2011 Summer Technology Academy
Workshop 2 Information Technology Services Concordia College, Moorhead, MN May 25, 2011
Workshop 2: Objectives 1. Exploring technology options a) Requirements and contingencies b) Technologies as a catalyst for learning: i) Computing technology ii) Internet technology iii) Mobile technology iv) Social networking 2. Branding considerations 3. Issues and ethics a) Digital identity
Last Time: Workshop 1 and Assignment Discussion CLASS DISCUSSION: Identify 4 key things you learned from your homework assignment and Workshop 1 in the boxes below and be prepared to discuss your findings in class.
Catalysts for Learning In order to understand the new catalysts for learning, it is worthwhile to review how the Web has evolved as well as understand the trends and directions it may be going. Semantic Web The first evolutionary version of the web, called the Semantic Web, refers to the technologies that enabled computers to understand the semantics or meaning of the web through a network of hyperlinked web pages and metadata. The formatting of the Sematic Web was quickly adopted by users world-wide reaching 50 million users in just 5 yearsi. Web 2.0 What exactly is Web 2.0? It started out as the name for a conference!ii According renowned technology publisher Tim O’Reilly, the term Web 2.0 encompasses a more strategic platformiii: 1. The Web as a platform – user controls data, services are offered instead of packaged software, user participation makes up the main architecture, higher scalability, data sources can be mixed and transformed to create new forms of information, software is usable across multiple platforms, and collective intelligence is harnessed. Web 3.0? Web 3.0 is a loosely termed phrase referring to the next evolutionary cycle of the Web and associated technologies. Similarly, the “S” Curve refers to the cycle of application development and user adoption. Overall, the hallmark of any development cycle represents a significant discontinuity from the previous generation of technology. According to 2011 Horizon Report created by The New Media Consortium and Educauseiv, a number of technology trends have been identified as potentially having a significant impact on higher education within the next one to five years such as electronic books, mobile applications, augmented reality, game-based learning, gesture-based computing, and learning analytics.
ENCYCLOPEDIA FOR TECHNOLOGY TERMS http://www.techweb.com/encyclopedia
Computing Technology as a Catalyst for Learning Product/Site
Google Development Labs http://www.googlelabs.com/
“Google Labs is a playground where our more adventurous users can play around with prototypes of some of our wild and crazy ideas and offer feedback directly to the engineers who developed them. Please note that Labs is the first phase in a lengthy product development process and none of this stuff is guaranteed to make it onto Google.com. While some of our crazy ideas might grow into the next Gmail or iGoogle, others might turn out to be, well, just plain crazy.” Quote from: http://www.googlelabs.com/faq
Google Art Project: http://www.googleartproject.com/ Create a space collaborative tools: http://sharedspaces.googlelabs.com/ Google Earth Engine environmental analysis http://earthengine.googlelabs.com/#intro Google Goggles – OCR Reader (QR Codes) http://www.google.com/mobile/goggles/#text Google Scholar http://scholar.google.com/
Adobe Labs http://labs.adobe.com/
“Experience and evaluate new and emerging innovations, technologies and products from Adobe Labs.” List of technologies and developments: http://labs.adobe.com/technologies/
Suggested links to explore: Cirrus, JamJar, Knowhow, Project Rome, Wallaby Showcase sites: http://tweetzi.com/ http://www.icouponize.com/ http://www.sbliss.com/ http://etherpad.org
Microsoft Research Labs http://research.microsoft.com /en-us/
“Since Microsoft Corporation established it in 1991, Microsoft Research has become one of the largest, fastest-growing, most respected software research organizations in the world. Its distinguished researchers and scientists help shape the computing experience of millions of people worldwide, with innovations that enhance virtually every product Microsoft now releases. These
Research Areas: http://research.microsoft.com/apps/dp/areas.aspx Kinect (Gesturing): http://www.microsoft.com/presspass/videos/default.ms px?VideoGUID=30bb8031-b801-4f56-bdce-3e9df8fd0c10 Productivity Future Vision: http://www.officelabs.com/productivityfuturevision 6|Page
Open Source Software
innovations have fueled scores of incremental advances and giant technological leaps.”
Zentity 2.0: http://research.microsoft.com/enus/projects/zentity/default.aspx Microsoft Biology Foundation 2.0 Beta 1: http://research.microsoft.com/enus/projects/bio/mbf.aspx eScience: http://research.microsoft.com/enus/collaboration/focus/escience/default.aspx
The code used for developing open source software is made available to the public as opposed to software that is proprietary to the developer. One advantage of open source is the diversity of ideas yielding a superior product.
Wiki Media – collection of wiki tools: http://wikimedia.org Alfresco – content management system: http://www.alfresco.com/ Joomla – content management system: http://www.joomla.org/ Canvas CV – course management system http://www.instructure.com/ Sakai – course management system (type of OS license) http://sakaiproject.org/ NASA World Wind – virtual globe (see Wikipedia) http://worldwind.arc.nasa.gov/java/ Open Office – suite of desktop applications http://www.openoffice.org/
Open source software currently used by Concordia: WordPress – blog software http://wordpress.org Moodle – course management system http://moodle.org Mozilla Firefox – internet browser http://www.mozilla.com/en-US/firefox/new/
Open Source Organizations
Organizations dedicated to open source methodologies for collaboration, research, and sharing information and ideas.
The Creative Commons – sharing creative works http://creativecommons.org/ Science Commons – sharing scientific research http://creativecommons.org/science 7|Page
Noteworthy Education Commons – sharing educational resources http://creativecommons.org/education The Open Source Science Project (OSSP) http://www.theopensourcescienceproject.com/ Education Open Directory Project http://www.dmoz.org/
RSS Technology Comparison list of feed aggregators: http://en.wikipedia.org/wiki/C omparison_of_feed_aggregato rs
Really Simple Syndication – users subscribe to websites and information is updated on client software automatically. New software such as Feedly can aggregate from multiple RSS feeds and arrange those feeds in a user-friendly, readable format. Web browsers, e-mail clients, and learning management systems have RSS capabilities. Some desktop widgets are designed for aggregating RSS feeds.
Feedly – guided tour: http://blog.feedly.com/tutorial/ iTunes – http://www.itunes.com Google Reader – http://www.google.com/reader FeedDemon – http://feeddemon.com Cool Iris (browser plug in) – http://cooliris.com FeedReader – http://www.feedreader.com FeedForAll – RSS feed creation tool http://www.feedforall.com/
Browser Plug-Ins and Add-ons
Many programs can be added onto browsers like Firefox, Internet Explorer, Safari, and Chrome to provide much needed functionality such as added security when browsing the web, uploading files to a website or language support.
Firefox Add-ons: https://addons.mozilla.org/en-US/firefox/ Internet Explorer Add-ons: http://www.ieaddons.com/en/ Safari Add-ons: http://safariaddons.com/en-US/safari/ Chrome Add-ons: http://chrome.google.com/webstore
Widgets are small programs that you can deposit on your desktop or in another application such as Moodle. Widgets can be programmed to count down the days until May seminar, play a slideshow of pictures, or even interact with users. Technically,
Widgetbox – http://www.widgetbox.com MassPublisher – http://masspublisher.com RockYou – http://www.rockyou.com (Facebook widgets and games)
there are 4 types of widgets: Web widgets, desktop widgets, blidgets, and gadgets. Widgets can be entertaining or they can convey important information.
Slide – http://www.slide.com Playlist – http://www.playlist.com Bunny Hero Labs (cyber pets) – http://www.bunnyherolabs.com Widgipedia – http://www.widgipedia.com Yahoo Widgets – http://widgets.yahoo.com
In the context of this course, AR software allows users to interact with a digitally enhanced simulation of objects and places. Some AR technology such as Second Life supports video streams and communicative features. Future uses of AR technologies may include incorporation with hand held devices, medical research, interactive analysis with geology and hydrology, kiosks, and more.
SecondLife: http://www.secondlife.com Active Worlds: http://www.activeworlds.com Google Earth: http://earth.google.com Metropolitan Museum of Modern Art: http://www.googleartproject.com/museums/moma Google Body: http://bodybrowser.googlelabs.com/ (Note: Chrome and Firefox 4 support WebGL standards)
Resources for Keeping Up on New and Emerging Technologies Tim O'Reilly O'Reilly Media (publisher of the animal books) Home Page: http://oreilly.com/ Oâ€™Reilly Radar: http://radar.oreilly.com/tim/
Ken Baldauf, Florida State University Home Page: http://www.kenbaldauf.com Course Casts: http://coursecasts.course.com/ Teaching Technology: http://www.teachtechnology.biz Teaching Technology: http://www.teachtech.biz
Curtiss Bonk Book: The World is Open Home Page: http://mypage.iu.edu/~cjbonk/ Publications and Presentations: http://www.publicationshare.com/ Educational Resources: http://www.trainingshare.com/resources/ Shared online video and pedagogical activities: http://www.trainingshare.com/resources/Summary_of_Ways_to_Use_Shared_Online_Video.php Marc Prensky - Books Teaching Digital Natives---Partnering for Real Learning (Corwin 2010), Don't Bother Me Mom -- I'm Learning (Paragon House 2005), and Digital Game-Based Learning (McGraw-Hill, 2001).
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Social Networking as a Catalyst for Learning Product/Site
Ning enables businesses and organizations to create their own, customized social networks.
Creating class or discipline-specific online communities. Can engage users within our outside the Concordia community. Site monitoring recommended.
Social networking site intended for professional use and marketing.
LinkedIn sponsors professional, social learning community groups for exchanging information and ideas.
Microblogging and status update website.
Twitter can be used in class as a response tool and to track major news events. Note that http://www.phonewik.com allows you to publish live audio tweets from your phone directly to Twitter.
WordPress MU http://blog.cord.edu/youralias
WordPress multi-user is a locally hosted version of WordPress obtained from WordPress.org. Individual or group sites can be created. Sites are set up by ITS.
Student capstone projects or ePortfolios, May seminar courses, and individual blogs set up as part of a course requirement. Content not searchable via major search engines.
Commercial version of WordPress. User registration required. Free.
Recommended for professional blogging. Users can monitor traffic or hits to their site. General public can subscribe to the site.
Hootsuite is a social networking manager or dashboard that combines streams from sites like Facebook, Twitter, and LinkedIn. Users can read and post to their social networks from one place.
Hootsuite is a resource tool that can be applied in various disciplines such as Business, Marketing, and Communications for purposes such as monitoring business accounts.
Desktop application and available as an iPhone application that lets you manage your social networking sites from a single interface.
Like Hootsuite, TweetDeck is a resource tool.
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Built on a social networking platform, Cubetree is designed to facilitate collaboration and includes a suite of tools such as wikis, file sharing, and polls. Said to be similar to Microsoftâ€™s SharePoint Server product, a popular business collaboration tool.
Web-based class or group collaboration. Students can share and link files, manage goals, use polling, wikis, and more. Integrates with external web resources and tools.
Wiffiti publishes real-time messages to a screen you create on the Wiffiti website. You can interact with Wiffiti using your mobile phone or web accounts such as Facebook and Twitter. Largely used for events.
As an example, you can create a Wiffiti screen that aggregates specific tags such as: Concordia, Moorhead, ED 310. To obtain instructions and to see an example of a Wiffiti screen visit Moodle Training. Screen ratings can be applied and screens can be posted directly in Moodle.
We Feel Fine http://wefeelfine.org/wefeelfine_pc.html
This site is a java applet-based program which As news events unfold around the world, scans blog posts for occurrences of the phrases students can use this tool to examine current "I feel" and "I am feeling". The site can be human emotions. filtered using additional criteria such as country, date, gender, tags, and more or any combination of criteria.
Flatworld Knowledge http://www.flatworldknowledge.com/
Publisher of free and open textbooks.
Free textbooks to use as is and/or customize.
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Mobile Technology as a Catalyst for Learning – NEW In general, mobile technology incorporates mobile phones, SmartPhones, tablet PC’s, netbooks, iPads, and other devices that are portable. Internet accessibility is the key aspect of mobile technology being a catalyst for learning. Immediate access to information is foremost for this technology however new developments are on the horizon. Imagine, for example, having access to emergency medical information on a portable device that demonstrates (via augmented reality) the correct procedure to use for someone choking or signs that someone may be having a stroke. Most information delivered through a mobile platform is more condensed to provide instant information or access to the most sought after information. Pedagogical possibilities include listening to podcasts, watching videos, searching for resources, and completing assignments through the use of applications such as WordPress Mobile. Product/Site
Wapple http://wapple.net http://go.wapple.ent/carlb
Web—based application for developing websites for mobile phones. Library currently has a site to search for books from your mobile phone.
Mobile app development: http://wapple.net/mobile-web-for-webdevelopers-and-designers
Mobile application for instant audience feedback. Free for 30 or fewer audience members.
Student feedback during lectures; (free alternative for audience response systems like Clickers and Mouse Mischief.)
Audience response system using mobile phones or other internet accessible computer.
Students log into a virtual classroom and can respond via polls and games. Cost unknown.
You can broadcast live to the web from your cellphone or create a quick and simple phonecast “phlogs” from your phone.
The code for phlogs can be embedded into web pages such as Moodle. Plogs can be tagged and searched similar to regular blogs.
Largely a speech tool, you create personalized speaking avatars to use in blogs, web profiles and email messages. You can use your phone to record avatar messages.
You can embed the code for your Voki avatar directly in Moodle to welcome students or provide more personalized instructions.
Use your phone to make instant podcasts.
An example channel could be Debate 201 where 13 | P a g e
Create channels and access usage reports.
students upload mini podcasts of debates. Could be useful for language instruction, a component of an in-class activity, phone interviewing skills, and more.
ChaCha is a question and answer website. The audience can text their questions to 242 242.
ChaCha can be useful for looking up information during a lecture or for learning how to phrase questions appropriately.
Publishes live audio messages or â€œtweetsâ€? directly to your Twitter account.
If using Twitter as part of your class, phone tweets can provide audio updates for a more personalized message.
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Internet as a Catalyst for Learning Product/Site
Wimba http://cord.wimba.com (Mobile accessibility is listed as a feature available with version 2.0.)
Current license. Contact ITS to schedule training. Wimba is a web conferencing tool that integrates with Moodle and supports features such as polling, live chat, archiving, onscreen presentations, and more. Supports tablet PC functions, video and screen sharing.
Use Wimba to host virtual office hours with your students during the day or in the evening. Wimba can be used to conduct synchronous our asynchronous online or blended course. Additional add-on programs are available such as Pronto and Voice. Pronto provides the same capability as Communicator however software download is required.
Web-based communication tool that supports video and chat. Skype is available as a free app for SmartPhones.
Skype allows you to see other users who may be online. Compared to Communicator and Wimba, Skypes features are very limited.
Communicator comes as part of the Microsoft Office suite and integrates with the calendaring feature in Outlook. Users can determine if users are free, busy or have been inactive.
Use of Communicator is limited to those who have the application installed however Communicator supports screen sharing, live chat, conference calling, video, and peer-to-peer control.
BlogTalk Radio http://www.blogtalkradio.com/
Create your own radio show, archive shows. Ad- Similar to podcasting, students can create their supported. own radio shows.
Live, interactive web-based streaming of shows similar to television. Audience members must register with Ustream to view shows. Adsupported.
Ustream offers the potential to engage with its audience through live chat and even Skype callers. Episodes can be viewed live or archived for later viewing. Compared to Wimba, Ustream is closer to broadcast television. Contact Digital Media Services to learn more.
See example sites: http://wikilearn.uvu.edu http://wikieducator.org/oer_handbook
WikiLearn is one of many wiki-based tools that enables collaborative learning. Examples can include best practices for teaching, showcasing student capstone projects, and marketing institutional resources. 15 | P a g e
Publish your own documents, page through document like a magazine. Users can track the number of hits to their publications and the general public can “follow” you. Content can be rated or comments allowed. You can designate which parts of the internet to publish to.
See example website: http://www.issuu.com/pheisler Code can be embedded directly into Moodle.
Interactive Video Network (IVN)
Live, televised broadcast of a course. Requires site to site interactive video network connection. Supported by Digital Media Services.
Site to site connections have been established with other classrooms in Mexico City. Useful for cultural education, program outreach (such as offering advanced placement courses in rural areas), and extending geographic reach of the classroom.
Simple Diagrams http://simplediagrams.com
Small desktop application to allow for more visual reference or expression of ideas. Looks similar to a blackboard and chalk.
Concepts you might draw on the board during a lecture can be reconstructed using this tool. Product may be useful for existing library of images outside of Microsoft Office.
Very popular web-based screencasting software. Works with existing accounts such as Facebook and Twitter.
Create screencasts of anything on your computer. You can use the code to embed the screencast in Moodle.
Upload and share PowerPoint slideshows. Uses channels for organizing. Code can be embedded into Moodle.
Similar to blogging but using PowerPoint slideshows. Many uses such as soliciting public feedback or as a component of an ePortfolio.
Other Helpful Resources Flickr – http://www.flickr.com: image hosting site for creating slideshows on the fly, more. Glogster – http://glogster.com: create your own poster or conglomerate of images. Pixlr – http://pixlr.com: image editor. Twibbon – http://twibbon.com: add badges to your avatar.
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Using Games in Instruction Learning versus playing – a question of pedagogy. Read article: http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf
How would you describe the role of a “gamer”?
Game environments enable players to:
Some issues with using games in the classroom:
Examples of games that are also strong learning tools: Guitar Hero Mavis Beacon Typing Wall Street Stock Market games: http://www.wallstreetsurvivor.com/ (click take tour link) http://vse.marketwatch.com/Game/Homepage.aspx http://www.bestshareware.net/wall-street-raider.htm Simulation Games: http://www.bestshareware.net/simulation.htm Other Game Genres: http://www.bestshareware.net/directories.htm Business simulation games: http://www.industryplayer.com/ http://businesssimulationgames.org/businesssimulationgamesonlinefree.html NBC Learn (formerly iCue). NBC has developed a collection of news archives and research and is displayed in a way that is appealing to K-12 audiences for research purposes. http://archives.nbclearn.com/portal/site/k-12 Decision Matrix for Games that Teach: http://facstaff.uww.edu/jonesd/games
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Branding Your Instruction What do we mean by “branding” and what purpose does it have with your instruction?
How does branding influence “consumer” (student) attitudes?
What are some steps or opportunities you can take toward creating a positive brand identity for your instruction? For you as a professor?
Name some issues that can affect your image or brand.
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Issues and ethics What are some issues you have encountered with using new technology in your courses?
What are some issues (regarding the required use of a new technology) that can impact your students?
CONCEPT: Digital Identity and Social Screening Read articles: http://www.sminorgs.net/2010/10/social-screening-candidates-and-employers-beware.html http://www.sminorgs.net/2010/10/social-screening-the-expanded-discussion.html
Can we (faculty) require students to register online for software or use of a website? What are some issues we need to be aware of?
Some students have Macs, some students have PCs. How can I meet the needs of all my students?
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Workshop 3 Homework and Recommended Reading Workshop 3 homework, recommended reading Chapter 7, pp. 173-226 – instructional design ideas Chapter 9, pp. 247-284 – application ideas
E-Business: Roadmap for Success, R. Kalakota, M. Robinson (1999). Addison-Wesley.
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