CLTAD University of the Arts London

"# Executive Summary (6)
# Technologies to Watch (14)
# Key Trends (13)
# Critical Challenges (3)
# The Horizon Project (0)
# One Year or Less: Mobiles (8)
# One Year or Less: Cloud Computing (9)
# Two to Three Years: Geo-Everything (5)
# Two to Three Years: The Personal Web (11)
# Four to Five Years: Semantic-Aware Applications (5)
# Four to Five Years: Smart Objects (7)
# Methodology (0)
# 2009 Horizon Project Advisory Board (0)"

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All Things in Moderation | E-moderating | 5 stage model
The 5 stage model

This model, how it was researched and developed, is explained in much more detail in chapter 2 of the book. Here's a summary: Individual access and the ability of participants to use CMC are essential prerequisites for conference participation (stage one, at the base of the flights of steps). Stage two involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person's goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.

Each stage requires participants to master certain technical skills (shown in the bottom left of each step). Each stage calls for different e-moderating skills (shown on the right top of each step). The "interactivity bar" running along the right of the flight of steps suggests the intensity of interactivity that you can expect between the participants at each stage. At first, at stage one, they interact only with one or two others. After stage two, the numbers of others with whom they interact, and the frequency, gradually increases, although stage five often results in a return to more individual pursuits."

"Networks grow from separate nodes, to a hierarchical organization where one node manages the connections, but the true power of a network is unleashed when every node knows what the goal is and the nodes coordinate to achieve it. It is this unleashing of the power of the network that we want to facilitate. But if you build it, they may not come.

Networks take nurturing. Using the gardener or landscaper metaphor, yesterday I said that networks need seeding, feeding, and weeding. "

"So you want to build an online community? Here's how you do it."

"As a matter of fact, the questions that zip through my mind everytime I think of how I can improve my own skills at community building, are so many that I always end up with more unanswered doubts than solutions.

* How do you nurture engagement inside your community?

* How do you keep the community going?

* How do you get people to socialize inside a new community?

To get some answers to these critical questions, I have briefly taken hostage online facilitation and community-building expert Nancy White during her last Rome visit, a few days ago.Nancy is a truly experienced person in this area and she always speaks out of the ongoing in-depth experience she has with real communities, both online and in real life. Her answers are non-technical, pragmatical, and if you are not into community building yet, quite enlightening."

"One of the top 10 questions in social media marketing asked is "How do we kick start our community?" This post aims at providing some resources for brands that are preparing their community strategy.

The old adage of the field of dreams isn't true -if you build it-they won't neccesarily come. Brands must have a kick start plan to be successful with their community. Below, I'll list out some practices I've heard from companies that have had successful communities, and I'd ask you chime in and add more ways, let's get started, I'll be as specific and actionable as possible."

"Community manager is a role that more companies will adopt in the coming years. Jeremiah Owyang provide a huge list of companies who have such a champion already, and more recently gave businesses a scorecard for whether startups should have a community manager. "

"Online community building is a key role of a the community manager, This role is a fairly new one, and although it has its roots in the roles of those who managed bulletin boards and discussion forums - when they were often known as facilitators - the role is still emerging and evolving.

However, the role of a Community Manager is essentially to encourage, foster and support the engagement of participants in the community, although the way this takes place will depend on the nature and purpose of the online community"

"When having to get up in front of a group to present, it's always important to remember, know and master the basics of what makes a presentation great (those include structure, knowing your content, making eye contact, hand gestures, etc...).

There is no doubt about it, the big things that will take a presentation from good to great are critical at every level in your professional development. While you're at it, it's also important to remember the little things that make even bigger differences. Sometimes fixing up and focusing on a few of the little things can also take your presentations to the next level."

"ast week, one of my media course (ed PD) classmates talked about the ongoing struggle to help students make sense of the flood of information online. She cited a negative experience with wikipedia, which resulted in an energetic exchange about the merits (and challenges) with open online content.

It's not about "authority" nor should it be

As a long time defender of the open web and open content, I wanted to point out that the educational bias towards "authoritative" or "received" sources, though relevant, is also highly political/ideological - especially in relation to emergent sources of knowledge (i.e., Open Content). Ideological in the contexts of: 1) who has access or control of the means of knowledge power and production 2) who endorses or authorizes those voices and 3) "what" forms are accepted as "valid"."

video on using pb wiki

how to do lots of cool things with the look and feel of wikis

"Journalists everywhere are starting blogs and entering the next phase in the history of journalism. Whether you call it Journalism 2.0, or a shift in media consciousness. It's pretty clear, the game has completely transformed.
Transformation for the Better

As the future of journalism unfolds, we're beginning to see just how beneficial this shift is for the writers out there.

1. We can interact directly with our audience.
2. We can write for a small audience, about what we care about.
3. We can profit directly, and immediately, from our writing.
4. We can build a reputation for ourselves, outside of an institution.

The challenge is that journalists have to overcome a radical shift in thinking: whereas in the past we just concentrated in writing, and our business did all of our marketing and publishing. Us journalists of the future have to become a one-man journalistic machine. We have to take our writing from the idea to the audience all by ourselves.

In blogging, there are a lot of things you need to consider to hit that mark of success. Suddenly, it isn't as easy to just write and publish blog posts! Know these most important tasks you need to do for your blog:"

"Twittering the News: The emergence of ambient journalism

My paper looks at new para-journalism forms such as micro-blogging as "awareness systems". For this I have drawn from literature on new communications technologies in computer science to suggest that these broad, asynchronous, lightweight and always-on systems are enabling citizens to maintain a mental model of news and events around them, giving rise to awareness systems that paper describes as ambient journalism."

"A look at how social media can be used to extend stories and start conversations. For more visit http://WorkBookProject.com"

"The STUDIO 20 concentration at NYU offers master's level instruction with a focus on innovation and adapting journalism to the web. The curriculum emphasizes project-based learning. Students, faculty and visiting talent work on editorial and web development projects together, typically with media partners who themselves need to find new approaches or face problems in succeeding online. By participating in these projects and later running their own, students learn to grapple with all the factors that go into updating journalism for the web era."

"I have just read Lisa Lane's article in First Monday entitled "Insidious pedagogy: How course management systems impact teaching". I really liked her paper, not least because it raised some issues that I hadn't considered before regarding default settings in an LMS and the idea of opt in and opt out learning management systems. It also described the way many academics use (or don't use) the web in their work or play and how this effects their ability to use some of the more 'advanced' features of an LMS that go beyond an instructivist model of delivery. Perhaps most importantly of all it discusses the importance of emphasising pedagogy before 'features and tools' when working with web novices."

I liked the opt-in opt-out ideas. The issues raised about the contstraints imposed when customising or installing a cms are timely for us in terms of our new cms and in the light of the impending VLE review. Good food for thought here! The terms novice vs advanced instructors would make some for good debating. Who decides?

Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today's large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS.

"The following is a reflection on and response to a paper by Lisa Lane (2009) in First Monday titled "Insidious pedagogy: How course management systems impact teaching". I've been struggling with keeping up with reading, but this topics is closely connected to my thesis and the presentation I'll be giving soon.

The post starts with my thoughts and reactions to the paper and has a summary of the paper at the end."

"Sakai is an alternative Learning Management System, similar to WebCT.

Brock evaluated WebCT and alternatives such as Sakai for use as Brock's primary Learning Management System (LMS) starting in the 2009 academic year.

A Pilot of Sakai with 50 courses and 27 instructors was conducted for the 2007 academic year. Instructors had the option to include the course that they were teaching in this pilot.

Sakai is a free and community source based product that offers a different take on learning on-line. Moodle, which was also being evaluated in a smaller scale is a free open source option.

A representative advisory group was struck to co-ordinate the pilot and help shape the decision. Please feel free to leave informal feedback below. This group conducted a pilot and submitted the results (below) to the University Senate and the Provost and Vice-President. A decision was made by the Provost and Vice-President based on this information to implement a Sakai-based system as Brock's Primary LMS."