Friday, June 19, 2009
"The figures fit with what Tanya M. Joosten, a lecturer in the University of Wisconsin" http://chronicle.com/blogPost/Teens-Dont-Tweet/7646
Summary, 17 attempts have been completed
*This survey was administered to Juniors and Seniors in an upper level communication course in the Spring of 09
Do you twitter?
3 (17.65 %)
14 (82.35 %)
Number of Responses: 17
Would you like to receive text messages via twitter or another tool about this class or others?
12 (70.59 %)
5 (29.41 %)
Number of Responses: 17
Do you have a data package on your phone where you can access e-mail or browse the web?
7 (41.18 %)
10 (58.82 %)
Number of Responses: 17
Do you use your mobile phone for text messaging?
15 (88.24 %)
2 (11.76 %)
Number of Responses: 17
If you twitter, how often do you send or receive twitters? What kinds of things do you twitter about? Who receives your tweets?
I just started and am learning about it. I haven't received any tweets.
i dont currently twitter because I feel that it is like facebook so i havent looked into it.
I have not yet done twitter because of the fact that i feel as though it is the same as using facebook.
I send twitters about once every other day, I recieve about 25 per day. I twitter about what's going on in my day-to-day life, sometimes post links. I am actually new to twitter. I also set up my cell phone so I can text my tweets, they also post to my facebook account. My friends recieve my tweets as well as some actors & musicians.
I do not twitter.
I don't twitter. I've just recently heard about it...and thought about checking it out but haven't had the time yet.
I have never twittered and don't even know what it is.
I do not twitter.
I dont twitter
I do not twitter
Do not twitter.
I don't twitter.
I can honestly say that I have never sent or received twitters, but I would like to start. Twittering has caught a lot of attention lately and it is something I am interested in. While nobody receives my tweets now, I would most likely talk about sports. The people who would receive them would be friends.
Thursday, June 18, 2009
Note: Since my notes were lost when typing into my blog via mobile phone -- here is a 2nd time, but more condensed.
Wednesday Evening Key Note
Richard stimulate some interesting thoughts:
The doing away with grades - There will be more outcome based assessment. It will be less about seat time, practice hours, etc. It will more about have you met a standard of learning.
How do we determine the standard -- the pass line? What do students need to be able to "do" before they can leave our course? major? school? university?
What is our purpose and value at UWM? Do we know UWM's purpose? UWM's value?
Universities need to focus on retaining talen
*Singapore offers 3 month physical appointments with the remainder virtual.
*MIT faculty left because she wanted to be virtual most of the time -- works for private company now with fiber optics to her home.
How does UWM retain talent -- very difficult for public institutions.
We need to think outside the box when retaining talent
Who wants to do the 40+ hour week in a less than desirable location??
What do we expect to GAIN from employees within a year? their time? or an output? If we want them to complete X this year, why do we require them to work 2080 hours?
Characteristics of an effective organization:
Retainment of talent
Chemical bonding needs 3D demonstration to illustrate relationship
Second Life offers 3D
What students can't learn in 2D? What can't students learn in 2D?
Visions for the future (from Tanya)
Openness -- open educational systems, less focus on security and copyright
Flattened Hierarchy -- no faculty, no tenure track, just instructors
Performance is outcome based - standard of performance
Curriculum is outcome based - Less on building knowledge and more on building "abilities"
Less emphasis on time, age -- more emphasis on ability and skill
Focus throughout the curriculum on digital literacy
Richard had lots of ideas about where we are and where we are going -- get's you thinking...a bit
Thursday Morning, Presented
Meeting Your Pedagogical Needs More Effectively: How to Best Use Second Life
Session 2, Room: N, 9:00a.m. - 9:50a.m.
Abstract: Every educator wants to know is how do I use Second Life in my course? Educators are looking for not only concrete examples of Second Life use, but they are looking for pedagogically sounds best practices that are supported by research, which I will provide.
PPT at http://uwmsecondlife.wikispaces.com and also uploaded to Sloan-C site
30+ attendees (pretty good considering the other panels I went to - had about 15)
I have realized that I have information overload in regards to Second Life. I believe this presentation needs to be streamlined. There is a lot of information!!
View the presenttion at:
Adrian Wilson, Microsoft
Julie and Stwart had the same message. Focus on a technology and manage the implementation for success. If the implementation is not managed appropriately, the technology will fail. Stewart and I are two in the same. Check out his site.
-- FOCUS -- MANAGE TECHNOLOGY--
Focus more on the PM parts of projects and not so much on the technology.
**Contact firstname.lastname@example.org to collaborate on some projects.
Using the CoI Framework to Assess the Efficacy of New Technologies
Session 4, Room: K, 1:00p.m. - 1:50p.m.
Phil Ice, American Public University System
Jason Dom, American Public University System
Abstract: This presentation will introduce participants to methodologies for using the Community of Inquiry Framework to assess the effectiveness of technological implementations in online environments.The empahsis will be on application at various institutional levels. Discussion will focus on case studies and audience generated scenarios.
*Audio group led to greater social presence, teacher presence, and cognitive presence (felt motivated to explore content related questions, reflection on course content and discussions helped me understand fundamental concepts inthis class).
SaaS Word Processors
*Buzzword is an online document editor that is a part of Acrobat -- has a flash interface, Phill Ice was on beta, students can easily manipulate content, resizing is intuitive, drag and drop...is it changing how students interact with content n-78 grad students, 4 courses, 9.75 average pages at 2 universities.
American Public University - Future studies, Jing, Facebook, etc. - Air Discussions program -- lives on students' desktop...hmmmm
Learning Where We Live: Delivering Relevant Educational Communications via the Social Web
Session 5, Room: D, 2:00p.m. - 2:50p.m.
Deborah Everhart, Georgetown University
Kaye Shelton, Dallas Baptist University
Abstract: As students pass through the many environments of their multi-tasking lives, quick, personalized access to course information and communications with their instructors and peers via Facebook and SMS can not only save them time, but also increase their chances of educational success. This presentation will demonstrate effective educational just-in-time applications.
Getting information where students are - and in a timely manner
Twitter assignment due date reminder
Text (SMS) Messaging assignment due date extended
Students realize that other students are online (via facebook notification) and are studying independently -- then, start studying collaboratively
Society shouldn't be x, but it is -- now let's adapt
Reference ECAR study
67% value of IT is convenience
They can get their syllabus and grades when they need it
Are we providing resources in the right time? right amount?
Types of comm
NEW WORKSHOP at UWM: Using Twitter, Facebook, Text Messaging to help students manage time??
She talks about it as an option, but had little data to support it. Actually, she had no data. The presentation seemed pretty hypothetical, except for her use of Google Wave was anectodal.
Using Simple Second Life Building Tools to Create Learning Objects
Session 6, Room: N, 3:00p.m. - 3:50p.m.
Michael DeMers, New Mexico State Univesity
Abstract: The steep learning curve of Second Life impedes its use as a learning environment. This paper illustrates how educators can create learning objects using simple Second Life tools and provide pre-training to students on a just-in-time basis. Students then possess skills needed to complete meaningful in-world assignments.
Michael was in my session as well. He teaches Geography. He has students build objects in order to get them oriented and engaged. He then gives them activities in a box that they are required to do a series of building and applying textures. For example, he gives them textures of a map and has them put the textures on a flat object and round object. Then, he has them address a series of questions.
Does building the objects enhance the process? why?
Why not have the objects already there for the students?
He had a student's commentary on the activities, which was positive. He has 10+ of these boxed activities.
He admits that orienting the students and training them to build is a huge challenge. I am not convinced that having students build is necessary to meet the learning objectives.
I *do* like the idea that students could collaborate on a build to get oriented to SL, build cohesion with each other, and get engaged in SL.
Emerging Technologies for Administration, Infrastructure, and Support Services
Thurs 6/18 | 4:00-4:50pm
Title: Web-Based Laboratories for Distance Engineering Education in Jordan
Presenter: Abdullah Y. Al-Zoubi, Princess Sumaya University for Technology
The higher education system in Jordan has undergone remarkable progressive change, in terms of both quantity and quality in the last ten years an currently entering a period of transformation as high participation rates of the student body are rapidly diversifying. A number of diverse new institutions, both public and private have been established, with innovative programs and new specializations, to meet the demands of the society and the economic development plans. A rapidly growing number of distance learning programs are being envisaged in science, engineering and technology. WebLabs, which represent the new age for engineering education in which students will be able to carry out experiments in a remote fashion through the Internet; are being integrated in engineering and information technology curricula in a handful of in universities as part of a plan for future implementation for delivery in distance learning programs. WebLabs can be accessed from anywhere at any time while carefully maintained to capture many of the benefits of hands-on labs to effectively address the inefficiencies and shortcoming of traditional as well as virtual labs. This paper describes an online electrical engineering education laboratory developed by Princess Sumaya University for Technology, Jordan, in cooperation with several European universities, mainly Carinthia University of Applied Sciences, Austria and TU-Berlin, Germany. Student clients are able to access the laboratory from the classroom via local area network (LAN) or from anywhere beyond campus via the internet. In the design, a server that hosts virtual instruments (VIs) is programmed with LabView to control the experiments, which are constructed using National Instruments ELVIS workstation. The lab contains expandable sets of remote experiments, learning resources, and assessment activities. A supplementary easy-to-use authoring tool enables instructors to produce appealing and pedagogically sound interactive activities suitable for various distance learning educational levels.
Title: Learning for the New Mobile Society
Presenter: David Metcalf, Ph.D., Senior Researcher, Institute for Simulation and Training, University of Central Florida and Växjö University
The way that we live, work, play, and learn is being impacted by the increasing mobility of our society. For mobile innovators, it is our responsibility to design for the needs of our changing audience. In this session we’ll examine key trends, design techniques, and technologies that are fast emerging to meet the challenges and changes of today and tomorrow. How do we design for stolen moments of learning, rather than entire classes? We’ll explore world class examples of mobile (m)Learning from academia, government and industry. Learn how to stretch the boundaries of learning technology to include not just eLearning, but mLearning. See how companies like 3Com, Vodafone, Nokia, Symbol and others are delivering value through mobile learning content. Explore advanced concepts like mobile learning games and simulations, location awareness, transcoding, mobile social networking and collaboration.
UCF Mobile Initiative, Tyco (professional focused, not learning)
Just in time information (text information)
Microsoft Mobile Learning Pilots -- development of mobile courses, performance support modules and audio materials to support sales and marketing efforts within microsoft.
Totally inappropriate for this audience - I can't believe that this was the session leader.
Getting information about courses and content to people without a computer -- only a phone.
See Tufts University Science Knowledgebase -- mobile access available to East Africa, India, etc.
Johnson and Johnson - 3D University (Pharmaceutical Research and Development)
Getting info out of virtual worlds
SLMoodle, Blackberry pilot
Australia -- mobile moodle?
Golf themed mobile sales game
Bill and Linda Gates Foundation, Special Initiatives
After 8-years, community college, low income only 32% completion
2/3rds have debt and no degree
19% for blacks
community college, developmental math students -- only 16% will pass a college math class
Increasing at-risk student success
-cohorts and social networks
-limited choice and high predicatbility -- come every thursday at 8om for 9 weeks and you will get what you need
-conextualization; linked to student's goalin the real-world
-compressed classroom time and terms
-"soft skill" development and career matching
-integrated supports and active case management
What to do?
Create an evidence-based user review "consumer reports" for learning technology applications and implementations
Carnegie Mellon Open U
Friday, June 12, 2009
Peggy Sheehe (Rez Ed, Wednesday AM)
She has built a place in SL called story world, which is a collection of digital story telling. It is on atlantis rising campus. It might be a nice idea to tie some SL work with digital story telling.
Check out this GREAT video:http://www.youtube.com/watch?v=kra_z9vMnHo
I met Peggy last year. She is doing great stuff with kids in afterschool activities in NYC. She got me thinking about after school programs that I could develop for students (in k-12 arena). Met MPS contact and would like to talk to Anthro Prof wife in our blended workshop. She mentioned that pedagogy in high school is wrongly focusing on preparing students to be teacher-centered didactice learners...ugh!
At rezed, I met some SL folks from Boston, Madison, and MPS. There are complaints about pedagogical activities lacking key components like reflection when gaming is introduced. Also, folks do not like how closed off the teen grid is and folks islands are. I talked about the view of our legal in that a virtual field trip is not different than a real life field trip. We can't control everything about the environment, but we can manage student's expectations. We shouldn't try to "control" all of the technologies or respond to those who fear the unknown by locking down our technologies. The future is "open everything." The quicker we realize that, the better off we will be. When I expressed that UWM has an "open" island policy folks cheered. I didn't think it was that big of a deal. Obvious, open versus private systems is a plight for some. I guess I defer to systems theory. If we close our systems to the outside world, they will enter entropy and die. We need to learn how to maintain homeostasis by learning how to appropriately to respond to incoming information and to the outside world. hmmmm -- I might have a paper here.
**The fireside chat on Science and Anthropology didn't show. We talked about creating experiences in games to help predict human behavior in real life (e.g., economic crash). There is recent undergrad grad who is now starting grad school at UWM that is doing some interesting stuff.
Gee - discussed modding or modification of games. There is a push to have more ability to modification objects in games. Again, there needs to be more openness -- opening in modification and changing design.
Halverson - New book coming out, Rethinking Education in the Age of Technology
Mobile games session (Thursday):
Petlabs in NYC did a great job of proposing digital technologies (portable mobile devices) that produced game elements to make student's learning experience more enriched and engaged than non-digital forms of "field research." The digital game created experiential learning for students rather than simply didactic approach to learning. Also, the digital interactivity made it more engaging for students than siply sitting in the f2f classroom with print images and case studies. This approach could be applied in dozens of context and here is how.
Pair or group students
Provide them with a portable device that has content on it
Provide them with real-time instruction through task reminders or through text messaging
Students go out into the community and interact with others, collect data about the phenomenon, and/or experience the phenomenon
Students can use the digital device to capture evidence (interviews, video, pictures, audio recording)
Students then return and work collaboratively to organize the information using a digital media and share with other students.
Other mobile games become too closed and are designed based on content or discipline rather than pedagogical objective or learning outcome, so it has no general applicability. There does seem like lots of fun stuff in the sciences and geosciences. One game the students beam each other with their pdas and catch viruses or not. They then have to figure out why some caught the virus and others did not by looking at genetic make up, etc. They also had a insect and flower pollenization game.
It would be nice if folks would come up with digital game solutions that focused on meeting pedagogical goals that are difficult to meet with current technologies. It feels that sometimes folks are examining the game (i.e., Wow) and trying to figure out how they can implement it into their courses to meet some goals.
When are we going to learn that pedagogical need is what MUST drive the technological implementation.
Firside chat Thursday:
Met a graduate student studying organization theory and gaming from the Netherlands (what a coincidence). He was trying to do too much. His study was situated in classical management theories (which he related to leadership), communication and knowledge creation, and social structure. He has the game experience, but needs more knowledge on management and social theory. I referred him to Giddens Structuration Theory as well as Poole and DeSanctis Adaptive Structuration Theory (w/Technology component). Also, I referred him to Bormann's fantasy themes. See references below..
REAL TIME RESEARCH --
Real-Time Research: A GLS Experiment in the Design of Scholarship
— Zimmerman, Steinkuehler, Squire, Dikkers
Joined a "real time" research project on Wednesday. We were put into groups and given a theory (constructionism), methodology (survey), and topic (problem solving) and had to design a study to complete over the conference. We put up boards at the conference and asked folks to pick a color post it based on their role (Blue-educators, green-designers and developers, pink-researchers, yellow-other). Then, they were asked to complete "Everything I needed to know I learned from playing X" and then they had to identify what they learned.
We gathered the posts and entered them into an excel file and then made word clouds. Here are a few of those:
http://screencast.com/t/38Qh5ADXFTS - Games identified
http://screencast.com/t/hcVIxY730t - What they learned
Broken down by role:
Presented Friday on our study and findings
Will be published at: http://www.etc.cmu.edu/etcpress/about
We won the "Most complex analysis of data" award ;)
Bormann, E. (1972). Fantasy and rhetorical vision: The rhetorical criticism of social reality. Quarterly Journal of Speech, 58, 396-407.
Bormann, E. (1973). The Eagleton affair: A fantasy theme analysis. Quarterly Journal of Speech, 59, 143-159.
Bormann, E.G. (1977). Fetching good out of evil: A rhetorical use of calamity. Quarterly Journal of Speech, 63, 130-139.
Bormann, E.G. (1980). The paradox and promise of small group communication revisited. Communication Studies, XXXI, 214-220.
Bormann, E.G. (1982a). A fantasy theme analysis of the television coverage of the hostage release and the Reagan Inaugural. Quarterly Journal of Speech, 68, 133-145.
Bormann, E.G. (1982b). Colloquy: I. Fantasy and rhetorical vision: Ten years later. Quarterly Journal of Speech, 68, 288-305.
Bormann, E.G. (1983). Symbolic convergence: Organizational communication and culture. In L.L. Putnam, & M.E. Pacanowsky (Eds.), Communication and organizations: An interpretive approach. Newbury Park: Sage.
DeSanctis, G., & Poole, M. S. (1994). Capturing the complexity in advanced technology use: Adaptive structuration theory. Organization Science, 5(2), 121-147.
DeSanctis, G., Poole, M. S., Dickson, G. W., & Jackson, B. M. (1993). Interpretive analysis of team use of group technologies. Journal of Organizational Computing & Electronic Commerce, 3(1), 1.
DeSanctis, Gerardine, & Gallupe, Brent, R. (1987). A foundation for the study of group decision support systems. Management Science, 33(5), 589.
Descanctis, G., Poole, M. S., Lewis, H., & Desharnais, G. (1991). Using computing in quality team meetings: Initial observations from the IRS--minnesota project. Journal of Management Information Systems, 8(3), 7.
Bormann, E.G. (1985). Symbolic convergence theory: A communication formulation. Journal of Communication, 35, 128-138.
Bormann, E.G., & Bormann, N.C. (1988). Effective small group communication: Fourth edition. MN: Burgess.
Bormann, E.G., Cragan, J.F., & Shields, D.C. (1994). In defense of symbolic convergence theory: A look at the theory and its criticism after two decades. Communication Theory, 4, 259-294.
Bormann, E.G., Cragan, J.F., & Shields, D.C. (1996). An expansion of the rhetorical vision component of the symbolic convergence theory: The Cold War paradigm case. Communication Monographs, 63, 1-28.
Orlikowski, W. J. (2000). Using technology and constituting structures: A practice lens for studying technology in organizations. Organization Science, 11(4), 404.
Orlikowski, W. J. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organization Science: A Journal of the Institute of Management Sciences, 3(3), 398-427.
Orlikowski, W. J., & Iacono, C. S. (2001). Research commentary: Desperately seeking "IT" in IT research - A call to theorizing the IT artifact. Information Systems Research, 12(2), 121.
Poole, M. S., & DeSanctis, G. (1990). Understanding the use of group decision support systems: The theory of adaptive structuration. In J. Fulk & C. Steinfeld (Eds). Organizations and Communication Technology. Newbury Park, Ca: Sage.
* Giddens, Anthony: The Constitution of Society: Outline of the Theory of Structuration, University of California Press; Reprint edition (January 1, 1986) ISBN 0-520-05728-7
* Desanctis, G. and Poole, M. S. (1990). Understanding the use of group decision support systems: the theory of adaptive structuration. In J. Fulk, C. S., editor, Organizations and Communication Technology, pages 173-193. Sage, Newbury Park, CA.
* Orlikowski, W. J. (1992). The duality of technology: rethinking the concept of technology in organizations. Organization Science, 3(3):398-427. Earlier version at the URI http://hdl.handle.net/1721.1/2300
* Desanctis, G. and Poole, M. S. (1994). Capturing the complexity in advanced technology use: adaptive structuration theory. Organization Science, 5(2):121-147.
* Orlikowski, W. J. (2000). Using technology and constituting structures: a practice lens for studying technology in organizations. Organization Science, 11(4):404-428.
* Sewell, Jr., W. H. (1992). A theory of structure: duality, agency, and transformation. The American Journal of Sociology, 98(1):1-29.
* Stillman, L. (2006) Understandings of Technology in Community-Based Organisations: A Structurational Analysis (PhD Thesis, Monash University, Australia)