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Barbara Lindsey

Modeling Social Media in Groups, Communities, and Networks - 0 views

www.tesl-ej.org/...ej51int

socialmedia cop communitiesofpractice networking

shared by Barbara Lindsey on 06 Dec 10 - No Cached
  • the evolution of what was initially a group into a community of practice is illustrated, as well as how social media enables one CoP to interact with others to become part of a distributed learning network. Participants in the networked communities continually leverage each other’s professional development, and what is modeled and practiced in transactions there is applied later in their teaching practices
  • Teachers can be shown how to use social media, but unless they use it themselves they are unlikely to change their practices. There is evidence that teachers trained in programs where their instructors used social media (modeled it) are more comfortable with technology than if their instructors did not themselves use these tools. This article suggests how teachers can interact with numerous communities of practice and distributed learning networks where other participants are modeling to and learning from one another optimal ways of using social media in teaching. This strongly suggests that teachers must be trained not only in the use of social media, but through its use.
    • Barbara Lindsey
      Barbara Lindsey on 06 Dec 10
       
      "Through its use" is key here!
  • “To teach is to model and demonstrate. To learn is to practice and reflect.”
  • ...24 more annotations...
  • Networks are ideal as enhancements for all four of these essential activities of lifelong learners, and they enable us to model, demonstrate, practice, and reflect constantly and effectively.
  • “teachers who practice autonomy in their own professional development formulate heuristics for harvesting knowledge within their personal learning spaces, and thus stand a better chance of inculcating the desired behaviors in their students, thus increasing the likelihood of producing potentially autonomous and lifelong learners. But it is a percolative process.
  • The wiki allowed anyone (anyone could write on it, not just Webheads) to leave an email address if they needed an invitation, and those who had spare invitations would give one to someone in need. The system worked to organize a quick and robust Webheads Wave, a sandbox for teachers to try out the tool and to model and demonstrate and practice with one another.
  • Networks provide the framework for this to happen.
  • Pedagogy
  • Networking
  • Literacy
  • Paradigm shift results when many people in a community or network follow the same process of seeing things modeled and demonstrated for one another in such a way that after considered reflection and weighing of the old and new ways of addressing a problem, they gradually alter their practice.
    • Barbara Lindsey
      Barbara Lindsey on 06 Dec 10
       
      ACOT showed this in the late 80's with their ten year study.  http://imet.csus.edu/imet1/baeza/PDF%20Files/Upload/10yr.pdf
  • Heuristics
  • hose with knowledge and those seeking it treat each other equally, often reversing roles frequently as seekers and providers of knowledge and content.
  • multiliteracies approaches
  • When the Writing for Webheads group of students and teachers formed in 1998, participants were distrustful of sending their pictures to strangers on the Internet, and even to reveal their real names.
  • Photographs and voice/webcam communications enable group members to see the human behind the text message and enhance bonds leading to a sense of community
  • Scaffolding one another’s practice by modeling to one another and answering each other’s questions
  • the evolution of social media has enabled the Webheads CoP to interact with others to become part of a much wider distributed learning network.
  • Siemens has long espoused the notion of connectivism, famously summarized as “The pipe is more important than the content within the pipe.” (Siemens, 2004, n.p.). Here, Siemens means that it is more important to nurture a system of connections between knowledgeable people (the pipe) than to be concerned with what these knowledgeable people know (the content within the pipe) since this content can be directed as needed to anyone with appropriate connections within the pipe.
  • Communities and networks help us to aggregate, filter, and assimilate this information into some kind of knowledge structure and then disseminate it throughout the community or network.
  • distributed learning networks (DLN’s), or personal or professional learning networks (PLNs), or personal learning environments (PLE’s)–all provide direct (and indirect) contact with many people in one’s network, each possessing a reservoir of knowledge which contributes to the entire pool of knowledge residing in the network. This can be accessed through listservs or sometimes almost instantaneously through Twitter or RSS feeds, or Skype, or instant messaging. Therefore the knowledge possessed by any individual, or node in the network, is the sum total of all aggregated knowledge within that network. It is to this that we ascribe the incredible power inherent in distributed learning networks which often comprise to some extent communities of practice.
  • Wenger, McDermott, and Snyder (2002, p. 6) promote the CoP model as an anecdote to the fact, as he puts it, that “increasing complexity of knowledge requires greater … collaboration; whereas … the half life of knowledge is getting shorter.”
  • the skill of leveraging networks is increasingly important in the 21st century in plumbing and aggregating knowledge when that knowledge base is forever changing at an increasingly accelerated pace.
  • or appropriate use of online social networks to be taught in schools, teachers themselves must be familiar with their impact on learning. One problem is that teacher-trainers without sufficient experience with technology and who are rooted in old-school methodologies are simply not modeling new age learning behaviors for their trainees by showing them how to reach out to networks.
  • research indicates that teachers don’t necessarily activate the knowledge they are exposed to in training curricula. The example he gave was on reverting to traditional methods rather than utilizing knowledge about communicative language teaching (Richards, 2009: 4), but the same applies to knowledge of technology.
  • In order for training in pedagogical affordances of networking to take hold it is crucial that teachers be trained not only in social media, but through its use. Those who use social media in their professional networking find this self-evident, but there is at least annecdotal evidence for the need for modeling by mentors.
  • teachers need to be shown the connections between their use of social media in their personal and professional lives. Glogowski and Sessums pointed out in their presentation at the WiAOC 2007 conference their surprise that student teachers who were already using technology with online acquaintances in their after-hours social networking were not carrying this over into their professional teaching practices.
    • Barbara Lindsey
      Barbara Lindsey on 06 Dec 10
       
      The same holds true for our students.
Barbara Lindsey

Web 2.0: What does it constitute? | 11 Feb 2008 | ComputerWeekly.com - 0 views

www.computerweekly.com/....0-what-does-it-constitute.htm

web2.0

shared by Barbara Lindsey on 11 Sep 08 - Cached
  • O'Reilly identified Google as "the standard bearer for Web 2.0", and pointed out the differences between it and predecessors such as Netscape, which tried to adapt for the web the business model established by Microsoft and other PC software suppliers.
  • Google "began its life as a native web application, never sold or packaged, but delivered as a service, with customers paying, directly or indirectly.
  • perpetual beta, as O'Reilly later dubbed it
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  • Perhaps the most important breakthrough was Google's willingness to relinquish control of the user-end of the transaction, instead of trying to lock them in with proprietary technology and restrictive licensing
  • O'Reilly took a second Web 2.0 principle from Peer-to-Peer pioneer BitTorrent, which works by completely decentralising the delivery of files, with every client also functioning as a server. The more popular a file, is, the faster it can be served, since there are more users providing bandwidth and fragments of the file. Thus, "the service automatically gets better the more people use it".
  • Taking another model from open source, users are treated as "co-developers", actively encouraged to contribute, and monitored in real time to see what they are using, and how they are using it.
  • "Until Web 2.0 the learning curve to creating websites was quite high, complex, and a definite barrier to entry," says the third of our triumvirate of Tims, Tim Bray, director of Web Technologies at Sun Microsystems.
  • Web 2.0 takes some of its philosophical underpinning from James Surowiecki's book The Wisdom of Crowds, which asserts that the aggregated insights of large groups of diverse people can provide better answers and innovations than individual experts.
  • In practice, even fewer than 1% of people may be making a useful contribution - but these may be the most energetic and able members of a very large community. In 2006 1,000 people, just 0.003% of its users, contributed around two-thirds of Wikipedia's edits.
  • Ajax speeds up response times by enabling just part of a page to be updated, instead of downloading a whole new page. Nielsen's objections include that this breaks the "back" button - the ability to get back to where you've been, which Nielsen says is the second most used feature in Web navigation.
  • "Everybody who has a Web browser has got that platform," says Berners-Lee, in a podcast available on IBM's developerWorks site. "So the nice thing about it is when you do code up an Ajax implementation, other people can take it and play with it."
  • Web 2.0 is a step on the way to the Semantic Web, a long-standing W3C initiative to create a standards-based framework able to understand the links between data which is related in the real world, and follow that data wherever it resides, regardless of application and database boundaries.
  • The problem with Web 2.0, Pemberton says, is that it "partitions the web into a number of topical sub-webs, and locks you in, thereby reducing the value of the network as a whole."
  • How do you decide which social networking site to join? he asks. "Do you join several and repeat the work?" With the Semantic Web's Resource Description Framework (RDF), you won't need to sign up to separate networks, and can keep ownership of your data. "You could describe it as a CSS for meaning: it allows you to add a small layer of markup to your page that adds machine-readable semantics."
  • The problems with Web 2.0 lock-in which Pemberton describes, were illustrated when a prominent member of the active 1%, Robert Scoble, ran a routine called Plaxo to try to extract details of his 5,000 contacts from Facebook, in breach of the site's terms of use, and had his account disabled. Although he has apparently had his account reinstated, the furore has made the issue of Web 2.0 data ownership and portability fiercely topical.
  • when Google announced its OpenSocial set of APIs, which will enable developers to create portable applications and bridges between social networking websites, Facebook was not among those taking part. Four years after O'Reilly attempted to define Web 2.0, Google, it seems, remains the standard-bearer, while others are forgetting what it was supposed to be about.
Barbara Lindsey

The Cape Town Open Education Declaration - 0 views

www.capetowndeclaration.org/faq

shared by Barbara Lindsey on 21 Mar 08 - Cached
  • The Internet provides a platform for collaborative learning and knowledge creation across long distances, which is central to the long term promise of open education. It also offers a channel for the creation and distribution of knowledge from a diversity of places and cultures around the world, and not just from major publishing centres like New York, London, and Paris.
  • we believe that open education and open educational resources are very much compatible with the business of commercial publishing. The Declaration clearly states that the open education movement should "...engage entrepreneurs and publishers who are developing innovative business models that are both open and financially sustainable."
  • here is likely to be some upheaval in formal educational systems as teachers and students engage in the new pedagogies that are enabled by openness. There might also be concerns that some of the deeper goals of the open education movement could backfire. For example, instead of enhancing locally relevant educational practices and rewarding those with regional expertise, it is possible that a flood of foreign-produced open educational resources will actually undermine the capacity for regional expertise to form or thrive.
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  • First, this is not actually a philanthropic endeavor in the classic sense of "donating" something to those with less. Instead, the open education movement promotes conditions for self-empowerment, and one of the central premises of the movement focuses on the freedom to be educated in the manner of one's choosing. Second, the permissions granted in defining an open educational resource explicitly enable the localization and adaptation of materials to be more locally appropriate. Every person should have the right to be educated in his/her native language, and in a manner that is most suitable to the personal and cultural contexts in which they reside. Third, we have good reason to believe that the contributions to the global open educational enterprise from those in resource-limited settings are at least as valuable as contributions from anyone else. While we have much to do to enable truly equitably participation among all of the citizens of the globe, there is widespread agreement that the ultimate goal is some type of open educational network, not a unidirectional pipeline.
    • Barbara Lindsey
      Barbara Lindsey on 21 Mar 08
       
      Key component of a critical pedagogical approach.
  • educational resources commissioned and paid for directly by the public sector should be released as open educational resources. This ensures that the taxpayers who financed these resources can benefit from them fully. Of course, this principle cannot extend to resources paid for indirectly with public funds, such as materials written by professors at public universities. The Declaration does strongly encourage these professors and institutions to make all of their resources open. However, in the end, this is their choice.
    • Barbara Lindsey
      Barbara Lindsey on 21 Mar 08
       
      Wow! Wonder how many critical pedagogists would embrace this idea.
  • resources should be licensed to facilitate use, revision, translation, improvement and sharing by anyone
  • many of the participants advocated for inclusion of language that indicates that the license should ideally impose no legal constraints other than a requirement by the creator for appropriate attribution or the sharing of derivative works. This degree of openness represents the 'gold standard' in open educational resource licensing. However, it is also recognized that some authors and publishers may wish to disallow commercial uses (non-commercial). Resources licensed with this additional restriction are still open educational resources, but do come with risks and costs.
  • we suggest that you use one of the Creative Commons (CC) licenses, for several reasons: The licenses have human-readable deeds, which is (generally) easier for people to understand.The licenses have a computer-readable component which enables search and filtering by license status, an increasingly important consideration in an era of exploding online content.The licenses have been ported to many countries around the world, with more being added every year, which guarantees their worldwide application and enforcement.The licenses are already the most frequently used licenses for open educational resources, which will make it easier for users to learn about their rights, as well as use the materials in interesting ways.
  • If an author's primary purpose in creating open educational resources is for it to be used as widely, freely, and creatively as possible, then using CC-BY is the better choice
  • n most cases, the NC term is likely to have undesired repercussions for your work. If you are thinking of restricting commercial activity, ask yourself the following questions: What is the goal of doing so? Is it that the creators wish to make money from their contributions? Is this likely? Is it assumed that all for-profit activity is somehow inimical to education? What are the costs of restricting commercial use of open educational resources and do you wish to incur them? For example, is it your goal to forbid a for-profit publisher in a developing country from printing copies of your materials and distributing them there?
  • Open educational resources licensed using CC-BY have no restrictions on use beyond attribution for the original creator. Open educational resources licensed using CC-BY-SA also require attribution, but have the additional restriction of requiring that the derived material be licensed in the same manner as the original(s), thus ensuring their continued availability as open educational resources.
  • CC-BY allows for a variety of motivations, including the possibility of commercial success, to drive users to adapt and re-purpose their materials.
  • f an author's primary purpose in creating open educational resources is for that material to never leave the educational commons, such as it is, then you may want to apply the SA term. In this case, the possibilities for viable commercial derivatives, though not disallowed, are diminished, and so users motivated to adapt materials for that purpose are unlikely to participate. In addition, open educational resources licensed with an SA term are only interoperable with other SA materials, which seriously limits their capacity for re-mixing.
  • There are two key points we would ask you to consider prior to applying the ND term. First, are you willing to prevent all of the wonderful ways in which your work might be improved upon just for the sake of preventing a few derivatives that you would consider inferior? It is worth remembering that it is the granting of freedoms to share, reprint, translate, combine, or adapt that makes open educational resources educationally different from those that can merely be read online for free.
  • you must remember that digital resources are not consumable goods, in the sense that they can be shared infinitely without any loss of value for the original. As such, if inferior derivatives are created, those creations have done nothing to diminish the quality of your original work, which will remain available for others to use or improve upon as they wish.
  • there is absolutely no restriction on use of public domain materials. In addition to being able to freely use such materials, you are free to adapt public domain materials and then license the derivative works in any way you choose, including standard all-rights-reserved copyright. You have to apply an open license if you want your contribution to add to the pool of open educational resources.
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