Web2.0: Promises and Perils - Obrien and Dahl

transcript

BARRY DAHL JOHN O’BRIENVICE PRESIDENT ACTING PRESIDENTLAKE SUPERIOR COLLEGE CENTURY COLLEGE

B.DAHL@LSC.EDUJOHN.OBRIEN@CENTURY.EDU

WEB 2.0

http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

OneMachine

Kevin Kelly, TED Talks

A Modest Proposal for Higher Education

for the Next 5,000 Days:

Understand that Web 2.0 are Still Blunt, Emerging Tools

What is Web 2.0? Look up the O’Reilly definition on the Web.

It is a social, web-based, useful tool, with a small learning curve.

ANY WEB SITE, TOOL, OR APPLICATION THAT YOU CAN

COMPLETELY CONTROL.

What ISN’T Web 2.0?

EXAMPLE: IF YOU DISABLE COMMENTS ON YOUR BLOG,

IT IS NO LONGER WEB 2.0

What Web 2.0 Tools Are in Your Toolbox?

GRAB YOUR CLICKERS.LET’S SEE WHO USES WEB

2.0 AND WHICH TOOLS.

32%32%1. 0-10 years2. 11-20 yrs3. 21-30 yrs4. Over 30

Faculty Admin Other

1. Faculty2. Admin3. Other

Uses & Users of Web 2.0 in Higher Ed

Wikibarrydahl.wiki.zoho.com/

Active and Collaborative LearningWeb 2.0 Collaborative Apps, Active Games & Simulations

Student-Faculty InteractionSocial Networking, Advanced/Alternate Communication,

Podcasts

Support for LearnersWeb 2.0 Tools Promote More Interaction and Frequent

Communication

BEST PRACTICE: WWW.BARACKOBAMA.COM

The Peril of Falling Behind

The Peril of Raising the Bar

DOES HIGHER ED LOOK FOOLISH AS THESE TOOLS ARE BEING USED OUTSIDE OF EDUCATION? ARE WE GOING TO BE ABLE TO KEEP UP AS

THEY CONTINUE TO RAISE THE BAR HIGHER?

The Peril of Missing the Boat

SINCE HIGHER ED HAS BEEN SLOW TO ADOPT THESE TOOLS,

IT BEGS THE FOLLOWING QUESTION:

WILL WE GET ON BOARD AT ALL?

http://en.wikipedia.org/wiki/List_of_social_networking_websitesWe have a lot to learn about/from Facebook…

The Gap

Social networking: Instant Access to the Friends of Your New Friend’s

Friends’ Friends Instant Mood Ring

Daily News Feed

The Gap

Social Networking: Instant Access to the Friends of Your New Friend’s

Friends’ Friends Instant Mood Ring

Two Classic College Conversations: What classes are you taking? Who’s teaching that class?

More Than Just a Disconnect

Prospective Students Want to…91

1. Complete a financial aid estimator form (88%)2. Complete a tuition cost calculator form (83%)3. Complete an admissions application online (81%)4. Request a campus visit by completing a form (81%)5. IM an admissions counselor or student worker (72%)6. Complete a form to RSVP for a campus event (72%)7. Inquire online (70%)8. Read profiles of faculty (64%)9. E-mail a faculty member (64%)10. Read a faculty blog (64%)11. Read profiles of current students (63%)12. Read a blog written by a current student (63%)

Vision of Facebook-Like Information Exchange

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Search by Courses Taught:

Search for Faculty by Interest Areas (e.g., film, hiking):

Search for Faculty by Day of Week and Time of Day:

First Name:

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WELCOME TO JOHN O’BRIEN’s PROFILE

PHOTOS

BIOGRAPHICAL INFO

TEACHING STYLE

COURSES TAUGHT

ARTICLES/BOOKS

INTERESTS

CONTACT INFOGRADING

Select Any of the Buttons Below to Learn More About John O’Brien:

PHOTOS

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JOHN O’BRIEN’s PROFILE

TEACHING STYLE

My teaching style is more informal than average. While I spend much class time presenting information you’ll need to know (so note-taking is required), I frequently break from notes to provide additional information on the side. I usually teach in a classroom with a projector and a live internet connection, and I frequently use powerpoint and the internet.

GRADING Day one you’ll get a syllabus with details on how

grades are determined for each class. I include pop quizzes to make sure you are keeping up on readings. In composition courses, I do teach grammar and punctuation—and test on it. I have high expectations for the written work in all my courses and while the grade distribution in my composition courses is not unusual, students say they work hard for the grades they earn.

You can see an example of what an A Paper, B Paper, and C Paper look like in my class (students gave permission to share their work).

BIOGRAPHYI grew up in a small town in SW Minnesota, where I went to high

school and was pretty much an average student in high school, until I came to college and discovered how much I loved literature. My freshman year, I got a F on the grammar and punctuation pretest from Professor Ron Robinson, but because I became so engaged in the class, I ended up deciding to major in English—and landed a job as his TA. After I returned from Dublin, Ireland, where I got my master’s degree studying Irish literature, I was hired by that same college and had an office a few doors down from Ron. And I was teaching the course that I took a handful of years before. This is why I have reason to believe that college changes lives, and why I feel almost evangelical about the importance of teaching and learning. Neither of my parents went to college, though this does not mean they weren’t wise, so it would not have been that remarkable had I not gone to college. I’m lucky they supported me in a life of learning that continues to this day. Click here here for more biographical information.

A. ELEVATING THE TRIVIAL B. LOSS OF PERSONAL PRIVACY C. RISK OF SECURITY BREACHD. RISK OF TECHNOLOGY FAILUREE. “REQUIRED” WEB 2.0 WORKF. LACK OF TRAINING/SUPPORTG. OTHERS?

Minimizable Perils

JOIN THE FACEBOOK GROUP

WEB 2.0: PROMISES AND PERILS

Continuing theConversation

BARRY DAHLB.DAHL@LSC.EDU

JOHN O’BRIEN JOHN.OBRIEN@CENTURY.EDU

Continuing theConversation

john.obrien@century.edu