Networking sites (MySpace, Facebook)
• N/A – public view / personal social information sharing enabled by default
• Add contacts, friends, etc. • Enable two-way communication features via comments, subscription, notifications, chat, or wall graffiti
Social Software Use Continuum
Dabbagh & Reo, 2010
TLT 2.0
• Course integration1
– supplement Bb course with Web 2.0 course assignments• Wikipedia, Google search, blog etc.
• Course integration2
– augment Blackboard courses by embedding Web 2.0 tools
• Course transformation– “Small pieces loosely joined” approach
Case Study -Twitter Experimentby Dr. Monica Rankin, UT Dallas
Problem• Large lecture class (90) - wanted to find a way to involve students in the materials via
discussions
Solution• Twitter posts short messages that can be posted in real-time (with mobile devices via texting
as well as via Web-based tools on laptops/netbooks.
Setup• Course Twitter account, hashtags, Tweetdeck, how-to training, factor down time for trial and
error use
Good Practices• Experimented with strategies for producing constructive discussions
– Twitter most effective when it was combined with other discussion strategies (small group discussions, Interaction with instructor, time to process as an entire class) also organize discussions by topic, needed TA to monitor Twitter stream on computer and respond to questions
Conclusion • Twitter did not replace more conventional discussion formats; instead, it enhanced the
discussions and brought more student interaction
http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm
Active
Passive
In-class Back Channel for Discussion
Used to support ad hoc class discussions or lecture commenting (use hashtags to categorize real-time, on-task chatter/texting (M.Sample)
Good for monitoring key points in a discussion, collating viewpoints
Outside of Class Discussions
Used to collate classroom viewsSetup topics with separate twitter accounts or hashtagsStudents initiate and/ or follow topics and participate in discussion per instructor protocols asynchronously.
Good for community building, discussions, assignments
In-class Directed Discussion (Rankin style)
Open question/topical discussion format1.Use semi-anonymous Twitter stream of comments to lead discussions (2.Twitter aggregates and collates student responses to separate webpage3.End of class large group processing4.Optional step to analyze aggregated content (could be used as makeup assignment for missed class)
Good for engaging all students in discussions in large lecture classes (monitoring key points, collating viewpoints)
Lightly Structured Activities(low threshold)
Follow some instruction and Tweet about itgather course feedback ambient office hourspoll class (e.g., identify an object (D.Cohen)
Tracking Activities
find and follow instructor, experts, topics
Feedback Activitieslanguage or writing practice
Metacognition/Self-regulation
Student activity to share resources and report on self learning events like difficult topics, interesting applications etc.-Muddiest point-One thing I learned most (S.Klein)
Institutional communication channel (outreach, alerts etc.)
Instructor communication channel (e.g., announcements, reminders)
Broadcast course links and share resources
(Implement only, assessment not factored in here)
Adoption Assessment Tool Twitter as Learning Tool -- Levels of Educational Use
Twitter is defined in a course context as a light-weight micro blogging platform used to support micro interactions and social networking in the service of student community building, discussions, tracking & reporting, metacognition and a variety of spontaneous learning activities
Prepared by Rick Reo on behalf of DoIT/LSS, 9/09
Case Study -Twitter Experiment(cont.)
Pros• find a way to engage students in the materials via discussions
Cons• Messy• Not sustainable
Good Practices• Experimented with strategies for producing constructive discussions
– Twitter most effective when it was combined with other discussion strategies (small group discussions, Interaction with instructor, time to process as an entire class) also organize discussions by topic, needed TA to monitor Twitter stream on computer and respond to questions
• Twitter did not replace more conventional discussion formats; instead, it enhanced the discussions and brought more student interaction
http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm
Case Study -Twitter Back Channel
http://search.twitter.com/search?max_id=4537262754&page=2&q=elifs09
Collections of Case Studies
• Educause -- 7 Things You Should Know• Educause/ELI – Emerging Technologies and Practices section• Duke -- Case Studies on Web 2.0 Tools
– Duke Web 2.0 Toolkit
• Twitter Experiment by Dr. Rankin, Prof. of History at UT Dallas.– Comments: http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm
– The video: http://www.youtube.com/watch?v=6WPVWDkF7U8
Duke Case Studies
Source: http://cit.duke.edu/help/consult/web20casestudies.html
Source: Educause
Web 2.0 Tool Kit
Misc. Mason Web 2.0 Tool Kit or Faculty Blogs
Mark Sample, English Dept.– http://www.samplereality.com/2009/08/14/pedagogy-and-the-class-blog/ – http://www.samplereality.com/2009/05/13/teaching-technologies-for-large-classes/
Dan Cohen– http://digitalcampus.tv/
Glenda Morgan– http://gmu-tac.typepad.com/– http://accidentalpedagogy.typepad.com/accidental_pedagogy/web-20/
Resources for TLT2.0
• In Plain English video series• Educause -- 7 Things You Should Know series• iTunes U• JISC• Classroom 2.0
Course Transformation
• Start with a good foundation (base tool)– my tostada metaphor
• You can add all sorts of fun widgets, mash-ups etc. but strong base tool– often a blog or a wiki
• But start by looking at what others have done
Social Software-based Learning Environment -- Course Examples
• My Examples– Course Blog - http://rickreo.onmason.com/edit772-module-3/week-2/– Course Wiki- http://edit575.wikispaces.com/ – Course Startpage - http://www.pageflakes.com/rreo/7151276
• Other Examples– OpenEd Class – Connectivism and Connective Knowledge massive online open course
(MOOC)– Econ Class Blog -- http://econ300.umwblogs.org/
Questions?Questions???
Turracher Schwarzsee (Austria)Source: Wikimedia Commons