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Keith Hamon

Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changi... - 0 views

  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
       
      Higher ed must tap into these "qualitatively different" behaviors by our students.
  • Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
    • Keith Hamon
       
      The democratic tendencies of inclusive collaboration are a challenge to the traditional classroom, I think, demanding changes in the behavior and expectations of both students and teachers.
  • Web logs, or blogs
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  • Wikis, websites which are authored by a community of people
  • Podcasting tools allowed for the uploading and syndication of audio files, and podcasts
  • YouTube pioneered online video sharing
  • Online social networks also fall within the domain of Web 2.0
  • Virtual worlds, including online games, are, to some degree, other forms of online social networks
  • In America in 2006, over 50% of teenagers – across racial and socioeconomic lines – have created pages on online social networks like Facebook and MySpace, and in all likelihood this percentage has increased in the last two years (Lenhart, Madden, Macgill, and Smith, 2007).
  • Web 2.0 refers to these simple, often free tools for adding content to the Web, but it also refers to systems that allow users to evaluate content. Tagging refers to the process of allowing users to apply key word labels to discrete bits of content.
  • convergence is one of the most common features in the evolution of Web 2.0 tools.
  • Whether or not the democratic possibilities of Web 2.0 are realized depends a great deal upon the degree to which users can negotiate for freedom and autonomy within the networks created and controlled by established political and corporate interests.
    • Keith Hamon
       
      Education, esp. higher ed, has always been a bastion for the free and open production and distribution of information. This is the best platform yet for disseminating information as widely as possible.
  • The driving force behind Web 2.0, the desire to lower the costs of communication, will continue to be a force shaping the web in the decades ahead, and innovations in time-cheap communications are going to present a future full of new surprises. Three other trends at various levels will continue to act on and shape this driving force. First, new platforms will continue to emerge. Second, the functionality in platforms will continue to converge. Third, we should expect to see greater integration between Web 2.0 tools and handheld devices. Finally, we should consider the efforts to those who seek not to extend the Web 2.0 regime, but to transcend it.
  • No facet of modern life will remain untransformed by the innovations of the Web 2.0.
    • Keith Hamon
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
       
      Online social networks are rhizomatic, and thus, they always subsume and subvert hierarchical structures.
  • These new platforms may allow different kinds of talents – talents related to online networking, communication and collaboration – to be more highly valued in the work place. They also may allow for employees at the bottom of the corporate hierarchy to more easily bend the ear of those at the top, and the examples of both Linux development and the Toyota production system lend support to this hypothesis (Evans and Wolf, 2005). These flatter, more democratic, more meritocratic social organizations may allow firms to draw out the strengths of their employees with less regard towards their position in the organization.
    • Keith Hamon
       
      Flatter is a perhaps unfortunate visual metaphor to contrast with hierarchical. Rhizomatic is more accurate, richer, fuller.
  • The fans were not the simple recipients of the movie; instead, they helped to design the film.
    • Keith Hamon
       
      In their book Wikinomics, Tapscott & Williams closely examine the emergence of the prosumer and its consequences for business. What about for education? Can students be prosumers, both consumers and producers of information? I think so.
  • If myBO becomes another media for the Obama administration to spread a centrally constructed message, then it becomes another instrument of elite political power. If, however, myBO morphs into my.americangovernment.gov, a space where citizens have the opportunity to contribute and collaborate on solving problems and speaking truth to power, then the democratizing power of Web 2.0 tools may indeed lead to a more democratic republic.
    • Keith Hamon
       
      Government is very conservative and generally resists change until change is forced upon it. Web 2.0 could be one of the most peaceful revolutions ever. Most people will likely not notice that it has happened until it's done.
  • Relationships developed in virtual or online worlds are not pale reflections of “real” world phenomena. They are a new class of meaningful and profound interactions which researchers will have to consider seriously as they try to understand the evolving nature of society in a Web 2.0 world.
  • hypothesized benefits for using Web 2.0 tools in the classroom with students, which can be organized into four major categories. The first category involves increasing engagement.
  • Web 2.0 tools provide new avenues to teach fundamental skills, like writing, communication, collaboration, and new media literacy.
  • In addition to developing both old and new fundamental skills, students also need to rehearse for 21st century situations.
  • emerging Web tools can enlighten the critique of the contemporary state of education.
  • The Flat Classroom Project of 2007
    • Keith Hamon
       
      Started by Ms. Vicki Davis, a high school teacher in Camilla, GA.
  • While no studies have looked widely across Web 2.0 tools, there is anecdotal evidence that this kind of project is a very rare exception to two normal states. The first normal state with Web 2.0 is failure. Of the hundreds of thousands of blogs and wikis created, most die on the vine. This isn’t necessarily a bad thing, as one of the advantages of Web 2.0 is that they are both inexpensive and time-cheap to create, and so one can fail repeatedly before finding a model that works. That said, these failed instantiations are not realizing any of the aforementioned hypothesized benefits. The second normal state for Web 2.0 tools are applications that fit neatly into standard, industrial models of education. In these states, a wiki might be used as an easy way for a teacher to create a website as a one-way delivery device for content, rather than a collaborative medium. Or perhaps a student creates a blog as a kind of online portfolio, but her writings are never published widely, never shared with others, or never commented upon by classmates. In a sense the blog has allowed the student to pass in her homework online, but none of the potentially benefits of publishing within a larger critical, collaborative community are realized. If these two states are indeed the norm, then right now Web 2.0 tools may offer tremendous potential for education, but this potential is not much realized.
    • Keith Hamon
       
      These are two critical pitfalls that ASU's QEP classes must work to avoid.
  • There is also anecdotal evidence that the distribution of the use of these tools, sophisticated or not, is skewed towards wealthy, suburban communities rather than poorer rural or urban communities.
    • Keith Hamon
       
      ASU can certainly be a correction to this trend, if it is the case.
  • very few systems have incentives that reward teachers for innovative instruction.
    • Keith Hamon
       
      This is a key element in the success of QEP at ASU. How do we reward faculty who participate and revolutionize their teaching?
  • Most teachers learn to teach from their own experience and from mentors, neither of which usually provide an exemplary model for technology use in the classroom.
  • The driving technical principle behind the evolution of Web 2.0 tools is the reduction of the interaction costs of communication, and these costs will continue to be driven down. As these costs are driven down, we will continue to see the emergence of qualitatively new behaviors and the products of these behaviors will be as or more bizarre to future peoples as Wikipedia and Twitter are to us now. These new behaviors will be at some level democratizing, as they will involve harnessing collaborative energy and collective intelligence to meet cooperative goals. Many of these innovations will level hierarchies and include and involve more people in social systems. They will accelerate globalization by making cross-cultural, cross-content, cross-time-zone conversations even cheaper and take less time to achieve.
  •  
    To sum up the Web 2.0 phenomena in a sentence: lower communication costs have led to opportunities for more inclusive, collaborative, democratic online participation.
Keith Hamon

Academics, in New Move, Begin to Work With Wikipedia - Wired Campus - The Chronicle of ... - 0 views

  •  
    Academics have held the online, user-written reference work in some disdain, said Mahzarin R. Banaji, a psychology professor at Harvard University, "but now I'm hearing nothing but enthusiasm, and I really think this is going to work." Ms. Banaji, the association's president, has put the prestige of a leading scholarly group-and her own name-behind the project, which involves a new interface custom-designed to make encyclopedia entries easier to write and edit, a nascent social network that links scholars who share interests, and tutorials for professors on ways to make writing for Wikipedia part of course assignments.
Keith Hamon

CC HowTo #1: How to Attribute a Creative Commons licensed work | Molly Kleinman - 0 views

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    a practical how to attribute Creative Commons licensed material.
Thomas Clancy

The 21st-Century Digital Learner: How Tech-Obsessed iKids Would Improve Our Schools| Th... - 2 views

  • I've heard some teachers claim that this is nothing new. Kids have always been bored in school. But I think now it's different. Some of the boredom, of course, comes from the contrast with the more engaging learning opportunities kids have outside of school. Others blame it on today's "continuous partial attention" (CPA), a term coined by Linda Stone, who researches trends and their consumer implications. Stone describes CPA as the need "to be a live node on the network," continually text messaging, checking the cell phone, and jumping on email. "It is an always-on, anywhere, anytime, anyplace behavior that involves an artificial sense of constant crisis," she writes. "We pay continuous partial attention in an effort not to miss anything."
    • Stephanie Cooper
       
      Stone's definition of "continuous partial attention" hits the whole philosophy behind connectivism and rhyzomes on the head!
    • Thomas Clancy
       
      The sub-text here, forgive the pun, is that the primacy of the textbook in class (and a lecture derived from the textbook) is deadly. As an out-of-class reference, ok, but as the focus of a class period, NO.
Keith Hamon

Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views

  • Expecting students to write in our classrooms for hit-or-miss praise is criminal. Their nimble fingers can text an entire piece of writing via their mobile device to a relevant audience online at the same time they publish to a worldwide network. For them, the pay is in the joy of publication, in the act of making their work known, and of partaking of the work of others.
    • Keith Hamon
       
      This is a big part of the intrinsic, and fun, motivation for writing online.
  • Take advantage of over 20 digital tools for students (Sidebar #2 - Digital Tools for Students).
  • You can easily transition from notes and highlights kept in Diigo.com social bookmarking tool to a written piece that appropriately cites content. Check Sidebar #3 for Electronic Citation Resources.
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  • reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
    • Keith Hamon
       
      One of our tasks in QEP is to devise tools and strategies to make the instructor's job easier, not more difficult. Technology can help, and we want to explore how.
  • Create a Self-Editing checklist that is actually a GoogleForm or the Questionnaire Module in Moodle so you can quickly see class progress in graphs. Students complete this information via a web-based form that allows you to quantitatively track progress in class. Create a bank of online mini-lessons that students can watch and listen to again and again in an archive. Build that in your GoogleSites Wiki or Moodle. Facilitate sharing using recording tools in a discussion forum or Sites wiki. When doing the Group Share during a Writing Workshop, you can either play the students' presentation of the audio (which they recorded when they were ready) or record the feedback students get so that it can be added to the written piece/recording shared. That way, students can come back and reflect on the advice provided by their peers.
  • Using a Moodle or wiki, you can create a reference point that can house your mini-lesson content, including audio and/or video recordings.
    • Keith Hamon
       
      Perhaps we could build a mini-lesson space on the Writing Labs wiki?
  • VoiceThread.com - Enables teachers to create an enhanced podcast about the MiniLesson content, but also allow students to contribute audio, text, or video content as comments. This enables many to many interactions.
  • GoogleDocs Presentation Tool - Enables teachers to create a slideshow that students can participate in chat, as well as contribute slides to.
  • As wonderful as a writing workshop teacher may be, s/he cannot offer the feedback that ALL students may need. However, online discussion forums through Moodle, attached to wikis, or with blog postings and comments CAN facilitate student to student interaction independent of the teacher. While many fear these kinds of interactions, in online learning, these interactions make or break an online course...or a face to face one.
    • Keith Hamon
       
      Fostering this kind of online conversation is key to QEP. It's what we are about, but we recognize that most of our students are unaccustomed to conversing about academic issues among themselves. We want to teach them to talk college.
  • Collaborative word processors can also serve as a way for students in groups to interact with ONE text online.
    • Keith Hamon
       
      This is an excellent entry point into many different kinds of exercises: group editing, group writing, group brainstorming, group illumination (adding images and video). I like this.
  • Shelly Blake-Pollock, the teacher and author of the TeachPaperless blog (http://teachpaperless.blogspot.com), encourages his students to publish online. Beyond that step, though, he offers feedback on their writing online as well via screencasts, or video recording of his computer screen. Screencasts, or "JingCrits," that he creates are short, less than 5-minute video clips where he highlights student work on screen and offers feedback (View an example - http://bit.ly/bsgVQQ).
    • Keith Hamon
       
      This could be a wonderful strategy for moving our QEP Writing Labs into the online world, enabling writing specialists to engage student writing, and offer useful feedback, online.
  •  
    This article is about 5 steps you can take, as a writing teacher, to digitize your writing workshop. There are many more, though, so "stay tuned" for future articles!
Stephanie Cooper

Part One: Teacher Tips for Wiki Projects - The Tempered Radical - 1 views

  • Creating a classroom encyclopedia covering the content you are studying in class or a comprehensive collection of solutions to one common problem will be a motivating and productive task for your students. Groups can be assigned particular topics to tackle or charged with detailing the strengths and weaknesses of one potential solution, creating pages mirroring the format of Wikipedia entries. Conceptually, using Wikipedia as a model for your classroom wiki project will make your expectations approachable—and give students samples to refer to while completing their final products.
    • Stephanie Cooper
       
      This is a great idea! I could see this replacing the old fashioned report on a subject.
Stephanie Cooper

CRASH COURSE IN COPYRIGHT - 0 views

  • Crash Course Tutorial The Crash Course Tutorial is available for faculty to use to learn Copyright basics, especially in the distance learning context.
Keith Hamon

"The Future of Privacy: How Privacy Norms Can Inform Regulation" - 1 views

  • privacy in an era of social media is complicated. It’s not simply about individual data.  It's about managing visibility, negotiating networks, and facing an ever-increasing flow of information.
    • Keith Hamon
       
      Social networks have highlighted the complexity of privacy, which is no longer a personal, individual issue (an issue of protecting personal data); rather, privacy is now an issue of the appropriate, value-added interplay between an individual and her environment. I think privacy has always been the negotiation of this interplay, but social networks have made it obvious.
  • Privacy is fundamentally about both context and networks.
  • People may not like having their privacy violated or being in situations where they're being surveilled, but they will always choose social status and community over privacy.  They would rather be vulnerable to more people and deal with institutions than to feel disconnected from their peers and loved ones.
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  • Participation in Facebook is not as much of an individual choice as people think.  Even if you opt out, people can still write about you, can still create groups about you, can still reference you in updates.  You become part of the network regardless of your personal choices.
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    I'm completely baffled by the persistent assumption that social norms around privacy have radically changed because of social media. This rhetoric is pervasive and is often used to justify privacy invasions.  There is little doubt that the Internet is restructuring social interactions, but there is no radical shift in social norms because of social media.  Teenagers care _deeply_ about privacy.  But they also want to participate in public life and they're trying to find ways to have both.  Privacy is far from dead but it is definitely in a state of flux.
zhoujianchuan

TeachPaperless: Why Teachers Should Blog - 10 views

  • Because to blog is to teach yourself what you think.
    • Stephanie Cooper
       
      This is what Keith and Tom have been preaching! LOL  I like  the way this guy discusses the pros of blogging and refers to the students who "don't get it."  
    • pajenkins1
       
      It's interesting that there are no cons about blogging.
    • ypypenn67
       
      Blogging provides the opportunity for a teacher to express his or her ideas, too. (A teacher sometimes requires his or her students to blog, so the teacher should gain experience as well.) As a blogger, I want to restrict my comments; I do not want everyone to have access to my thoughts.
    • zhoujianchuan
       
      Yeah, there are no cons, except what economists would call "opportunity cost." That is, every one of us only has so much (or so little) time. My colleagues and I are doing the annual faculty evaluation this week. I looked at the evaluation formular and could not find how blogging can add points for me and help me get tenure. Everything said in this article is right, and I agree. But everyone knows where his or her priority is, right?
  • Because to face one's ill conclusions, self-congratulations, petty foibles, and impolite rhetoric among peers in the public square of the blogosphere is to begin to learn to grow.
    • pajenkins1
       
      I do understand a need to grow as professionals, but I'd like to keep some 'growth spurts' personal.
    • Keith Hamon
       
      Yes, but no blogger automatically posts everything that comes to mind. One aspect of reflection is to think carefully about what you are writing and the wisdom of sharing it. For instance, I think it's worthwhile to post this.
  • I think both are achieved through the crucial practice of critical thinking and earnest self-analysis. And no where, if sincerely met with daily conviction, can both be better employed than in the practice of blogging.
    • malikravindra007
       
      I agree that self analysis and critical thinking go together, though it may come only after lots of practice and perseverance. I am still not convinced that blogging is the only way, could be one of the ways, not for me. Nevertheless blogging opens any one to a larger group of people which may help in sharing your thoughts, opinions etc..
    • Keith Hamon
       
      Blogging is just one mechanism. There are many tools for reflection.
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  • This is real maturity
Keith Hamon

5 Tools for Building a Next-Generation 'Hybrid' Class Website - ProfHacker - The Chroni... - 0 views

  • To build the module, we used a rapid e-learning authoring tool called Adobe Captivate. Some other popular programs for this kind of rapid authoring are Articulate and Lectora. Captivate is great for building interactive self-guided simulations and branching scenarios.
    • Keith Hamon
       
      We should explore how to add external tools to ASU's Moodle so that we can gather info about our students.
  • We created our unit in PearlTrees by adding links to all the web-based readings, videos and articles for the course and then embedded it into our LMS.
  • We decided used Prezi to create a Case Study Library with six categories (Health, Education, etc.) to introduce our students to the tools organizations are using to address different elements of the peacebuilding and international development spectrum.
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  • Our LMS had a built-in functionality for users to submit links and tag them, but other options include setting up a class Diigo account with one class username and password. If the majority of participants are already on Facebook and Twitter, other options include creating a dedicated course Facebook group to share content, or setting up a class hashtag (ex. #AU1234) for Twitter to categorize and easily reference all class tweets. (Read further ProfHacker reflections on teaching with social media.)
  • This course was just the beginning of our attempt at TechChange to go beyond what industry leaders like Blackboard and others currently provide to find and implement the most effective technologies and platforms to support dynamic learning. The feedback from the participants was remarkably positive, and the model is something that can easily scale with the right tools and training.
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    The tools we discuss below can be embedded into any open source LMS and down the road we plan to revisit other platforms.
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