Campus Technology 2008, Day 2: Podcasting as Educational Inspiration at UConn

The first breakout session was presented by David Miller, a professor of Psychology at the University of Connecticut in Storrs. Two main podcast series produced at UConn:

1. Icube: Issues in Intro: General Psychology
2. Animal Behavior

Many students coming into college not knowing what a podcast is, and the specific requirements to listen to a podcast. He said he has to tell his students they don’t have to buy a podcast. He said a whole ecosystem has grown around the iPod. There has been a real cultural shift in portable media from transistor radio to the iPod and iPhone. He shows off the accessories available for the iPod ranging from iBoxers to a toilet dispenser with an iPod docking station.

Why should we think about podcasting? he posed. It is a course enhancement with added depth and content beyond classroom discussions. It can also promote interaction between students and professors including student produced content. “It shrinks a large class,” he said. Some professors use podcasts to deliver content in order to free up classroom for other purposes. Lectures can be recorded to help out students who cannot attend class because of inclement weather or specific religious holidays.

Types of podcasts

• Basic – audio only
• Enhanced podcast includes
  • Audio
  • Images
  • Chapter stops

He said there are some students who refuse to use iTunes so to resolve that problem he also generates the podcast as a .mov. He then looked at the use of podcasts to present lectures. He said many fear that using podcasting to present lectures will cut into notetaking. He said  that if you do course cast you could use class time for examples/applications, demonstrations, videos, clicker interactivity, and student presentation.

He said his podcasts for reflection and expansion on in-classroom lectures, to clarify comments, to generate interaction by recording student/professor lectures. For ICube there are three components

• Weekly discussions with students
• Precasts – previews of what is going to occur in the next class – main points to look for in the next lecture. They stay up the entire semester. Since I don’t coursecast, people who miss a class know what the main points were and can look for them in a classmates’ notes.
• Postcasts – If he does not feel that he was clear about a topic in the class he can reiterate the important points from the lecture. These are not planned.

Based on evaluations, 41% of his students would listen to the weekly discussions and over 50% for the precasts. The precasts were extremely popular. He also found, and he said he couldn’t figure out why, his podcasts are listened to internationally.

His second podcast is for his animal behaviors class. He has a number of Honors students. The Honors students get Honors credit for participating in the discussion podcasts.

He also podcasts Review sessions before tests. Open only to Introductory Psychology class. He gives two midterms and a final and he holds review sessions that he records. The sessions are used to clarify and amplify lectures, and he thought it would be great to podcast the sessions. He also uses special podcasts to acknowledge highly successful students and asks them to explain what special skills or tools they use to succeed in the class.

Other uses outside the classroom

• Student interviews about freshmen impressions of his/her experience at UConn as well as seniors about to graduate. They are asked about their experiences.
• Freshman orientation: The orientation describes the differences between high school and university academic requirements.

How to podcast

1. Record using a USB microphone and a mixer hooked to a computer, he is his own audio engineer.
2. Editing software for post production
3. Upload to site such as libsync (liberated syndication)
4. Generate RSS feed

Audio Capture advice

1. Decide whether to capture in stereo or mono – he recommends recording in Stereo
2. Adjust the gain to proper level
3. Have a theme song or identifier, he is in a rock band "Off Yer Rockers" as lead singer and rhythm guitar so he recorded his own music.
4. Introduce each episode
5. "Animate" your voice; exaggerate
6. Use students' first names only
7. Avoid distracting noises
8. No background music
9. For enhanced podcasts be mindful of copyright

Audio Editing Advice

1. Edit out silence and speech fillters
2. Mono can be a smaller file, but stereo provides quality
3. Adjust levels either in your audio editing software or with The Levelator freeware that does it for you .
4. Podcasting for Dummies

Campus Technology 2008 Session 3: Technology-enhanced Strategies for Engaging Your Learner

The final session of Day 1 was presented by Bethany Bovard, Instructional Designer, New Mexico State University. She posed the question What is Engagement? She said there is a disconnect on instructional design if the teacher thinks engagement is student excitement over showing what they have read the night before while the learner thinks it means completing homework assignments. Participants brainstormed over what it means to be engaged.

• Active listening and participation
• Taking questions home to discuss around the dinner table
• Model engagement by talking to them

The key she said is to communicate what your anticipation in engagement. Research has shown that the barriers to engagement are:

• Social – isolation, lack of interaction, and missing social context cues (am I being understood, Do I understand?)
• Administrative – lack of instructor feedback and inability to find materials on the web
• Learner Motivation – hardest to address, procrastination due to other two barriers, boredom

Technology that can be used to reduce social barriers by creating a sense of community

• Make first contact getting students to introduce to one another, encourage group projects, and provide audio/video message
• Use email to share syllabus, context info, and resources – though not a web 2.0 tool it encouraged students to communicate before class began.
• Create an audio/video greeting http://www.azoocacapture.com 
• Create an avatar at http://www.voki.com to create and send a greeting to learners. Can make the avatar speak in three ways, record your own voice with a microphone, call in using your phone, or type in a synthetic message and it will create a synthetic voice.
• Use blogging to encourage interaction and create continuity between classes.

Administrative barriers include:

• Missing directions/clear expectations – no way to clarify misinformation.
• Lacking timely feedback (In published research, student-instructor interactions – including timely feedback – are one of the most significant factors in student satisfaction and learning.

Technological means of overcoming administrative barriers

• Share contact information – be available to answer questions
• Repeat yourself often – state directions and expectation in various ways
• Provide feedback – vary your timing, amount, and manner of feedback - 

She used Skype (http://www.skype.com) to address all of these issues.

Motivation Barriers include:

• Overload of content
• Deadlines are not communicated frequently

Ways to overcome motivation barriers

• Chunk large assignments
• Use Calendar & reminders
• Use Multimedia resources (aggregating resources at one location – www.protopage.com www.netvibes.com www.pageflakes.com (start pages) www.protopage.com/tektrekker is her resource page for content.

Campus Technology 2008 – 2nd session: Explicit Bargain Setting

The second morning session focused on the use of Second Life in the college workplace. It was presented by Sarah “Intelligirl” Robbins of Ball State University and co-author of Second Life for Dummies. She title her program Explicit Bargain Setting: Realistic Expectations for Teaching in Virtual Worlds.

Ms Robbins started her presentation with the following two disclaimers:

Pedagogy comes first and technology second

Students come first and the university second

She argued that technology should not be used without regard to the learners and she said she offered that her guiding principle in applying technology is to adhere to Chickering & Gamson’s Seven Principles for Good Practice in Higher Education. She said that the Digital Native/Digital Immigrant argument is bogus; it’s an excuse by some not to learn new technology. She the real difference is in the Lifestyle, Engagement, and Motivation Divide. She said most people have cell phones, but older people tend to view them as a practical device to keep track of projects and people whereas teenagers and twentysomethings see them as a means of staying connected.

She said when considering the use of Second Life or any other technology we should follow Clay Shirky’s recommendations in his book Here Comes Everybody. In that book Shirky argues that when proposing the use of technology you should detail “The Promise;” explain how “The Tool” will help achieve that promise; and outline the Bargain which defines the rules of engagement between the teacher and the learner.

The promise made by Second Life is that involvement there will:

• Increase a sense of presence
• Allow bonding within the community of learners
• Learning will be more engaging, immersive, and fun

The tools for delivering on this promise are:

• Stigmergy – the ability to manipulate your environment for those who will follow
• The ability to customize your avatar
• Access to a global community
• Multi-modal communication (text, voice, sight, hearing)

The bargain to make the promise work is that students must suspend their self-limitations and agree to learn to function in Second Life. They will drop this self-limitation, she said, if they are given a good reason. They also must be willing to cooperate and behave in an orderly fashion. That does not mean they cannot don the avatar of a huge dragon. She had one student whose avatar was that of a mermaid and since he had no legs he flew everywhere within Second Life. She said she did have to caution her students against nudity although it is present in Second Life.

And that is the key to applying any technology to learning. You, the teacher, instructor, ISD, must justify using the tool. She dismissed the idea of holding a meeting in Second Life where all you do is sit around and talk. Such a function is overkill in Second Life and could better be performed via conference call or in a private online chat room.

She ended on a cautionary note, stating that committing to teaching in Second Life required the teacher to be extremely familiar with how Second Life operates. “The teacher has to have expertise to serve as a guide, an advisor, and as an instructor so that when her students get into trouble because they are not familiar with Second Life she, the teacher can help them out. She told how she had one student who accidentally started his avatar break dancing and couldn’t figure out how to make the avatar stop. He resisted assistance for a week and as a result everytime he stopped talking his avatar would start to break dance.

The commitment involved in becoming a Second Life expert is intense and involves a steep learning curve.

Campus Technology 2008 – 1st session: Riding Web 2.0

The first breakout session I attended was titled Riding Web 2.0 Toward Service Beyond the Classroom. This was presented by a trio of individuals:

• Jim Wolfgang, Director, Georgia Digital Innovation Group, Georgia College & State University
• Keith Politte, Corporate Relations Officer, University of Missouri, Columbia
• Frank Lowney, Manager, Web Enabled Resources & Professor of Educational Foundations School of Education, Georgia College & State University

The premise of their presentation was to talk about how Web 2.0 can serve as a collaborative tool to reach beyond the classroom and involve the learner in the community. Mr. Wolfgang offered the question of the value of posting thousands of video lectures on a school website if there was no way for the students to talk with the professor and with each other. He said the key to getting buy-in to using Web 2.0 tools is to speak in the vernacular of the individuals in position to make the decision to implement Web 2.0 tools. Too often we get caught up in the technospeak of the tools.

Mr Lowney explained that especially in the corporate world new technologies are measured in ROI or Return on Investment, but he argued that ROI can mean more than just “money.” It can also mean good PR as word spreads on how you are applying the tools. He pointed to how his own university received positive publicity when CNN reported on their works in being the first university to employ Ipods as learning tools.

Mr. Wolfgang then encouraged the participants to experiment with Web 2.0 tools. “If you wait for 100% perfection, it ain’t gonna happen,” he said. He said the key is to start slow and to explain to the people you are trying to get to use the tools how each of the particular tools work. He argued if they see each tool as a hammer you will see people hammering nails with what is in reality a wrench.

As they talked I couldn’t help but wonder if the early web 2.0 tools such as blogs and wikis may ultimately give way to the verbal tools such as online audio and video as the preferred means to communicate. The computer and more importantly the smartphones and digital PDAs are really more of a visual and audio medium than a textual medium. Early adaptors grew up with the printed word as the primary means of storing and communicating knowledge. So it seems only logical that wikis and blogs would be the lead agents in the web 2.0 world. But as the Next-Gen generation pick up the pace, the wikis and blogs would seem to be logical to dropped.

Campus Technology 2008 – Keynote Address

8:30 am

I’m sitting in the keynote address hall for A ‘New’ American University for Next-Gen Learners presented by Adrian Sannier. He is with Arizona State University and will talk about six transitions to the new university. Rightfully calls us a “roomful of geeks.”

He defends the name of his presentation, A New American University. In the previous century universities tried to emulate the likes of Harvard and Berkeley. What makes them great is they are selective, which means you can’t go. We need to change what “access” to college means. It means reaching out to the community. The 21st century won’t be like the 20th century. What are the people going to do if they don’t get a higher education. They won’t be able to participate in the economy.

We have faith in only one thing in this country: technology. There will be all kinds of presentations around wikis and blogs and its exciting he said.

Looks back at “promises” made in the 20th century. When 2001 came around there was no HAL like in 2001, no moon base, no flying cars. But some predictions did come true. We now have a form of telepathy in the form of instant communication. It has crept up on us, but it is taken for granted by our children. It’s incredible the way they communicate. It’s like a giant hive mind.

The singularity is coming and the kids are closer to it then we are.

Says that the Encyclopedia Britannica is the greatest invention, but notes that no one has read it. Millions of copies have been sold, but no one read it. It used to be what every high school report was built upon. Then along came Wikipedia and now its free.

He notes that Amazon.con can pick out better gifts for his mother than he can.

Took 85 years to get 80% of households to adopt the landline telephone.

Think about bundled services where you get television, internet, and telephone in one service.

Universities need a revolution in technology because they are falling behind in the technology game.

Teaching kids multi-column addition like they will be a bookkeeper in 1935 will not last long. Calculators don’t matter any longer. Only ones that use it are kids in school because they can’t use computers. He railed against his son’s schools because they banned all technology. “They can teach them like its 1950 and they can work in a factory. Except there are no factories.”

He said schools are still “sage on the stage” and tell him on tests what he told us. He rails against the dullness of the classroom. “That’s the dirty little secret, schools are dull.” Next-gen students are saying we will tune you out until you tune us in.

Frank Rhodes, President Emeritus of Cornell, “most instruction is still a cottage industry…they have not diverged much from Socrates, except that they moved indoors.”

John Chambers in Forbes magazine “Many agree technology should play a role in education, but they don’t know what role it will play in our future.”

Six keys for the future

1. From Context to Core: The enabling transformation – most difficult, but most critical – it liberates resources. We have been spending money on technology for the last 30 years. – In the early 1990s we had better technology than industry. Universities are the cottage industry for IT. It’s all about climbing the value stream.
   
   Core Processes: The processes that differentiate you from competition everything else is context. Have to spend 80% of your budget on core processes, rather than 20%. No strategic advantage in investing in IT, industry has already done it. IT and bandwidth is like electricity (statement by Nicholas Carr in The Big Switch).
   
   Concept of “1”: Reduce redundency in context, the things that people do not buy your offerings.
   
   Concept of “0”: Don’t do it, get someone else to do it, someone bigger, richer, and more powerful. At ASU they hired Google to provide 65,000 students with email, storage, etc. Google delivered it in two weeks and saved them $400,000. From a corporate perspective, could Google provide similar services in a secure manner?
   
2. From info to Intelligence: ASU partnered with Oracle to manage information and transform it it into knowledge.
   
3. From Cattle-car to 1:1 No more forcing them into one form of technology. IT need to support virus-laden student laptops, not building the next email system. Also provide value in software, web-delivered services, etc.
   
4. From Cop to Concierge: IT too busy prohibiting things then helping students. Web sites are constructed that way. Finding info on university websites is like playing Twister. Calls for “Amizon.com-ification” website presence, there is no proprietary web page. To get there you need “Prune Concentrate” that requires pruning your website. ASU has thousands of webpages, but only 50 are getting the majority of hits. These should be concentrated in a single location. Help desks must be available 24/7.
   
5. Physical to digital: Burn down the library; all books are digitized. Single search brings up everything we have. Publishing should be digital as well, don’t need professional publishers. Remove the cost to look at the published documents.
   
6. From Traditional to Hybrid: Don’t know how to do this. We’re tool rich, but the problem is culture. The faculty don’t believe this. Faculty believe only technology they need is death ray from their eyes.

Feelin' like Don Quixote

Its late Friday afternoon and I'm trying to express in words the theory and acts I carry forward as I create instructional materials and for some reason Gordon Lightfoot's song Don Quixote is striking a chord with me.

Google Takes on Second Life with Lively

Well this is interesting. Google is apparently getting ready to take on Second Life with its own Lively. According to Cybernet:

People will get involved with Lively by creating an avatar, creating various spaces that they can decorate, and visiting other rooms. They’ll even be able to have televisions in their rooms playing user-selected videos from YouTube. According to Google, “The Lively team wants to help people experience another dimension of the web. We hope you will use the product to express yourself with and without words, and to do this in the places you already visit on the web.”

Cry “Havoc,” And let slip the virtual dogs of war.

Google Takes on Second Life with Lively

Learning Opportunity – Connectivism as a Theory of Learning

Stephen Downes and George Siemens are offering a 12-week, college-level course looking at the latest theory of learning: Connectivism. The course is free to audit or you can pay and receive college credit. Here’s how they describe the course.

Connectivism and Connective Knowledge is a twelve week course that will explore the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. It will outline a connectivist understanding of educational systems of the future. George Siemens and Stephen Downes – the two leading figures on connectivism and connective knowledge - will co-facilitate this innovative and timely course.

This course will help participants make sense of the transformative impact of technology in teaching and learning over the last decade. The voices calling for reform do so from many perspectives, with some suggesting 'new learners' require different learning models, others suggesting reform is needed due to globalization and increased competition, and still others suggesting technology is the salvation for the shortfalls evident in the system today. While each of these views tell us about the need for change, they overlook the primary reasons why change is required.

The course will begin in September 2008.

Learning Digital Native Style

Received a notice from the Digital Natives Facebook group of a two-hour online forum on Wednesday, June 25th entitled: Creativity and Media Literacy Forum. The forum is hosted by the Berkman Center for Internet & Society at Harvard University.

The focus of the forum is “about current creative obstacles and opportunities media producers, teachers and others face in their fields. The presentation will be webcast in Quicktime, the conversation can be joined in the Berkman IRC room (irc://irc.freenode.net/berkman) using an IRC client such as Trillian, and can be viewed and interacted with in Second Life.

To quote from the Digital Natives’ Facebook page and the Berkman Center website:

We're excited about the group of presenters and attendees we've assembled, and wanted to let you know what the general game plan is. The conversation will be fluid, interspersed with very short presentations from team members of

• Scratch (http://scratch.mit.edu/)
• River City (http://muve.gse.harvard.edu/rivercityproject/index.html)
• Tom Snyder Productions (http://www.tomsnyder.com/)
• LocaModa (http://www.locamoda.com/)
• NML (http://newmedialiteracies.org/)

I’m fascinated by this effort not only because of the subject matter, but also the virtual means of presenting it.

del.icio.us Tags: Second Life,web 2.0,learning

Developing Productive Online Discussions

Fascinating opinion piece posted at Campus Technology last week about grading conversations in the Web 2.0 world. The piece written by Trent Batson focuses on the academic world but has a lot to say to corporate training initiatives that seek to employ Web 2.0 tools.

Two items jumped out at me as I read the piece. Batson explains how a professor based all of his/her grades on student conversations in Blackboard.

The students' first impulse was to just write essays. However, these were not conversational turns, but performances, so they were graded very low. When the students instead started picking up on elements in the previous comment and including references to these elements in their own comments, their grades went up. If the students extended their discourse skills to synthesize several comments in their own comments, they got even higher grades.

He then cites four criterion for grading a written conversation:

• Cohesion in which students need to show they are conversing with one another rather than just posting items to the message board/blog comments field/other conversation tool. This means repeating or restating elements of a previous post on which they are commenting, or at least referring to the post.
• Awareness that because this is a conversation between all class members and not just between the commenter and the teacher. They need to be attempting to convince all to their point of view, not just the teacher.
• The conversation must be directed to the purpose of the class, not just “social chit chat.” While the conversation does not have to be purely straight-laced, the social element must be related to the discussion points.
• Finally, the diction employed must be academic in nature. Batson says “[a] discussion of an idea is not the same as the discussion of a party.”

As the corporate world starts to apply web 2.0 tools to their training environment it is essential that the individuals who will stand in place for the university professor be aware of these elements and maintain a watchful eye on online discussion boards. While grading may not be a factor, these elements offer clear guidance on how to maintain a productive online environment.

Gen Y and the future of IT

Web Strategy by Jeremiah asks some interesting questions about how corporate IT is going to deal with the waves of Gen Y'ers that are entering the workforce.

These questions remain:

Do the once finite lines of the corporate firewall between work and personal start to fade?

Who is really an official spokesperson? Is there an unofficial spokesperson?

As Generation Y moves into the workforce, how will their communication habits change? How about ours? (I work with several talented ones)

Will Generation Y, who is accustomed to Facebook Applications, Google Docs, Rich internet application interfaces, and advanced web technology (all public) be shocked to find out how bad your enterprise software is?

How will companies adapt and changes their corporate policies to meet this change?

These are questions that need to be considered as well by learning professionals who still think that Level 1 elearning is an appropriate means to "train" their staff. This was touched upon in the comments section of the post:

Elliott Ng June 22nd, 2008 6:48 am

The questions this raise for me are:

1. What can we Gen X and older learn from Gen Y and Millennials? In terms of social media?

2. What assumptions do we have about Gen Y and Millennials that are wrong but we don’t know it?

3. What do we have to teach in order to get the most out of our Gen Y and Millennial people?

Cool post.

jeremiah_owyang June 22nd, 2008 6:55 am

Elliot

What I’ve learned about Generation Y is that because they are digital natives, they know how to learn. They can figure it out on their own, you just need to provide them direction and let them bump into a few walls to get experience.

Jeremiah's comment that company's need to "let them bump into a few walls to get experience" leads me to wonder whether they will be permitted that leeway during these tough economic times.

del.icio.us Tags: learning,technology,web 2.0

Free Experiential Learning Webinar

Learned about this through the Instructional Technology Forum post by Christine Nickel of Regent University:

Want to know more about how you can use experiential learning in you traditional, technology-enhanced or online courses? Then plan to attend a free webinar brought to you by Wimba’s Distinguished Lecture Series.

Instructional designers Robert Fitkin and Christine Nickel of Regent University will explore Kolb's model of experiential learning and its application in higher education today. Scenario Based Learning, Digital Game Based Learning, and Storytelling will be examined as practical ways to use experiential learning in the traditional, technology-enhanced or online course.

Please mark your calendars and attend!

When: Wednesday July 2, 2008 at 2pm EDT

How to register:
http://www.wimba.com/eventreg/participant/registration.php?eventid=1172

Remember, the webinar is free and accessible to people throughout the world.

E-mail over Essays?

I’ve been meaning to blog about this for a month now. I saved the Campus Technology Web 2.0 newsletter in my inbox for more than a month, and now that I have the time I want to comment it. Dr. Trent Batson, PhD, is a professor of English and an ePortfolio consultant in the Office of Educational Innovation and Technology at MIT.

Dr Batson made an interesting proposal in the May issue of Web 2.0; in his viewpoint piece, Writing: It Ain’t the Same Anymore, he proposes that for the new digital age the basic form of writing that should be studied is the email instead of the essay.

A native form (“the boots”) in the digital world is e-mail. Yes, the first reaction to suggesting e-mail is a form worth studying and teaching is, “Oh, e-mail is simple, nothing there to teach or examine.” Until you look under the hood, that is. We thought spoken interaction was pretty simple, too, back when many people predicted we’d have natural language processing software by 1967. Forty years later, we’re doing ok, but no one counted on it taking us 40 years.

In fact, e-mail is one of the most complex written forms any of us has ever written. Essays only seemed hard in school because educators made it artificially difficult: Though many writing teachers are changing the paradigm, the essay has traditionally been taught as an autonomous (not collaborative -- that’s “cheating”) structured communication written by a novice to an expert, telling him or her (the teacher) what that expert already knows.

Being the recipient (and the sender) of hundreds of emails each week, I’m not convinced that email is a complex writing form. In fact, I’m not sure it qualifies as a traditional writing form, it has evolved into an asynchronous dialog. Anyone who has been cc’d on an email chain that consists of one or two sentence responses will attest to that. In fact I would wager to say that most email constitute a Web 1.0 solution to the instant messaging clients of the Web 2.0 world.

Dr. Batson then asks the question “Is ‘real writing’ the context-less essay or is real writing what we all do during a large part of each day as we work at our computers?” He contends that an essay constitutes a “design challenge” while an email is a “communications challenge.” I’m not really sure what the difference is explains that with an essay you must "state your thesis in the first paragraph, limit yourself to five paragraphs, and conclude by summing up." He doesn't explain how an email differs from this. In my experience a well-written email follows the same formula, except you can't count on your recipient reading beyond the text initially shown in their email client viewing pane.

So, I guess I respectfully disagree with Dr. Batson's proposal.

Red Cross Using Web 2.0 Tools in Emergency

The American Red Cross is using a variety of Web 2.0 tools to coordinate its response to the flooding occurring in Iowa and the rest of the Midwest.

ReadWriteWeb reports:

Getting information out to victims and their families during a disaster is a major issue for any relief organization. So while the Central United States recovers from a spate of storms that has ravaged towns with tornadoes and flooding, the American Red Cross is relying on a number of web 2.0 technologies to spread information to the press and people affected by the severe weather. The online newsroom that the organization has set up relies on a number of web 2.0 widgets.

The newsroom site runs off of Wordpress, and it's being used to push out press releases, media, and information about shelters. The Red Cross is using Utterz to post audio reports from the field, Flickr for photos and YouTube for videos, as well as a Slide-powered slideshow widget that allows anyone to upload photos of disaster areas. The site also features a Google Maps mashup that depicts the surprisingly large number of relief operations currently being run by the American Red Cross (hint: click the "view larger map" link, because viewing the informative popups inside the widget on site is next to impossible).

Read the whole story.

Twitter alerts me to free online presentation on Emotion, Learning and the Online Learning Environment.

Picked up info about this free program via blog posting by  Inge de Waard (Twitter name: Ignatia). The program is being offered by the Canadian Institute of Distance Education Research at Athabasca University.

Title: Emotion, Learning and the Online Learning Environment.

In spite of evidence that more and more students are engaging in online learning experiences (Alan & Seaman, 2006), clarity about the transition to a new learning environment is still at arm's length (Cleveland-Innes, Garrison & Kinsel, 2006). In addition, the impact of the emotion created by dealing with this new environment on learning is virtually (pun intended) undiscovered. In this session, Dr. Marti Cleveland-Innes and Zehra Akyol will review theory and data regarding emotion in online environments, with opportunity for discussion of the effect of emotion on teaching, learning and instructional design. In addition, this presentation corresponds with the launch of a web-site to support continued discussion and research on emotion and online learning. The web-site will be introduced at the end of the session.

I cite Inge’s Twitter name because I was alerted to the posting via Twitter complete with a TinyURL link to the post. Inge, nee Ignatia, has linked her blog to her Twitter account so that everytime she posts a blog entry on her Blogger account Twitter sends out a notice to her followers. I maintain a similar set-up.

Ignatia Webs: CIDER free online presentation on 'Emotion, Learning and the Online Learning Environment.

del.icio.us Tags: learning theories,learning,education

The Dangers of Social Networking

One can only wonder how management will react when a post like the one displayed below finds its way onto a corporate Social/Professional network. This is a snapshot of the comments, the original can be found at http://digg.com/business_finance/Qwest_To_Workers_Pee_In_A_Urinal_Bag_Classy

Hat tip: Makeuseof.com The most Disgusting Digg Comment Ever (Pic) | MakeUseOf.com

Free Online Learning Book

Athabasca University Press has released the book The Theory and Practice of Online Learning, edited by Terry Anderson, for free download as a PDF.

The book is published under the Creative Commons License copyright. Meaning it can be reproduced for non-commercial purposes provided the author is credited.

You can download the entire book or any of it chapters. Here's a snippet from the chapter In-Your-Pocket" and "On-the-Fly:" Meeting the Needs of Today's New Generation of Online Learners with Mobile Learning Technology by Maureen Hutchison, Tony Tin, and Yang Cao of Athabasca University.

If one assumes that the learner is in full control, what influence does this have on preferences for mobile learning? Given our knowledge of the Net Generation, Wagner and Wilson (2005) argue that mobile learning – while enabling equal opportunity access, ubiquitous connectivity, multi-generational uses and users, services for the mobile worker, and services for the mobile learner – will benefit most those who can leverage their digital communication skills in a world that has been levelled by mobile technologies. (Page 204)

Edupunk: the new generational battlefield

I don't know if this is just a tempest in a teapot or we are seeing the next stage in the evolution of learning from the old industrial model to a new individualized approach. Over the past six days a figurative firefight has broken out over the concept of Edupunks. It seems to be an outgrowth of the uproar around an advertising pitch by BlackBoard surrounding its new academic suite. The promotion on its website reads:

Engage. Interact. Collaborate.

Release 8.0 is the complete engagement solution with smart grading capabilities that will delight faculty; tools that promote critical thinking skills and increase student engagement; and a single content management solution that enables users with diverse needs to collaborate across the institution. Learn more about the benefits and find out what it can do for you.

This announcement seemed to be a call to arms for education bloggers on the overall topic of whom should be controlling the means of learning and discussion. It appears that Brian Lamb Jim Groom of BavaTuesdays started the ball rolling back on May 25th when he argued that BlackBoard was turning learning from a community effort to a technology effort. My take is that the Edupunks endorse the concept that Web 2.0 tools are just that tools used to facilitate individuals' ability to learn from one another. Stephen Downes offers this definition of Edupunk (prefaced with the proviso that "true edupunks deride definitions as tools of oppression used by defenders of order and conformity.").

[E]dupunk is student-centered, resourceful, teacher- or community-created rather than corporate-sourced, and underwritten by a progressive political stance.

Stephen has done great work on collecting the disparate threads of conversation around this concept. You can read his posts starting here, and then here, and the latest here. All are chock full of links to follow. Chronicle of Higher Education  provided a brief cover of the piece as well.

Whether the Edupunk attitude carries on or not it does focus a spotlight on the future of Web 2.0 tools especially as formal organizations such as educational institutions and corporations look into using these tools. As David Warlick puts it in his blog post What's this about Edupunk?:

I do not have any real objection to corporate embrace of these tools.  We’re all trying to make a living. 

What worries me, though, is school officials  hearing the buzz, and thinking that they can buy their way into the crowd, rather than learning their way in.

Replace "school officials" with "corporate officials" and Dave's line still rings true. I have to say that I think I have at least one foot in the camp of the Edupunks. The key to learning is not to use new tools to deliver the same top-down approach. As our society is opened up to alternative sources of information they are naturally becoming critical thinkers. The main stream news media are financially hurting because the public no longer has to rely on the single newspaper in their community or the three local television affiliates to provide them with news. The Internet has removed them from the isolation and dependence on these outlets to provide them with information.

Likewise, learners, especially those who have graduated out of organized schooling and have entered the workforce, no longer have to rely on organized training sessions to learn about their job responsibilities and how to perform those responsibilities. Professional organizations looking to use Web 2.0 tools to enhance learning need to step back and be willing to relieve control to the learners. Provide them with the resources (videos, podcasts, computer-based learning, monthly seminars, and the tools to create their own content) and let them construct their own learning at their own pace and let them talk about it.

UPDATE: I guess once again I'm late getting to the barricades, Intrepid Teacher brands Edupunk as "so yesterday."

I am not here to out punk anyone or defend terms I had no hand in creating. I am also not here to cheerlead a group of people who could articulate their ideas much better than myself. This post is already one of many, probably too many, posts trying to attach meaning to a label. The creators of the term are probably sitting back and laughing at the direction their idea has taken. Some students are already angry that adults without their input are once again hijacking their movement.

A commenter notes "I agree that the edupunk is just other stuff rebranded. what is more interesting is the notion of open source and cooperative approaches." They're both probably right, yet as William Shakespeare said, "What's in a name? That which we call a rose By any other name would smell as sweet." If you don't like the term "edupunk" than don't use it and look at the arguments within.

FURTHER UPDATE: Hat tip to Serena for correcting me on who blogs at babatuesdays. Jim Groom runs bavatuesdays, while Brian Lamb blogs at Abject Learning.

Brain Rules and presentations

I've read Dr. John Medina's brain rules book and I have subscribed to both his Facebook page and his blog. The book is a very readable review of what we know about the brain, how it functions, and its impact on learning. The following slideshow was created by Garr Reynolds who publishes the Presentation Zen blog and it expertly captures three critical rules outlined by Dr. Medina in his book.

| View | Upload your own

Automobiles and Learning Technology

In the past year I have become a big fan of the BBC television series Top Gear. For those of you who have not seen the show, it is a odd mix of British slapstick humor and reviews of the creme de le creme of automotive engineering. I'd like to share a 10-minute clip from the show in which two of the hosts look at the evolution of the driver's controls.

Now, what you may ask does this have with learning technology? I think that what we see happening today with the learning industry trying to work these tools into their offerings is the same as how the automobile industry worked out the details on how the driver controls the vehicle.

The means of working wikis, blogs, and podcasts into a structured learning environment is wide open and will remain so for another 20 or 30 years until the individuals we refer to as digital natives become the majority of decision makers in the corporate world. And then they will find what is the proper means of implementing these technologies in the corporate training world.

In the interim, we digital immigrants need to just keep experimenting with these tools and be prepared to get laughed at by the digital natives as we misuse tools that are ostensibly theirs. It will be through our trial and error

del.icio.us Tags: Web2.0,elearning,learning theories,education

The ultimate act of sportsmanship

This is not totally on subject given that the focus of my blog is about learning and instructional design...well maybe it is.

I came across this story at Neatorama, a general interest blog, but I think it can serve as a learning moment. The lesson to be learned: teamwork can stretch beyond just individuals in your own group. Here are two college sports teams "competing" when an unusual situation drives them together to cooperate for a higher goal. The lead for the ESPN story really tells it all.

Western Oregon senior Sara Tucholsky had never hit a home run in her career. Central Washington senior Mallory Holtman was already her school's career leader in them. But when a twist of fate and a torn knee ligament brought them face to face with each other and face to face with the end of their playing days, they combined on a home run trot that celebrated the collective human spirit far more than individual athletic achievement.

To paraphrase the rest of the story, Tucholsky stumbles rounding 1st base as she is celebrating hitting the first home run of her college career and injures her knee to the point that she cannot stand let alone walk around the bases. Under the rules of the game she would be called "out" by the umpires if her teammates or coaches assist her. The only seeming alternative is to stop the play with her on first base, provide a pinch runner, and continue on with the game. Unfortunately, she would not be credited with a home run. That's when competition took a back seat.

"And right then," [Western Oregon coach Pam] Knox said, "I heard, 'Excuse me, would it be OK if we carried her around and she touched each bag?'"

The voice belonged to Holtman, a four-year starter who owns just about every major offensive record there is to claim in Central Washington's record book. She also is staring down a pair of knee surgeries as soon as the season ends. Her knees ache after every game, but having already used a redshirt season earlier in her career, and ready to move on to graduate school and coaching at Central, she put the operations on hold so as to avoid missing any of her final season. Now, with her own opportunity for a first postseason appearance very much hinging on the outcome of the game -- her final game at home -- she stepped up to help a player she knew only as an opponent for four years.

"Honestly, it's one of those things that I hope anyone would do it for me," Holtman said. "She hit the ball over her fence. She's a senior; it's her last year. … I don't know, it's just one of those things I guess that maybe because compared to everyone on the field at the time, I had been playing longer and knew we could touch her, it was my idea first. But I think anyone who knew that we could touch her would have offered to do it, just because it's the right thing to do. She was obviously in agony."

Holtman and shortstop Liz Wallace lifted Tucholsky off the ground and supported her weight between them as they began a slow trip around the bases, stopping at each one so Tucholsky's left foot could secure her passage onward. Even with Tucholsky feeling the pain of what trainers subsequently came to believe was a torn ACL (she was scheduled for tests to confirm the injury on Monday), the surreal quality of perhaps the longest and most crowded home run trot in the game's history hit all three players.

I truly recommend you read the whole article, its amazing. Education, like almost any other area of human endeavor, has become so competitive that we miss out on the simple truth that we need to help and support one another. I know it sounds hackneyed, but as we develop instruction, especially asynchronous, we need to make sure that there is some sort of helping hand out there that a learner can turn to when they are unclear on something or are frustrated by a problem. This perhaps is the true bonus that Web 2.0 elements have to offer.

ESPN - Central Washington offers the ultimate act of sportsmanship - College Sports

Laptop U: Where No One Looks at the Professor

For some reason I'm in a negative mood about Web 2.0 tools and education. Reading this article posted at Pajamas Media, got me wondering if what is necessary at the primary school level is some form of instruction on showing respect and prioritizing your life. Written by a professor who chooses to be anonymous so that her students don't discover "she is onto them."

I'm in the midst of a brilliant lecture. I'm very well prepared for this class. I have thirty or forty Powerpoint slides that boil down the textbook chapter into handy outlines. I have included outside material that I spent hours finding and scanning. I have even inserted a two minute clip from a news show that someone had uploaded to YouTube. I also genuinely find this topic fascinating, so I'm able to talk passionately about it. I'm pacing and making wild arm movements. I'm wearing a short skirt.

But about half the class isn't staring at the wonder that is me. Their eyes are glued to their computer monitors. There is a background sound of clacked-clack as they transcribe my lecture. At least, that's what they tell me what they're doing. I cant see their monitor screens. Its more likely that they're IM-ing their girlfriends and flirting with boys on MySpace and downloading songs.

Part of me wonders when adults ceded responsibility for how learning should occur to the students. How far does an instructor have to go to keep learners interested in the topic? If learners are allowed to surf the Internet without repercussions in the classroom, how will they respond in the workplace?

I am not arguing that we should tell them to check their laptop at the door, or schools should turn off Internet access in the classroom. But there needs to be some guidance. At the very least we need to re-instill a belief that we should show all people the kind of respect and attentiveness that we would expect from others when we speak.

Or maybe, the lecture hall should become a thing of the past, a quaint anachronism akin to the chalk board and the fountain pen. If lectures can be recorded and streamed, if lecture notes can be posted, and assignments delivered via the class web site why do we need to bring the students together in one room

There are winners and losers with each new technology and maybe, for better or worse, the time of the formal educator, the sage-on-the-stage and the classroom is passing.

del.icio.us Tags: education

Pajamas Media » Blog Archive » Laptop U: Where No One Looks at the Professor

Symantec: Online Security Concerns Growing in the Workplace

I started reading Neil Postman's Technopoly over the weekend in which he presented a  piece from Plato's Phaedrus in which a god named Theuth presented to King Thamus the discovery of letters. Theuth praised his discovery because he said it "will make Egyptians wiser and give them better memories." But Thamus replied

O most ingenious Theuth, the parent or inventor of an art is not always the best judge of the utility or inutility of his own inventions to the users of them. And in this instance, you who are the father of letters, from a paternal love of your own children have been led to attribute to them a quality which they cannot have; for this discovery of yours will create forgetfulness in the learners' souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves. The specific which you have discovered is an aid not to memory, but to reminiscence, and you give your disciples not truth, but only the semblance of truth; they will be hearers of many things and will have learned nothing; they will appear to be omniscient and will generally know nothing; they will be tiresome company, having the show of wisdom without the reality.

Postman presented the piece to note that adoption of any technology, regardless of its potential, is a Faustian bargain in which a sacrifice must be made in return for the power offered by the technology. I offer this up because of the post I read this post on Campus Technology about security concerns surrounding Web 2.0 tools in the workplace.

Symantec has posted a pair of reports that reveal that workers "put themselves at risk whenever they check their MySpace and Facebook pages...all while at the workplace."

Among the key findings in Symantec's "Global Internet Security Threat Report" are some staggering numbers, including the 711,912 new threats discovered in 2007, compared to just 125,243 in 2006. That's an increase of 468 percent.

The report also highlighted several enterprise system weakness trends which are germane to IT pros looking to balance the new work/life spillover in their IT administration space. According to the report, 58 percent of respondent-documented vulnerabilities in the third and fourth quarters of last year affected Web-based software or applications. Of those vulnerabilities, 72 percent were deemed "easily exploitable."

In their second study, Millennial Workforce: IT Risk or Benefit?, Symantec unveils that:

• 66% of millnnials access Facebook/MySpace during work hours
• 75% access their personal webmail accounts
• 46% use IM on the corporate network
• Less than 45% stick to company-issued devices or software

The report then goes on to call for CIOs to study what devices are being used in their organization, what applications are being downloaded,  and to track movement of data and information. Based on this data they need to quantify and remediate the problem.

The bottom line is that in this age corporations need to be extremely sensitive to protecting its proprietary information as well as the information of its clients. At the same time, the Millennial generation is not going to blindly give up the technology it has grown up with. Corporations want to tap into the innovative spirit of the Millennials, but to do so they need to treat them as equals and not as children that should be seen, but not heard.

Symantec suggests that IT needs to educate its audience. "Use logic to communicate the risk, solution and benefit to your employees. Recognize that coaching the millennial workforce is more effective than educating."

I think that last line is the key. Corporations cannot just promulgate policies and post them as .pdfs on the corporate intranet and accept that as job done. Nor can it produce mind-numbing training sessions that basically rehash the policy. If there is going to be a zero-tolerance attitude toward IT security failures there needs to be greater communication and cooperation in developing and enforcing the policies.

del.icio.us Tags: technology

Do you want fries with that philosopher?

This seems to represent the ultimate triumph of capitalism over all other ideologies.

One student took a far more critical view: We the students are the customers, the consumers, the ones who make the choice every day to pay attention or not. I pay approximately $30,000 to go here, whether I text in class or not. Laurence Thomas gets paid whether his students text in class or not. Does he think that this is the first time this has happened on any college campus? Had he acted like nearly 100 percent of the other college professors in this country, he would have shrugged it off and continued with his lecture, which he is getting paid to do. His deterring of the class and exit from the lecture only serves to highlight is own selfishness, as he will get paid while his paying students are having their time and money wasted. He needs to get over himself here.

Call me old-fashioned, but I side with the professor. An education should not be treated as just another throw-away commodity in our society. And a teacher should receive the respect he or she has earned from their scholarly endeavors. Hopefully the student quoted here is not typical. His or her attitude speaks volumes about their attitude towards the class. Of course I think the professor was being a bit childish in walking out on all of his students because of the actions of one or two.

Unfortunately this class is probably a prerequisite for most of these students and they don't really care about the topic. It does speak volumes about the lack of true learning opportunities in a venue in which one person is speaking to hundreds of learners.

If You Text in Class, This Prof Will Leave :: Inside Higher Ed :: Higher Education's Source for News, and Views and Jobs

Help yourself to the elearning buffet

Interesting couple of articles published in the last few days about the future of elearning. On March 11th, the Rapid eLearning Blog wrote a piece called How to Create E-Learning Courses That Don't Waste Your Learner's Time.

In that piece Tom Kuhlmann writes that many learners are taking elearning courses "because they have to, not necessarily because they want to."

For them, it’s a matter of getting in and out quickly and then back to work.  This is not a commentary on the quality of the course or its content.  It’s just that many elearning courses are compulsory and the person taking it isn’t motivated by learning the content.

Those people only want to see the essential information, take the required quiz, and get on with their lives.  They don’t want to be held hostage by a course that has them clicking all over the place.  Tell them what they need to know and let them go.

He then proceeds to offer up a series of recommendations that include creating courses that are not courses and identifying course requests that would really serve a greater purpose as a reference work.

Then today I received an email newsletter from the training zone, a training association based in Great Britain. They published a an article titled: Help yourself to the elearning buffet (free registration is required to view).

This article contends that today's generation is accustomed to networked technology  and "lives its life on the web and has come to expect instant gratification...[they] are less accustomed to traditional methods of training, and prefer to be in control of when and where they consume information. The writer, Julian Dable, a regional manager for Travantis, thinks that, with an appropriate tweaking of how we perceive it, elearning is the solution to meeting the new web generation's needs for information solutions.

Elearning is a perfect balance between traditional learning and self-determined 'quick-fix' internet learning. Readily accessible, expert information from sanctioned subject matter experts is the safest and most practical way of getting information into your employees' hands. These days, widely available authoring software tools put power into the hands of subject matter experts who don't need to be technologically savvy to create training courses. They can integrate the power of multimedia audio and video to create engaging learning. Even better, such tools are easy to learn and the process can be contracted to a matter of hours or days rather than weeks.

His thoughts tend to gravitate toward moving elearning away from the traditional page turner and more towards a two-way communication structure where social frameworks can be built.

Help yourself to the elearning buffet - 19 Mar 2008

del.icio.us Tags: elearning,instructional design

Learning Visions: Accidental Learning

Cammy Bean has a great post about accidental learning. Cammy quotes from Yo-Yo Ma's presentation for NPR:

Every day I make an effort to go toward what I don't understand. This wandering leads to the accidental learning that continually shapes my life.

- Yo-Yo Ma

I've found that I often follow links (not just on the Internet) to discover new things. Just the other day I was listening to Jimmy Buffett's CD Don't Stop the Carnival. It was not a regular music CD, but it seemed to tell a story. So I searched Wikipedia to find out more about it and discovered it is based upon a Herman Wouk book by the same name. Buffett and Wouk colloborated on turning it into a musical

Normally I would not think about reading a Herman Wouk book because I am conditioned to think that he writes war stories (Thank you ABC which produced Winds of War and War and Rememberance mini-series.) The only war-related theme in Don't Stop the Carnival occurs at the beginning when it is described how the United States came into possession of the island during World War II.

After that it is the story of the adventures of Norman Paperman, a New York PR man who decides to slow down after he suffers a mild heart attack by running a resort in the Caribbean. I am now deeply engrossed in a book I would not have known even existed if I had not decided to find out the reasoning behind the unusual CD.

Learning Visions: Accidental Learning

The Blogosphere Mapped

Ever wonder about the size of the blogosphere? Are bloggers just talking to themselves? Matthew Hurst of Data Mining put together various maps of the blogosphere. This one shows the blogosphere as a social network. It appeared on Discover magazine's website in April 2007.

As expected the most populous site is the bold white spot marked with the number "1" and represents the political world.

The outlyers represent LiveJournal social networking sites (3), sports blogs (5), and pornography sites (6).

Other maps can be seen at Matt's blog, Data Mining: Mapping the Blogosphere.

del.icio.us Tags: web2.0,social networking,blogs

Recommended Books for Instructional Design

BOOKSTOREAD.COM has compiled a collected list of recommended books on instructional design and technology.

The purpose of the Top Ten Lists is to showcase the bookshelves of leaders in the field. Currently, we are accepting nominations for eminent scholars, theorists, and practitioners in instructional design and technology whom we would like to request that they submit a top ten list of their most influential or important books in the field.

The list is kind of dated (nothing new since 2002), but still a good starting point for individuals interested in pursuing an informal education in instructional design. Hat Tip to John Curry, Ph.D., at EffectiveDesign.Org, for including it amongst his links  this week.

del.icio.us Tags: instructional design,informal learning,learning

Social Media: Reducing friction and establishing a NEW discipline

A fascinating piece on the role of social media (blogs, wikis, twitter, etc.) in the corporate world. Key nugget:

Social media is not so much about direct influence of revenue, but more of a market optimizer - which DOES impact revenue. Current revenue streams AND future opportunities. Essentially social media aids in making markets more efficient with pervasive communication, connectivity and real-time transaction capabilities. Its a fundamental change in market mechanics.

Read it all.

spatially relevant » Blog Archive » Social Media: Reducing friction and establishing a NEW discipline

del.icio.us Tags: socialmedia,social networking

Of Typecasting and Individuality

 

Dear Mr. Vernon,
We accept the fact that we had to sacrifice a whole Saturday in detention for whatever it was that we did wrong. What we did was wrong, but we think you're crazy to make us write an essay writing about who we think we are. What do you care? You see us as you want to see us—in the simplest terms, in the most convenient definitions. You see us as a brain, an athlete, a basket case, a princess, and a criminal. Correct? That's the way we saw each other at 7:00 this morning. We were brainwashed.

From The Breakfast Club
a film by John Hughes

Back in January the weblog Cybernet displayed the image to the right as a Friday fun piece titled: Optical Illusion: Are You Right or Left Brained. The image originally appeared in the Sydney (Australia) Herald Sun in a short article about which side of the brain we rely on. The short article that accompanies the image states:

If clockwise, then you use more of the right side of the brain and vice versa.
Most of us would see the dancer turning anti-clockwise though you can try to focus and change the direction; see if you can do it.

According to this I am extremely right brain dominant as I could only rarely see her move in any other direction than clockwise. About the only time I could see her move in a counterclockwise motion is when I glanced at the image of the corner of my eye without thinking. But can this picture tell the whole story?

Can one picture determine whether you are left-brained or right-brained oriented, I'm not convinced and the more I thought of it the more it seemed to me to be a cute parlor trick and nothing more. As I write this, I'm watching the image out of the corner of my eye and I can see it moving counterclockwise, but as soon as I turn my full attention on it it switches back to going clockwise. I think this may suggest that when I am concentrating on writing my right brain kicks in to organize my thoughts. When my brain is at rest my right side takes over control. But it made me think about the impact on learning. And I did some cursory research.

While we like to see clean black/white solution for these issues, we live in a messy world and while there is extensive research into this phenomena, science is not ready to say that there is a hard and fast drawing of the line regarding brain lateralization.  

But this got me thinking about how we use categories and classifications to simplify our lives even in the realm of learning. There are still raging battles over how people learn.

• Is it sensory-related experience with no thought to internal motivation as the behaviorists believe?
• Should we be treated as biological computers that await to receive data  input by an expert on which we then act as the cognitivists support?
• Do we use data input to reach solutions on how to make sense of the world around us as the constructivists would have us believe?
• Or do we learn best by recognizing that learning operates much like a computer network in that data is received from a variety of sources in a variety of forms and we teach as much as we learn as the connectivists would have us believe?

The passion that arises over these discussions sometimes rise above mere academic debate and harken back to a more clannish response as we take sides in the discussion. Personally, I see some relevance in each. Only the individual who is learning knows what is going on inside his or her head (behaviorism), and if we have no knowledge of a subject then we are certainly filling a void with new data that is provided by an "expert" or someone who proclaims to be an expert (cognitivism).

As this new information is received and processed we usually work to fit it into our existing knowledge base, weighing it against previous information to determine if it augments what we already know or it replaces previous knowledge (constructivism).

Finally, there is no strict separation between learners and teachers - and there never has been. We learn from one another in an ongoing dialog that occurs on a daily basis in our schools, workplace, and our social life as long as we remain open to the idea that we can be taught by anyone (connectivism). And this is probably the biggest impediment we face today.

I am fond of saying to my children that the civilization we claim to see around us is but a thin veneer covering our continued preference for our prehistoric ancestor's clannishness. We find comfort in listening to people who hold similar views as ours; there is safety in numbers.

And every clan had an alpha male or female that the clan looked to for guidance. He or she was the leader and the survival of the clan depended on everyone following the alpha's directions. That is why education has adhered so closely to the sage-on-the-stage approach to teaching. For the clan to survive we must all learn to think as the clan thinks.

So, until we as individuals recognize that there is no one right way of thinking learning will remain stunted by our "simplest terms" and "most convenient definitions."

del.icio.us Tags: learning theories,learning,education,civilization

Technorati Tags: learning theories,education,learning,civilization

Next steps in Read-Write Web

I have to confess that I heard about the dataportability movement a couple months ago, but to be honest I can't really get my head around the concept. I would love to have someone explain this to me in terms I can understand.

The way I perceive it is that in the current environment each read-write web site we wish to participate in requires us to set up an account and generate a profile. The concept here seems to be that once you set up an account at one site you can then take that information to any other site without jumping through the hoops of generating a new profile.

This push seems to be going hand-in-hand with the OpenID concept. This would eliminate the need to actually set up individual user names and passwords for these various sites. I like this concept because it would eliminate the need to try and remember the login data for all my sites after I accidentally clean the cache of my browser. Again, here's a video that explains it well.

del.icio.us Tags: Web2.0,read-write_web

Meeting The Need for On-demand Learning - Webinar

Outstart is sponsoring a one-hour webinar by Chris Howard of Bersin & Associates on March 25, 2008 at 1:30 pm titled Meeting the Demand for "Learning On-Demand. The registration page describes the webinar as follows:

As companies move from course-centric learning to learning on-demand, the role of the corporate training department must change. This presentation will discuss the organizational changes, tools, best-practice processes, and resources required to support an on-demand model. Chris Howard of Bersin & Associates will further discuss how to leverage existing content and the types of standards and templates that work best.
Discussion includes:

• Learning for the new workforce: differences in learning and approaches between traditionalists, Boomers, GenX, and Millenials
• What will go away and why
• What's becoming hot & why you should care

Registered attendees will receive Bersin’s Integrating Learning Into the Enterprise Portal Research Paper, compliments of OutStart.

The myth of Web 2.0 democracy

I think that those of us who are supporters and promoters of Web 2.0 tools--such as wikis, blogs (.pdf), and social bookmarking--have known in the back of our mind that there is always a small cadre of people who do most of the work on these sites. Everyone else just kind of look on and occasionally tweak something posted by someone else.  Here's how Chris Wilson of Slate Magazine put it in his online article, Digg, Wikipedia, and the myth of Web 2.0 democracy describes it.

Social-media sites like Wikipedia and Digg are celebrated as shining examples of Web democracy, places built by millions of Web users who all act as writers, editors, and voters. In reality, a small number of people are running the show. According to researchers in Palo Alto, 1 percent of Wikipedia users are responsible for about half of the site's edits. The site also deploys bots--supervised by a special caste of devoted users--that help standardize format, prevent vandalism, and root out folks who flood the site with obscenities. This is not the wisdom of the crowd. This is the wisdom of the chaperones.

His source is Ed Chi, a research scientist at Palo Alto Research Center's (PARC) User Interface Research Group. In a 2006 paper, titled Power of the Few vs. Wisdom of the Crowd: Wikipedia and the Rise of the Bourgeoisie, Chi, along with Aniket Kittur and Todd Mytkowicz analyzed the content creation and editing of Wikipedia. In a follow-up evaluation of the data, Chi noted on the PARC blog that there appeared to be at any given moment in time, a few user are a lot more active than the rest of the population, but there is a long tail of other users who are contributing to the effort.

When we are out selling these concepts to our clients we need to be sure to impress upon them that there is going to have to be a solid cadre of individuals within their workplace that will take the lead in populating and editing these tools. Management cannot expect all workers to flock to the site and enter data.

It is more likely that they will take a look at what a few people add to the database of information. If the content is easily accessible and is presented in a readable user-friendly format they may review it and modify it slightly. If hash is presented -- poorly structured wikis, social bookmarks that have no coherent folksonomy -- then the masses will probably ignore the content and continue to rely on other sources of information within the workplace.

A River Runs Through It

For almost an hour today I sat as my workgroup discussed m-learning and read-write web tools and my brain flashed back to a thought I had about a week ago. A week ago I had one of those moments where my mind wanted to pursue about five different avenues of exploration all at once. As I fretted over which avenue to pursue first, it hit me that there was no way I could pursue all of my choices at once and I need to prioritize.

Initially I was depressed because all of these projects:

converting home video to DVD creating a vodcast about the value of using Windows Live Meeting reading the book Gut Feelings maintain my blogging at reading other blogs

 

These were all things I wanted to do. But with work and family responsibilities that need to be managed, as well as a need for some downtime other than when I sleep, there was no way that I could manage it all. Besides vodcasting, I am interested in the entire broad spectrum of read-write web elements. But the sheer breadth of that topic and the virtual whip-lash I experienced as we bounced back and forth once again led me to dispair my lack of time to delve into it all.

That was until I followed Stephen Downe's post, A Guide for the Overwhelmed, Part 2 - It's a River, Not a Reservoir, to Rob Wall's post of the same name. Rob's post made me feel better. Especially this nugget:

The number and diversity of applications are increasing far faster than I am able to learn about them, let alone mastering them. But that’s not a problem. I can go to the river and get what I need. I’ve developed a trusted network of people who know about these sorts of things, and if I ask them to share their expertise they do so cheerfully. The currency exchanged in this case is not money but a willingness on my part to contribute back to those who ask within my areas of expertise or experience.

This is going to be my new motto. The flow of information can be daunting if you try to swim or walk against it. I need to let it flow around me, select one or two items I want to pursue and just kind of dip in and sample as I need to for everything else.

Is Instructional Design Theory Knowledge Necessary?

There is an interesting discussion going in the blogosphere regarding whether a instructional designer needs to be able to wax eloquent over the various instructional design theories, to perform as an instructional designer.

Start with this post, Theory vs. Application in Instructional Design: One Academic's View by Cammy Bean. Her take is that it may be necessary, but not necessarily by paying to earn a graduate degree in Instructional Technology. She references online discussions she has been having with Dr. John Curry, who teaches Instructional Technology at Oklahoma State University. Dr. Curry posted his thoughts, which were very similar to Cammy's in his blog post: Instructional Design in Academia — Where Theory and Practice RARELY Meet.

He cites a paper developed by Dr. David Merrill —  First Principles of Instruction — that seems to brush aside the idea that we need to understand in detail all of the theories such as the Dick and Carey Model or the ADDIE Model (hat tip to Stephen Downes for providing the links so I didn't have to look them up). Instead Dr. Merrill proposes that after reviewing the various ID theories and models it all boils down to knowing five basic principles.

To be included in this list the principle had to be included in most of the instructional design theories that the author reviewed. The principle had to promote more effective, efficient or engaging learning. The principle had to be supported by research. The principle had to be general so that it applies to any delivery system or any instructional architecture (Clark 2003). Instructional architecture refers to the instructional approach including direct methods, tutorial methods, experiential methods and exploratory methods. The principles had to be design oriented, that is they are principles about instruction that have direct relevance for how the instruction is designed to promote learning activities rather than activities that learners may use on their own while learning.

From this effort five principles are identified. These are summarized as follows:

• Learning is promoted when learners observe a demonstration, the demonstration principle.
• Learning is promoted when learners apply the new knowledge, the application principle.
• Learning is promoted when learners engage in a task-centered instructional strategy, the task-centered principle.
• Learning is promoted when learners activate prior knowledge or experience, the activation principle.
• Learning is promoted when learners integrate their new knowledge into their everyday world, the integration principle.

But returning to Bean's and Johnson's posts, if you read the comments the consensus seems to be we need to be at least cogent of the theories in order to sell ourselves and our capabilities to our clients. This is necessary, if for no other reason, then to put them at ease that we know what we are doing. As one commenter on Cammy's blog put it: "People respond to jargon. And, interestingly, people love learning other people's jargon...Citing academic theory makes it sound like you are putting more effort into it than 'I dunno - this just made sense. Whadya think?"

The discussion made me realize that I may have forgotten a lot of the terminology because I have not used it as often as I should. So I guess I'm going to place this on my list of items to do: Read up on all the basic theories to get them back in the front of my brain.

UPDATE: Cammy Beans in the comments section of this post asked what I consider the "basic theories" of instructional design. I'm not sure I can respond to that one. I guess the best I can propose is the ADDIE model without the "E", and if its elearning I am developing then the "I" isn't relevant either.

I prefer to think along the lines of how people best learn. David Pollard best summed that up in his post A Theory of Knowledge, and How it Could Save the World. People seem to learn best when:

1. They can directly use the skills you are trying to offer them followed by,
2. Directly observing the skill being performed by others, and finally
3. Hearing the skill being described by others.

I try to use these guideposts as my touchstone in designing instruction. My preferred goal is the first level of learning described by Pollard. Unfortunately (or perhaps fortunately in the case of some compliance training) direct use of skills is not always possible so I shoot for level 2 and try to at least demonstrate the skills and provide the learner with an opportunity to analyze and evaluate situations where these skills could be applied.

To that end, in answer to her question what is on your essential reading list?, my top recommendation is A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, edited by Lorin Anderson and David Krathwohl. This book is a great source of assistance and inspiration when it comes to developing assessments, especially when I'm limited to multiple choice type questions.