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If you've got an hour to spare (I know, I know), this lecture by Henry Jenkins is worth a watch. Good stuff about participation, content (distribution vs circulation), etc.

Has anyone worked with this before? Would love to get some input. Thanks. Start right away. It's easy. With its familiar user interface and highly intuitive features, Storyline works the way you expect. Learn more Create interactivity like never before. Introducing slide layers, the all-new way to create interactivity with unrivaled speed and ease. Learn more Get all the features you could ever want-in one tool.

Hi Alyn! You must have been in Dr. Dennen's Web 2.0 class! Great to see you. I know ths is a slow response, but our organization has looked at Articulate. I have no experience with it, but it sounds like an awesome course developer tool... I hope you are doing great!

Hi Alyn, Articulate is a fantastic product. I have used Articulate Studio for several years now and find the interface easy, the output quality very good, and the on demand learning features such as tutorials and group blogs exceptional. The product is also very affordable. You don't need to know flash or html to be able to use Articulate. It works as an add-in to PowerPoint, but you can also encode video, create interactive learning components and develop quizzes within the software. In addition to being able to develop content, you can publish it to an LMS or Articulate has their own e-learning hosting service for those who don't need to full scope of an LMS. Articulate Storyline is a new product that has tempted me. It works outside the PowerPoint environment and allows the creation of standalone online instructional content with many different types of interactive objects. Storyline takes the Studio I have been using up a notch. While I have no experience with Storyline, I would recommend you at least try the free trial they offer. Based on my previous experience with Articulate Studio, I think you will be very pleased with the product.

In this article, two Australian researchers investigated whether Twitter can be used to foster enhanced student engagement within a university level sport marketing course. 68 students participated in the study. 59% of the class did not have an existing Twitter account and had to sign up for one to participate in the study. There were two aspects of Twitter user during the course. First, students would participate in two discussion lectures, which was structured much the same as a Twitter chat, with questions posted in advance of the actual discussion. The second aspect was to regularly post contemporary issues in sport marketing that coincided with the course content. Much like EME 6414, students used a hashtagged course code to be able to track the activity and respond to their classmates. I thought it was interesting that the researchers explicitly advised existing Twitter users that they did not have to censor their regular Twitter activity, as the instructor would only follow the course hashtag. This appears to be a clear acknowledgement of the potential for context collapse when social media is incorporated into an educational setting. Questionnaires were administered to broadly measure aspects of student engagement. The results suggest that Twitter was effective in the university classroom as engagement levels increased over the semester. Twitter made it easier for students to connect with both the instructor and other students and extend that connection beyond the lecture time in the classroom. These networking tools also allow students to take on a more active role in the co-creation of the course content. I think this is one of the most significant advantages of incorporating social networking elements into the classroom. The biggest limitations of the study were its small sample size and homogeneous population. Future studies should include more students from various disciplines.

It took me a very long time to find the comment button to add another thought to my original post. Not nearly as noticeable as other discussion platforms. Anyway...I wanted to add that this article was very appropriate right now because the TA for EME 5608 is currently conducting research on a very similar topic, specifically "when and how social media apps like Instagram are used by students (without instructor participation) to support social interaction and build social connections in online courses." I know some of you are also in that course and I'm curious what your opinions are on the experiment? Do you think that interacting on Instagram has increased your social connections and added benefit to the learning experience?

It also took me a long time to find the comment button! You are not alone in that!

How to provide proper attribution for openly licensed works on social media

Influencer B.Simone Plagiarizes Work of Blogger's in Her Book,

I knew someone who was a run-of-the-mill blogger (audience of 300 or so) who had another blogger start to copy her blog, post for post. It was creepy. I can't recall how it all ended -- was about 15 years ago.

Wow how awful!

This is good information! AI has really opened up a lot of opportunities and resources, but it has also presented a lot of questions!

This is good information regarding the use of generative AI. I concur with the author that AI-created information should be used as a starting point for developing instructional materials. It should not remove the instructional designer from the process. After all, they would be most knowledgeable about the instructional needs of their learners and the delivery methods available to them.

Thanks for sharing this resource. It's super helpful for a project I'm working on right now.

Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. The goal is to help educators harness the power of social media to customize the classroom for each and every learner. Seems like it may be a better alternative than using Facebook in the classroom to make sure privacy issues are not a problem.

The World Bank announces new Open Access Policy and Open Knowledge Repository The World Bank has announced a new Open Access Policy! Effective July 1, 2012, the Open Access Policy requires that all research outputs and knowledge products published by the Bank be licensed Creative Commons Attribution license (CC BY) as a default.

I am not sure if its Web 2.0 either, although I suspect not, but its awesome. Indespensible. Thanks for sharing.

This is a repeat! Sorry! Vanessa posted this earlier in the course.

I stumbled on this and wanted to share this if anyone wants to take the time to read about Web 2.0 and online communities. There is a lot of stuff we already know, but a lot that we don't know. Seems like this fits right in with Produsage.

Here is the description from Edmodo: "Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to help educators harness the power of social media to customize the classroom for each and every learner." Is it another Blackboard? Or not? A feature for this tool is that you can choose to get mobile notifications of updates from the teacher.

I have a user profile on Edmodo, and I am now being asked to use it by my administration team at my school. It kind of reminds me of Facebook in a professional sense.

This looks really promising. I'm going to look into this more and perhaps use this as my portal for the produsage assignment. Thanks for sharing Shuang!

Thought this was a neat tool, and free, for those wishing to research content. Simply give us an address, we'll scan the website and provide reports on each page for all the major social networks that are easy to understand. Track your own website's progression or see how you stack up against another website, why not? It's free and easy to get started within a minute!

Interesting article about Pinterest use and gender. Also interesting because they talk quite plainly about their data collection method.

This article is long however it gives some great information about using YouTube in the classroom. It is divided up into a few chapters so not all of it needs to be consumed. In short it is a research study about how educators use the web2.0 tool YouTube. It talks about how we can integrate it in the class, features of the site, and how to use the site. It also highlights some of the problems that came up with usage during the study.

Awesome! I love YouTube and I definitely utilize this tool A LOT in my high school English classroom. I enjoy how youtube also has the ability to focus on strictly educational materials. Visuals are so important for students to create concrete connections. Great artice!

YouTube is my favorite video-based network. Videos are intrinsically motivating and engaging. I agree with the point in the article that the videos that are informative, humorous, current, interesting and engaging are most preferred by students, but instructors choose a video based on its instructional value, not simply due to its humorous content. The article entirely and detailly introduces the tool. Additionally, the following article is also a great material to learn YouTube. Duffy, P. (2007). Engaging the YouTube Google‐Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. In European Conference on eLearning, ECEL.

Flickr is a photo-sharing network. What can we learn from it? Maybe we can learn photography on it. Is it useful in academia? This article tells us Flickr can serve as a database in which subject-relevant images may be searched for/consulted/viewed/used. The study addresses three main question: What types of images tagged with academic terms are posted to Flickr and how do they differ between subject areas? Are some subject areas more frequently represented in Flickr? Does term-frequency analysis of accompanying tags provide any additional insights into the types of images investigated and the reason for their placement? The study process mainly includes images tagged, image content analysis, and term-frequency analysis of associated tags.

Tess (2013) provides a great review of the literature on the role of social media in the higher education context. Tess (2013) suggests that as instructors look for ways to incorporate technology to mediate and enhance their instructions as well as promote active learning among students, they increasingly turn to different social media tools. The author argues that the current literature on the integration of social media in higher education are limited to self-reported data and content analyses. Therefore, he provides a summary of literature on the role of social media in the higher education classroom as well as discusses their limitations. Various studies (cited below) explored the role of social media and SNSs in different contexts of education -teaching learning process. These studies have demonstrated interesting and useful results. Tess (2013), in addition to keyword-specific searches, used a "snowball" method for finding the articles from the relevant articles cited in the literature reviewed. To narrow the range of the review, he chooses articles on Facebook, MySpace, Twitter, blog and LinkedIn. Tess (2013) provides a brief definition of each of these five SNSs. He also looks at the social impact of these popular SNS tools. The author looks at the factors motivating the educators to use social media in higher education classrooms, such as: the changing nature of the student, the changing knowledge consumption relationship, and the de-emphasis of institutionally provided learning and emergence of "user-driven" education (Selwyn, 2010). The author provides platform-specific affordances and drawbacks in terms of their application in the higher education space. Tess (2013) argues that although the infrastructure to support social media's presence exists in most universities today, instructors have been slow in adopting the tool as an educational one. Those who are adopting are still likely in the experimental stage. He admits that his literature rev

I liked reading the comments. I didn't notice changes, so presumably they didn't remove anything that I use! They said they would remove a discover feature (helping newcomers search for content/groups?). That's OK with me. Interesting in the comments was some discussion of individual workflows with Diigo and other tools (Pocket, IFTTT, InoReader, OneTab).

As we learn more about usage rights and copyrighting, I was thinking that I need a master list of sites I can go to when I want to use images, audio and videos that are public domain. Here is a list of some creative commons websites