CTAM Opportunities and Challenges: Mediated Communication as a Sub-Field of Communication Studies

Dann Cronn-Mills, MN State University, Mankato

Convergence Culture, Where old and new cultures collide (?)

Freakanomics Super Freakanomics (people are going into this online environments because theirs incentive to do so)

Melissa Landin, Inver Hills Community College

Noticed a lack of knowledge and ettiquette.

Computer mediated communication started off as a line in a textbook, now has a whole a chapter in most communication textbooks.

Class looks at nettiquette, virtual worlds, technology. Think about pictures posted--she tells them your employers are looking up your names online.

Have had challenges with enrollment. Trouble is getting them there (title).

It's expansive and changing--you do have to stay on top of it.

Darcy Turner St Cloud Technical College

English and Communication for Technology.

How to be professional in your email correspondence.

It does belong in communication studies.

Other notes:

At Mankato

Communicating with and thru technology (based more on technology)

Communication Technology and Culture (nature of tech affecting culture and vice versa) (more philosophy and theory)

At Inver Hills

1000 level (covers a bit of this and that but not at the depth as a upper level course)

Digital Nation- (PBS program)

ecommunication not just about skills but is having a ramifications

Do we have to change our theories? What we teach?

Humm...somebody just rephrased one of the ideas I posed in an early session in that ecommunication is like a "cultural factor/influence, a framework for what we think we are seeing ":

Perceptual lens (technology and ecommunication) We need to develop new theories. As a teacher ask your students, does this theory still apply in this context (an econtext).

The technology is the channel.

"Theory is the only thing that validates our discipline" ??

Communication is about shared meaning (exchanging ideas).

"As a culture we're losing our starting points" 'living in worlds of make believe"

There are some paradigms that have shifted because of ecommunication.

Journal of Computer Mediated Communication

Identity, Privacy, Self--let them

Thurlow Crispin? Teaches CMC He also has links

Hyper Personal Messages Social Processing (Walter ?)

Perception--how does the digital channel transform our interface (??) fragmentation, don't have continuity self-reinforcing messages

1.anonymity (senders and receivers)

2.digital filtering (perception as a filter--recursive messages--)

3.virtual reality

Practice of how we use technology is self-reinforcing

Someone (at MIT?) not allowing computers in the classroom.

Instructor refused electronics in the classroom and then reported "richer discussion"

Act of seeking is the hormonal release not necessarily the finding. Provides you with the "burst" chemically--for self gratification.

Is part of our problem as speech teachers--that we're relying too heavily on classic written style? We write how we speak.

To what extent or how does communication apprehension tie into use of ecommunication?

This field is evolving.

"Are we too early on this?" I saw we're too late on this.

Inver Hills Goal Area 6 MNState University is Goal Area 9. Does there need to be a new Goal Area for "Technology"

CTAM Interpersonal Communication: A Novel Approach

Mary Schmidt, St Could Technical Community College

Mary uses two memoirs in her Interpersonal Communication:

While the Locust Slept

Barefoot Heart

Poetry

The True Love by D. Whyte

CTAM Challenges Opportunities Assessing Behavioral/Performance Objectives in Online Learning

Nan Johnson-Curiskis, MN State University, Mankato

"I learned how to write objectives and assess from a behavioral focus. In terms of something specific--I have nothing. Ask questions"

Dan Cronn-Mills Mn State University Makato

"Glitch that we don't have decades of experience to pull from"

Gregg Helland former online student

"I found my voice online"

Virginia Gregg, MN State University Moorhead

Assess the same things

Put extra things up

Assessing Learning:

To earn for what you learn you must show what you know

Unit Modules

Softchalk

overview

content

quizzes

activities

videos

additional sources

roll vocabulary

Review questions right in the document

Competency Packages

Covered one basic unit based on goals and objects, all the forms to do it, and how you're going to be assessed

completed after a unit of learning

WorkPac

ComPac

CertPac (proves you know how to teach it) Points for every unit

MentPac (points for mentoring)

Can move up and across

Some are required some are participation points ("Participate in your own education--dig deeper go farther"

Earned after successfully completing ComPac (can take multiple times) When they get it right they get all the points. Doesn't matter how long it takes as long as you get it. No penalty. Best done earlier than later but up to students.

50 Participation Points are required (some are 5 some are 10) anything over 50 comes back at a 3:1 ration. 9 points over equals 3 points in gradebook.

Average student gets over 100 points. Why do they do it? No deadline, do-overs, do on their own time. Some up to 200/250.

Uses Bloom's Taxonomy. Level of Learning sets their framework (Going for Comprehension)

CTAM Challenges Opportunities Teaching Small Group Online

Nan Johnson-Curiskis MN State University, Mankato

Assumption: Online, On campus--neither is better nor is one worse

Absolutely everything is ready 3 days before the class starts

They know what they have to do--theory for first half, project in small group last half

Alot of change that first week of drop add, not so much after that.

Melissa Landin, Inver Hills Community College

Two year college, not alot of students who are going to be a communication area. This is offered as Goal Area 1. (Interpersonal, Public Speaking and Small Group are the only classes for Goal Area 1).

Teaching online for about 6 years. "I don't believe every class needs to be online--Public Speaking for example" . It took about two years to find the software program that would allow them to literally see their group members. Group

They use Eluminate. Started with a free trial. Now they purchased a site license. Kind of like WebX but you can see 6 people via video. Students can meet in Small Group and can also go back and review their meeting after the fact.

Biggest headache: Students learning the technology. You need a good IT department to be able to help, prepare, walk students thru the technology and equipment needed.

Challenge: Students finding a time they can all meet as a group (small group)

Challenge: Have lost up to half of class --so group size and group dynamics effected--other students are effected.

Send out syllabus a week ahead--make sure they know what they are getting into. Allow people to drop during the theory part (first half) so that small groups and group dynamics aren't affected as much as if that groupwork started right away.

But the technology programs are out there now--so just need to be proactive up front.

Deepa Oommen, MN State University Mankato

Teaching group work was challenging F2F

So started doing the F2F class assignments online for group work (using Instant Messenger). Then she could see who contributed and who didn't.

Other notes:

Wikis. Demonstration video on youtbue on how to use wikis (cartoon version) PBworks (Peanut Butter Wikis) Free

Set group restrictions so you can see what's going on and only group members see their own work.

Two projects. (One is Group Analysis Paper on Survivor) (multi-media presentation wiki)

Picking a target group and then putting together a presentation for this target group (online meeting everyone attends for presentation

Adobe Connect can have more than 6 video views going.

Set up your tools. Use the frequently asked questions takes care of it. Tell them expectations upfront.

Have "threatened" that she might re-group: those not doing anything, those doing minimum, those that are making sure they are contributing.

Deepa--does grade on participation

Discussion is critical.

Online is not a correspondence class/independent study.

These particular teachers stay out, don't want their presence to effect the group development/analysis. Don't join the discussion (review afterwards).

Groups get one grade.

Still need to be "present" but not interfering with group discussion.

CTAM Opportunities and Challenges: Teaching Public Speaking Online

Deb Peterson, Minnesota West Community and Technical College
KISS & Tone

Tone: keep it friendly, smile, be personable, treat them with respect and dignity, be yourself, talked to the students like you would like to be talked to

KISS--Keep It Structurally Simple

What do I need to do? How will I get to it? How will I be graded? Tell all these answers up front.

Give them an opportunity to be successful. Spell out your rules. Make info easy to find and accessible.


Carolyn Weber, MNWCTC
doesn't use power point alot right now (moved away from that) might re-think that

Yes, students learn as well, some better, in an online environment

Yes, it is more work--but it is worth it!!

Teaching Public Speaking online for several years.

Keep it simple. Too much information can be counteractive. Be consistent. Introductory quiz on syllabus. Set course up in units, roll it out weekly. Have a library unit, where Librarian develops content, does an assignment and monitors discussions.

Challenges--keep it updated.

Introductions. Respond to all--builds community.

Talk about nervousness, as a unit, early

Challenges--discussions.

Be PRESENT. Don't be the sage on the stage.

Challenges--students with literacy issues.

Quizzes used only first 3 weeks (gets them acclimated)

Challenges--missed deadlines.

Quality versus Quantity with speeches

Students upload their videos and tag her in it.

She has a speech Facebook page.

Students review/evaluate each others work. Self-assessments. Rubric (they complete the final speech rubric on their own speech) Posted before hand.

Adobe-connect account. Interactive, web cam, document and video capabilities


Jay Sieling, Alexandra Technical & Community College

Speech Studio (looked up online--resource section coming soon)

Embedd "great speeches" read text first. "What do you think is happening?" (Critical analysis first) and then watch it.

Online Speech Bank. Top 100 Speeches.

YouTube has resources you can use too.

Get across the importance of the audience and the importance of the moment.

You can do stuff that is very contemporary.

example on youtube about importance of delivery, GOP Candidate Phil Davidson

Has only gone as hybrid with Public Speaking to keep importance of moment and setting.

Internet Archive takes a snapshot of what's on the web. Also keeps a bunch of films that are now free domain. (Prelinger archive)?

Roberta Freeman, MSCTC-Fergus Falls

Public Speaking completely online

Even all face to face classes are now hybrid

Challenges: How do you do that?

She has a youtube account where they send videos to a folder she's sent up. But also has option for alternative routes (videotapes, flashdrives). But most are now coming online. Which she strongly recommends.

Has to teach them about her expectations on context (turn off tv, film whole body, no shoes--no service)

Fergus Falls has them "have to" pass an online quiz before they can sign up for an online class.

"I work hard on helping them find an authentic audience"

She has them do an evaluation at the end of the course. Uses that feedback to adapt her class for the next offering.

Right on registration page it says, you must meet audience requirements.

Audience Requirements:

10 or more people

appropriate to the content of speech

Require that they get feedback forms from each audience member

Show the audience before and after

Q & A must be a part of the presentation

They have to watch their own speech before submitting.

"I feel like I don't have to be there. It's not about me." "Feels in many ways more authentic than the classroom"

It takes a whole lot of work.

They evaluate former students. Evaluating the paperwork too. She put her own speeches up online (one on delivery). So they get to know her that she can "demonstrate and model" what I'm teaching. Has them evaluate her speech.

Engage class in discussion area. Only respond to the "ask the instructor" posts--leaves the others for authenticity between students.

Uses the chat room for an online small group chat session (challenge--time) Grades after the fact (prints off transcript), but doesn't interfere in the process.

Online virtual office hours. Post hours and expectations for availability online. Use of "office hours" varies.

Tries to think of pedagogy.

Tapes face to face classes. Online class actually gives one more speech than F2F. Believes the quality is as good or sometimes better than what she gets in F2F class.

With the online class--Only difference is that I'm not in the room. Maybe a good thing?

Freemaro2 on youtube.

Virginia Gregg, MN state University Moorheard

Things that are out there for you to use:

Joomla

udutu

softchalk

Joomla--can do alot of webstuff w/o html

Softchalk creates a book for you

Communication tools

Wiki--edit each others work--free

Wetpaint Wetpaint Cenral (now has ads)

PBWorks (lots of options--but might be a bit scary for tech-anxious)

Beyond the handout Teaching Tools

Dropbox (the program not the D2L tool)

Lecture capabilities:

Wimba

GoToWebinar (synchronous or asynchronous)

PanPTO

Power Point to Vidoe

Acoolsoft (takes powerpoint and transfers it to video to almost any format) About 29 dollars

Have them test an audio and video capabilites

SOFTCHALK:

Pages turned into books (TITLES come up in contents page)

Can create different kinds of assessments (Sorting)

Grades can be self-assessed or automatically transferred to D2L gradebook

Can jump to different pages

Can add additional resources as a side bar (content, video, links)

Embed video and comes back automatically without having

Streaming Video

CTAM Opportunities and Challenges: Technology and Communication Studies

At morning breakfast talking about "whether or not technology should be incorporated into Communication classes". There was a conversation that we should start talking about this so we can be "cutting edge." Like teaching them how to use power-point. If you are asking this question, I think you may have missed the boat.

So far I'm hearing a lot about how the teacher might be inconvenienced--not a lot on the benefits for the students.

Obviously, I couldn't keep quiet tool long. I actually went longer staying quiet than I thought.

Electronic communication, communicating more and in different ways. Engagement.

It's not just a matter of convenience. The principles are basically still the same, the medium/context is what might be different.

Rather than be on auto-pilot for a decade and then be lost.

In many regards, students think they are tech savvy but they might not be as much as they think. They are in matters that matter to them, but we can help them in other ways related to communication principles.

Students want the technology and expect them to use it, teach it, model it!

D2L ePortfolio Colalboration & Sharing

Collaborative Learning
Develops higher level thinking skills
Increases student retention
Develops oral communication skills
Develops social interaction skills
sets high expectations for students and teachers
development of empathy (add emotion and subjective experience to the meaning and learning)
Development of empathy
Classroom resembles real life social and employment situations

From 44 benefits of collaborative Learning

Sharing to different groups for different reasons could be everyone or anyone


Sharing thoughts, ideas, multiple presentations, artifacts, reflections anything part of our learning experiene

giving the learner their own voice

feedback
engagement
group work
develop analysis and evaluation skills
improved reflection
learners see and compare different styles and approaches

Students shared efolio with each other and learned and reflected on how stories were told and how it related to them

ePortfolio discussions
peer review
group work
social networks
community
presentation

The ePortfolio is the how not the why

Top 10 ePortfolio Sharing Tips & Tricks
10.Viewing and Commenting
sharing with individuals
* seach by course
* search by user
Allow commenting--Create Discussion

Admin Setting up Role Permissions (slightly different than other role admin)


9.Using Rubrics for Structured Feedback
Solcit Structured Feedback
* Define a Rubric
* Set ePortfolio Item Permissions
* Set ePortfolio User Permissions

(Rubric can be submitted to a dropbox)

You have to define the rubric
Enable the assessment
Set privileges

8. Edit Permissions for Colalborative Activities
Allows others to edit your ePortfolio materials
Might see some changes in this function as the tool is worked on more

7. Using Invites
Several ways to take advantage of Invites to Enhance Sharing
* Rss Feeds
* External Mail invites
* Personalized message with inviet
* Dashboard notifications

6. Presentations Feedback by Section
Allows users to provide feedback on specific aspects of a presentation
* Page level feedback
* Artifact level feedack

*****Go to the presentation ePortfolio as a tool for Engagement from learning site, then copy it to your desktop and then you can copy the template ??

5. Permission Profiles
User and org unit permission profiels to make sharing faster
* Course or groups for sharing
* Defined set of peers
* common people shared to
* define once

4. Presentations: Public Availability

3. Presentations: External Users
grant external users reviewing privileges in addition to view
sends email and creates temp user

2. Collections to Auto-Share
Share a Collections
* Iems added to the collection manually automatically shared as part of the collection
* Dynamic Collections
**Created based on tags
**Tag items--automatically added to collection & automatically shared

1. Forced Permission Profiles
Automatic Sharing

D2L Fusion 2011

July 17th-22nd D2l Fusion 2011 will be in Denver COLORADO!!!

D2L Keynote Speaker Joel Cohen of the Simpsons

Joel Cohen Writer and Co-Executive Producer of The Simpsons

Every scene of most comedies end with a joke that transitions audience to next scene in a light manner. That joke is called a "blow".

How to engage an audience

FYI: Kathy Griffin got Joel a job on Suddenly Susan and then he got to The Simpsons

Simpsons--digital storytelling with personal start (named after someone's family members)

"D'oh" is now in the Dictionary

Homer voted most famous American!

4 fingers implies Japanese maffia

Simpsons--hopefully by offending everyone we're offending no one

Joke is innovation on expectations. A twist at the end from something relatable at the beginning.

Find the human emotion that people connect to. Emotional core=relatability

Bad idea is an opportunity in a collective supportive group

Working with a diverse group provides different, varied perspectives, and individual ideas open up the spectrum from which we can draw from

Tips:
Like a puzzle there are different ways to find the answer to the problem
Try and look at the problem from different angles
Find a surprising different way to go
Look for combinations of "things" you don't think go together.
Not screwing up innovation when you have something good
Remember the context--don't ruin something great by trying to make it better
Think about taking yourself out of the decision and use a filter to decide what will be successful.

Pitched
I will not hide the teacher's flask
A boger is not a bookmark
WW2 was not just a lousy sequel
A hall pass is not a "liscense to kill"

Environment
Relatiablily
Group work-diverse
Fight your first instinct
Novel combinations
Context is this great idea the best gerat idea
a humble filter
Improvement on innovation

On where is "Springfield" ? "We try and screw with our fans as much as possible...Springfield is everywhere man!"

From KyleMackie on Twitter:
creativity is not coming up with a finite number of answers from an infinite number of choices...

...but rather coming up with an infinite number of answers from a finite number of choices.

9 months to make an episode

Favorite episode for Joel "Before the Laughter".

Proudest Moment: Meeting celebrities and fans.

Episode is driven by a theme

In response is "what is it teaching us? I know there is probably something there but I just can't find it." One of the few shows that family's can watch together.
There are things there that can bring us together. It shows us that how much they are messed up, the family stays together.


We are a group we ebb and flow. So hopefully when I'm ebbing someone else is flowing.

You get energized by a good joke.

D2l-Presenting with Prezi.com

James Falkofske
St Cloud Tech and Community College

Problems with PowerPoint in online class
6 X 6 format "does not cut it" online

Prezi
FREE with .edu get 500MB online storage
Mind-map organized
animated
allows seamless navigation "big picture" down

Visually stimulating
Can drill down in
easy to build
Students get free accounts and storage so they can do projects
Free tutorials online
easy to distribute

Forward and backward, full screen

Hiding text under heading
moves and rotates to next object
will fill screen with the size of the object

Can insert images (photos should have a frame to help avoid graininess when the picture fills the whole screen) The larger the dimensions the more resolution 1024 X 768 But keep in mind you only have 500 MB to work with

Can add graphics easy by clicking "upload picture"

Spatial arrangement with mind-map big pciture and details and relationship to each other

No audio

Can embed youtube videos

Container frames

To embed you just paste in the URL and the next time prezi runs it will automatically embed it

It is a flashbased program

*Video from Youtube "what are you going to be when you grow up?" in James podcast section of prezi presentation--look up later

3 ways to manipulate
1. click on center of zebra (target)
2. zoom in and out manipulates size (if you want everything the same size do the "Add another text" at the same time then go back and edit content
3.click and drag

Duplicate an object (click on the plus on the zebra)

Multiple select

Can present animations

Helpful Help

Well designed interface makes this program easier than you think

After completed you can download, share directly to facebook, twitter, download, embed

Can distribute public, public and allow them to copy, or private

James:"I'm happy to share. Anything on my blog is free to use and share"

Tips
Layout is important
outline ideas graphically
Create relationships spatially
size is important
hide the detail (hide test inside of text) helps clean the interface
group frrame sets of elements (helpst to creat a picture for viewers
group frames
Don't use spin feature alot

Design Tip
Cut and paste from word into notepad (program accessary in word then copy into prezi) as there is no spell check in prezi
create some frames (containers) to figure out positioning
figure out items which should have same relative size and tilt, set zoom view to that proportion, and enter all text-boxes at same time
pre-size graphics 48K onoine (conserve your 500 MB)
Gather all text and graphics files in same directory
Path to "container views" then zoom to elements

Media
Audio embed through YouTube (with Closed Captions) or add your transcrips adjacent to Audio/Video

Make it All Yours (copyright)
text
pictures and graphics
videos

Converting Powerpoint to Prezi
Save As--Outline/RTF (easier to edit text)

Another place to copy text from word is into VUE (free program) and then into Prezi

D2L Using Rich Media

Rich Media can be defined differently. Interactive, engaging, and multi-sensory.

web containing multi-media components, (sometimes advanced but necessarily always new)

Some ideas:
Pyramid of Hate (application with reading and video)USC
Spell Your Name (native speakers telling their stories) from Spielberg advertisement
Ed Heads (for younger K-6)
PBS Wiezel
"America and the Holocaust" McCalla around '92

Streaming clips on the content page
authro lectures and interivew
streaming media fron inside the quiz tool (long)
news media
archives of streaming media (pbs, ushmm, FilmsOnDemand, YouTube, many many others)
Professor lectures, and other media productions
Technology solutions for Teaching and Research

Splitting it up into 10-20 minute segments and putting it into quiz

Digital storytelling. To create a story, put it to music

"Media becomes how we talk"

Be aware of the functioning of the media, how does it affect the users? Where dose it take them?

Stream short clips accessible through "fair use" Clips can be used to discuss/describe a dilemna (internal, social, ambiguous)

Flow to different analysis tools (discussion, quizzes, dropbox)

Utilize the D2L tools in tandem or combination to promote short descriptoin or discussion of a clop

Stream longer media from with the Quiz too Breaks it down and asksa questions that call for desciption, knowldege, applications.

Use the small group function to promote sharing and trust over time

Repeat desciptions and varied represntations
Knowledge of material enhanced
apply concepts
practice
Participate


Send students on a media hunt
Students are at different ability levels with technology (wide spectrum) so be aware
Share digital stories and allow for feedback during the process.

D2L - Making D2L Come Alive Engaging Students Through Technology

Zoho.com web page where you can uplaod all sorts of things (texts, webpages, pictures, etc.)

Java Aggregator

Garage Band on Mac for audio save as mp3 upload to D2L
Audacity.com for PC (also works with Mac)

Flammingtext.com Blinkingtext.com (called animated gifts)

Keep funny email by running it through imovie (can make new audio track)

sitepail.com (30 day free trial) can send your picture in and they'll create avator
voki.com

upload file from manage files in content

Adobe photo shop

snapzprox (mac)

Jing

Screencast-o-matie

biddler.com

feed2js for rss feed aggragator

Digital Storytelling (be careful with powerpoint music file, audio file, video file all need to be on, so save as a movie, option "add media" and select file versus folder) Save as movie (saves as avi?)

Royalty free webites "creative commons" for jazzing up power point

Integrate music--or have students integrate in an assignment --find the images to match your music and then explain what they did

Podcast--digital autobiography (with prelude and postlude, have to have pictures and videos within podcast) Windows movie maker, garage band, animoto

There's thousands of tools on web 2.0 so google it.

Photos--dreamweaver's tough Adobe photo shop

Technology is way out in front of eduction

Within news widget in D2L, Click table, click advanced

D2L Keynote from Tuesday Lunch

Julie Evans
Project Tomorrow
www.tomorrow.org

Coming Soon: The New "Free Agent Learner" Are you ready?


Where do we need to be from a visionary standpoint?
Looked at Speak Up antional Research Porject

Huge increase in K-12 having mobile devices
41 % in immersive virtual reality evironments

Digital Naive Generation--not just adopting technology, they are adapting it.

Student vision 3 themes
1.social-based learning Students want to leverage emerging communications and collaboration tools to create personal neworks of experts
2. Un-tethered learning Studetns envision technology-enabled learning that transcends classroom walls
3. Digitally-rich learnng Students see the use of relevancy-based learning

59% of students use social media as their primary communications vehicle
use it to get help on schoolwork
It is the first thing they check when they get home

They want to use their own mobile device (60%)

Almost one third of 9-12 graders report owning a smartphone.

1/3 of parents have taken an onie class for work purposes.

51% Want to work at their own pace as highest concern

Barriors were mostly institutional not personal

Want online textbooks to be interactive and relative

Students' interest in games transcends ages and gender

D2L Session 3-Misc Resources

Ended up going to a Support Staff meeting. Decided to head out to another. Went to a Building Your Course Session but now have now power on computer. So not alot of notes :(

From a tweet from Kyle-here's a cool-looking resource to check out which according to their site

"With ConnectYard you can
learn anytime, anywhere:
ConnectYard integrates Facebook, Twitter, text messaging and email into a single communication thread within popular learning management systems, including Blackboard, Desire2Learn, Moodle, Sakai and others. "


http://www.connectyard.com/

D2L-Flippin Video

www.monmouth.edu

Desire:
Record student presentations
Distribute to students individually
Quizk turn around time

Flip videos
extremely easy to use, small, USB portable

Process:
Adobe Creative Suite 3 and 4
take it through a media converter (flash to be viewable for more people)FLV
Insert with Dreamweaver Cfeate html file
Wedat (content or discussion)

WhayAdobe media encoder?
converts most video formats to flash
flash video very platform neutral
part of adobe creative suite
queue up mltiple videos for conversion
Use webdav to bulk upload files

Dreamweer
used to creaet simple html file with embedded video flv
part of adoe cerate suite
creates "wrapper" with player and controls

Realease conditions for indiviudals (or groups) video
can link with assessments i nd2l
can do feedbac

1. Record student presentations with Flip Camera
2. Convert videos to flv format with adobe media

3.Adobe media encoder
Drag files over to encoder Flash 8 and highter as the "preset" (keeps as default)
Start Quue
(Flash files are smaller)
Dreamweaver, insert flv (Skin 3)(auto rewind) (progressive download vdeo as video type)

Uploaded into d2l through webDAV (account manager, web support might have to set it up or turn it on)

Find URL for specific course (from tech support)
Find course offering path (copy it)
Go to my network places (goliath if on mac)
add a network place
next
choose another network address
Intenet or network address (from tech support with pasted address)

Go through all the passwords

Find file in manage files (just the flv file needs to linked to content)

TGhings to remember
most flip cams have recording time up to 1 hour
media encoder and dreamweer require liscenses
webadv

D2L Creating and Developing Assessible Course Materials

Sherry Lindquist NCTC
Ken Petri Ohio State University

Handout: http://accessibledesign.wikispaces.com
http://sherrylindquist.v2efoliomn.mnscu.edu

ABC's of Accessibility
1.Always choose a style
2.Be carefule of lists and tables
3.Caption and check

1.Word 2010 has more options

Don't use

Use headings for screen reader references (use the style icons). Change STYLE to default. Comic sans font is an easy font for many people with visibility/readability issues

Don't add your spaces manually

2.Tables are "nightmares" for people using screen readers.

Add captions graphics and tables so that non-visual users can determine thier mening/relevance
Make sure captio ns describe the meaning of the graphic or table and not what it looks ike
Give links uniquie, describptive names rather than "click here" or "more"
Use an accessiblity evaluation tol to check your content.

Click here must die--youtube video

It's not enough to design something that you think is accessible, you have to test it.

Non-visual desk top access gives you a preview to view your material as a reader would view it.

Bold, italic, size changes aren't necessarily helping those with visual

Wiki--

Reminder to faculty that a PDF of a scanned doc is a picture and a screen reader can't read it, use OCR.

Word 2010 and conversions to adobe acrobat pro -- problematic

Save as PDF
OPTIONS
Create bookmarks using
Headings

Make sure you put a title up on Document Properties otherwise a reader will read the file name which sometimes can be confusing. Also name your files appropriately with this knowledge.

Heading levels and proper mark-ups for lists. Table headers need scope.

www.w3.org/WAI/

http://projectone.cannect.org

D2L - Misc. Bells and Whistles Resources

Places to Find Videos

YouTube

TeacherTube
Mainly Video Lectures posted by instructors

In Plain English
Explains technical concepts very simply

This American Life

PBS

Authorstream
Narrated and Silent PowerPoint Presentations

MonkeySee
How-To Videos

eHow
How-To Videos

Snagfilms
Video Documentaries

Hulu
TV, Movies, and other videos

Veoh
TV, Movies, and other videos

Truveo
TV, Movies, and other videos

FedFlix
A collection of nearly 2000 films produced by the US government during the 20th Century

National Geographic Video

University Multimedia Sites

Google Video
Extensive list of video resources from About.com


SCREENJELLY
What is Screenjelly?
Screenjelly records your screen activity with your voice so you can spread it via Twitter or email.

Use it to quickly share cool apps or software tips, report a bug, or just show stuff you like.

To start recording, click on the red button. No need to install or download anything!


OTHER RESOURCES
Dabbleboard - Onlne Whiteboard
FreePlayMusic.com - Royalty-Free Music Clips

wallwisher.com

checkitout.com

makeuseof.com

What2Learn (W2L) 4 categories


Check out these sites to find royalty-free images:
•Free downloadable photos:
◦ http://www.sxc.hu
◦ http://www.morguefile.com/
◦http://www.fontplay.com/freephotos/
◦http://www.ideas.wisconsin.edu/imageideas.cfm•Free downloadable animated graphics: http://www.gifs.net/gif/
•Microsoft Clipart (also has many photos): http://office.microsoft.com/en-us/clipart/default.aspx

****VOICETHREAD Note to self: this would be good to use as a windows and mirrors exorcise as students can "leave a voice comment" and their picutre comes up next to the main video

C box (like discussion board though, I'm not sure the advantage to using it over db)

ispring


Free Audio Resources on the Web:
•Free downloadable music clips (can be used alone or in conjunction with an instructor created file)
◦http://www.freeplaymusic.com
◦http://www.royaltyfreemusic.com/free-music-resources.html
•If you want to record your own audio files, Audacity is a free, easy-to-use audio editor and recorder for Windows, Mac OS X, GNU/Linux, and other operating systems. Downloading the software to your computer takes just a few steps.
◦Free tutorials are available for Audacity:
■http://www.youtube.com/watch?v=IC3VZkfdgV8
■http://www.guidesandtutorials.com/audacity-tutorial.html
■http://www.how-to-podcast-tutorial.com/17-audacity-tutorial.htm
•Information about podcasting compiled at UW-Madison: http://engage.doit.wisc.edu/podcasting/

D2L - Let the Students Express Themselves

Let the Students Express Themselves; Using Regular Expressions in D2L Quizzing.

Ruth Kinder
Ohio State University
(419)995-8854

Do they have to provide exactly the response you intended? or can you do partial?

These codes cause the built in regular expression engine to read through a short answer or fill-in-the-blan responses in very specific ways and make a match to all, a portion, or no match at all

Credit can then be assigned based on the level or amount of match

You don't have to give up on automated scoring and grade "by hand".

Regex
What matters most
*Specific characters or sumbols used
*Super important what order you put the answers in (building from highest priority to
lowest)
*The searching operation reuqested
*Termination of the search to save processing

Brackets [ ] take either [Ll]emon\b
*? Doesn't matter what comes next
\b Has to start with

"RegexBuddy software (real time translator, tutor, and tester, very effective inexpensive software which highlights and translates as you try to code) http://www.regexbuddy.com
for demos, tutorials, and download"

\w anything you put I'll give you zero

D2L Key Note - Dr Stuart Brown

National Institution for Play.

Play + Science = Transformation

Play belongs as a public health measure, yet many adults view it as something leftover after everything else is done.

Play signals - builds trust

Neuroscience that develops--new connections occur regaularly through play

Deep heritage of play is embedded into all of us

Play and risk together. Calculated. Train for the unexpected. Do a few things beyond the norm.

Play is self-directed. Self-motivated.

Object play.

Book recommendation: Frank Wilson's "The Hand" Hand-brain activity

Natural Curiousity

Pretend Real Play and Secret Spaces of Childhood ("fort")

Adults spend their life somewhere between pretend and real time

Social Play (Parallel Play)Creates a sense of community and belonging (attachment).

Bullying is not play.

Trust, belonging, optimism, and increasing mastery are biproducts of play.

Play creates a sense of community and belonging.

Deprevity of play leads to altered behaviors. (social competency is affected)

Impulses are there.

Celebratory Play.

Ritual Play.

Aesthetic Play

Narrative Play

Master Teachers incorporate good storytelling/narrative play into the classroom and learning engagement.

Many of us have lost in adulthood the ability to recognize play signaling.

Consequences of NOT PLAYING.
Absence of Empathy
Rigidity
Interpersonal Conflict
Joylessness
Addictions
Dimished Curiousity
Workaholism

Oppisite of Play is Depression

the opposite of play is not "work", it's depression.

Work and Play are not opposites, they should go hand and hand

If you aren't playing in life you are going against your natural design

Play and love are connected at the deepest level.

If we played more we might pay attention better to that around us.
Empathy develops through play.

Love Song Analysis for IP Class

To Bonnie From Minnesota with Love

This is for our friend Bonnie who's in California recuperating from partial knee replacement surgery. I just wanted to let you know that we were thinking of you and hoping for a speedy recovery. Here's some Minnesota tunes for you to listen to when you're feeling down or bored.

Playlist created through playlist.com

rsp Conference: Merlot

Merlot: Teaching and Learning in a Networked World
Gary Sorenson, Northwest Technical College Bemidji State University

or
Merlot: Blazing the Trail and Meeting New Challenges in the Digital Age

Gary.sorenson@ntcmn.edu

Free Resource designed for faculty and learners/students of higher education
www.merlot.org
Learning Resources to make you a better teaacher, learner and business professional


Free membership
www.merlot.org/merlot/join.htm

Aug 5-10 in CA Merlot Conference

RSP -The Good, the Bad, the Ugly...Fostering Creativity in the Classroom

Presentation by Jake Jacobson MCTC

What three principle ingredients do you feel make for a great (creative) XXX Please expand and explore your three points.

No guidance/contraint/rubric
manipulating, organizing, pruning and filtering
Forging connections: prioritization, judging, and the connecting
reframing
Aduction & Synthesis logical process and the cogninitive theory of sense-making

How do we know it's good. How do we measure?

Collectively design, develop and agree on rubric

Give up authority over the group's rubric

Have them each "find examples" then they view each other's finds, select top 3 examples.

I like my job so -- keep it appropriate

Linda Russel--maybe check with her about possibility of using D2L tool for student development of rubrics

Rubistar

wikis/google docs

contact Jake for handouts

Integrated Career Decision-Making Tools and Information-Shelia Cunningham McComb and Denise Felder


http://www.iseek.org/

www.iseek.org/education/workbased.html

How to write a Resume and Cover Letter: www.iseek.org/jobs/developresume.html

Sign up for newsletter. (quaterly)

BEST RESOURCE I'M FOR SURE GOING TO USE: O*NET : http://www.onetcenter.org/WIP.html?p=3

RSP 2010-Keynote Speaker, Linda Baer

Notes from Presentation, "Reimagining Higher Education for Student Success" by Linda Baer. Presented at the RSP Conference 2010, February 26.
(Power points slides can be found at: www.ctl.mnscu.edu)

What would things look like if you could have your class look like you wanted it?

"We are educating for careers that have not been created, using technology not yet invented to solve problems that haven't been discovered" Youtube video "SHIFT HAPPENS"-2009

Teach students to LOVE LEARNING

Redining the metrics of excellence for higher education

Transformation (see the heart of the enterprise--the aha moment)

Drivers of the call for transformative change:
*More at risk students
*achievement gap in performance
*flat persistence and graduation rates
*costs of remedial and devt ed
*Increasing demand for accountability

High growth of African American (to 24%), Asian (34%), Latino(28%) , Native American by 2020

Reading Scores, Math Scores--gaps between African American and Caucasian
Very significan gaps
Gaps between who particpates where across education system (open door policy brings in more)

Remediation continues to be an issue (why don't students come to us more prepared)

Growing the Investment in Serving Students
historically, higher ed was elitiest survival of the fittest

"Access without success is a REAL problem" As more and more people can in our doors we have to be more prepared, more innovation, more successful

Building Successful Action Analytics:
we need to learn from our learners
we need to elarn from our faculty
we need to learn from our business experts
we need to incest in what we know works

Detailed final projects reports for 2,291 Awards of Excellence (found linked through the CTL site)

Learning Communities

"YES YOU CAN BE SUCCESSUL!"--an important value to help students learn.

Pairing up the ESL course and general ed classes (even having two instructors in the same class)

KEEP ENERGIZING EACH OTHER!!!!

Status quo keeps us marching along when we need to {fly} :)

Share best practices--build collaborations and relationships (colleagues, campus/community, other educational systems, B & I, world)

We need new models--ones that allow us (us all) to be successful

President Obama by 2020 we will have highest percentage of graduates.

"Evidence gives you an argument for action. When you have it, you know what works and what doesn't. When you don't you have no path for improvement"

Bill & Melinda Gates Foundation

"If we don't do something what will happen"

d2l to better reflect outcomes

Longitudinal date system to track course patterns (what did the HS student take in HS and what in colllege, how successful were they?)

SIGNALS--project of Purdue University (red light, yellow light, green light "signals")
Customize, create a report, take action at milestones

Capella University--"First week determines everything" They can predict from the "first Friday evening" (predicts: grades, withdrawals, early drops)

www.decliningbydegree.org

Too expensive for us not to invest in the things that will help us (us all) be successful!

eLearning Conference--"Virtually Being There: Strategies for Designing and Faciliatating Effective Online Group Projects"

Carolyn N Steveneson, Professor Communications Department Kaplan University

Organizing Virtual Teams
Project Design (instructor really has to develop a project that allows for professional collaboration experiences which needs to be well designed)
*Communication (systems need to be established that encourage ideas, questions, and concerns to be directed to the team members and the instructor)
*Virtual team member roles (organized around a set of team roles and responsibilities, roles need to be created that address both the talent and interest of the team members)
*Clear instructions for students
*Instructor Training

eCollege
(students take ownership by coming up with their own name and set up their own schedules and participate)

moodle

think about the limitations of your platform

HAS to be asynchronous

When you have a leader, let them be a leader

You really have to have the role very specifically outlined with job responsibilities

Connect it to the real world

Takes alot of work on the front end (continually needs revising)

Anxiety is high for students coming into working in teams or small group. You will have various levels of engagement, so talk about it up front

Talk about grading (rubric really helps ease anxiety) with participation element

Help students know they will not be penalized for lack of another groupmembers participation

Retention can be an issue --so design guidelines to address that

Equal distribution of work--so make sure tasks are delegated. Split up the project.

Knowing what the challenges were the first time helps improve the assignment the second time around

TRUST is key--must be built (might be easier said than done)

(noodus?)

Reinforce that they are learning LEADERSHIP skills (it's in their workplace, in their lives already so help make the connection more obvious for them)

Right to "fire" a team member and what are the steps to follow when you discover someone is not doing their task/work

Try to design a project where projects can be completed without necessarily needed all of the team members? (sections of a manual--if one section isn't there the manual can still be submitted)

Try to make project meaningful for them so there's more buy-in

(Yahoo groups)

(Survivor references--don't want to be leader too early)

Participation expectation. If you don't participate you have to do a different project in which you have to fulfill ALL pieces of the group projects. Whenever you STOP participating you get pulled from the group and are defined as being on your own project. The thought of having to do the ENTIRE project helps keep them involving.

eLearning Conference - "How Do Ya Work This Thang?"

Presentation Notes from Michael Amick-CLC

Emerging Digital Tech Certificate at CLC
16 credits (qualifies for financial aid)
All count towards AA degree (Associate of Arts)
All transfer as part of the mntransfer curriculum as part of AA

Helps students build personal skills as well as professional skills (might help in employment seeking)

One required course:
Survey of Web Applications (whirl-wind tour of web 2.0 tools--basic foundation
Social networking
Virtual technologies
Integration
Voice and Video
Security
Creation and design
Career and Jobs
Wiki, blogs, podcasts,
tokbox
skype
spam, phishing, issues etc

There 13 credits from at least 2 different disciplines. Options:
1. There is a computer basics application (basic computer skills) that they can take first if needed
2. Then there is an advanced computer applications course (latest versions--Microsoft office 2010)
3. Software Evaluation
4. Immersive Worlds (Second Lives and Avatars) But must be 18 years or older
5. Cyber Ethics (Or "If Aristotle had a Laptop") (Ties into Nancy's presentation comment about the "GoldenRule of Tweeting: Tweet unto others as you'd have them tweet on to you") impact in the digital world
6.Digital Photography (Flickr, Photo Essay)
7. Online Social Netwoking--explore evaluate communication choices for pupose, appropriateness, and effectiveness of message development.
8. Youtube as a stage (videos that show elements of theatre production and performance, produce videos videos showing theatrical elements and techniques)


Need to check out:
photo cc turtlemom4bacon flickr
Students seem very engaged in these courses that have active learning built right in.

PS I metafacebooked in this session--welcome to the new e-existence of communication!

eLearning Conference- Creatively Combining Technologies for a Succesful Online Course

Sue Quast, Media Production manager
Angela M. Lohr, Professor of Humanities

Portland Community College

How to bring our heart and our perspectives to our online courses in a way that blends the technologies and meets our needs and student needs?

Why do we design?
*to be organized
*to be successful
*to be personal
*other practical reasons
So enjoy what you do along with the other pragmatic reasons

What do we want?
* want to work
* want it to be engaging
*easy to use

How do we get there?
Pedagogical Philosophies that guide design
*Course design as a form or art, expression, creativity
*Designing in a way that is fluid, elemental, unimpeded
*Sharing yourself to build community
*Engaged teaching that comes from the heart (if you don't care what you're doing it will translate into your classes and there's no technology that will help or creat it for you)
(Build in those idiosynconies? humaness of you the instructor as it it evident in face-to-face but often ignored or missing in the online. Want students to feel connected. Add those personal elements)

As educators, we are ethically obligated to keep ourselves current and vested in the dynamics of our craft. Don't want to stagnate. Don't be afraid to try something new

Tools in the Faculty Bag O'Tricks
*Elluminate (virtual office hours)
*Mobile Devices (responding to students)
*Surveymonkey (risk-free feedback)
*Mediasite (lecture possibilities)

Don't be hesitant to try something new but you can make sure you use a survey function to check to see how successful it is. Involve them in the feedback and they may feel more vested.

Having a basic picture so students can identify a PERSON behind the class--hard to build a community without people so it starts with that at the beginning.

(FROM TWEET FEED:No one knows how much you know until they know how much they care )

Notes from Active-Learning:
Graphics--banners Micromedia Fireworks (part of studio suite, dreamweaver, google graphics/sound bites) Cartoons, photos, banners, videos, soundfiles (hear earthquake), Wimba, Windows Live Messenger, (See and Hear a ripwave), playlists, flipvideo

Xtranormal.com (public, free cartoon program, can choose camera angles, just type in text, can add basic behaviors/gestures)

Group suggestions:
Keep it simple
Keep it short (for sure less than 15 minutes)
Minimize reading
Add humor
Don't get too gimmicky

eLearning Conference

Professor Rohnda Ficek, Ph.D. MSUM
Cell: 701-866-3937
ficek@mnstate.edu

SoftChalk
ExeLearning

http://www.mnstate.edu/instrtech/SCmodules

http://www.mnstate.edu/instrtech/SCmodules/



Learning Objectives

Radio James Objectives Builder (with Verbs and Blooms Knowledge Level)

Can import (for skorm) into D2l

Adobe Acrobat:pdf portfolios
Integrates multiple files into a single pdf
files can be in various...

"Create a pdf portfolio (from Adobe Acrobat Pro) then can just drag and drop files from another window or add whole folder
Even converted mv3 to flash and pdf

Respondus for quizzes because it goes with any LMS (keeps it protected for you and your future)
And corresponding STUDYMATE for learning games and other tools

uDuTu.com
has some nice features (like online course authoring)
But the interface is very very busy

eLearning Conference- "Folks Using Folksonomy, Digital Galleries and More"

Cheryl Chapman, Faculty and Instructional Designer, and Dan Jones, Executive Dean of Innovation and Learning Technology, Coastline College

Learnig Technology & Innovation Departments:
eLearning Research & Development
Instructional Design & Faculty Support
Electron Media & Publishing
Video & Telecourse Production
Marketing

Mini-Grants ($1000) (write about it, talk about, share about it)
Second Life/Virtual Worlds
Rapid prototyping--Interactive learning applets/simulations (Reptivity)
Vod/Pod Casting (Captivate)
Lecture Capture (Illuminate Live)
ePortfolios
Social Networks
Folksonomy

Folksonomy = Folk + Taxonmy
*Folks-Done by People
*Taxonomy-Classification of item into groups

Folksonomy=Collective Tagging=Social Tagging=Social Indexing=Collaborative Tagging

Folksonomy is a characteristic of web 2.0
Folksonomy became popular in 2004


Taxonomy vs Folksonomy
Control vs Open
Top-down vs Bottom up
Arduous process vs just do it
accurate vs good enough
restrictive vs flexible
static vs evlving
expensive to maintain vs low cost user development

Why?
1.Amount of information growing rapidly (people are taking more photos, videos, etc.)
2. Scientific publications (journals and paten sources) are becoming more complex and diccicult to locate via reg searches
3. experts are not always availble (or willing) for categorizing scientific date
4. Human generated tags add reliability to databases/search engines
5. Uses categorize this information anyway

Advantages
1. Simple no formal classification system
2. Lower cost
3. open ended
4. Relevant

Examples
Go Pub med
Chemspider
wikipedia
delcicous
flickr

VOICETHREAD (voicethread.com)
Text Voice and Video
FREE or $99 per year for upgraded version

"Can use voice as easy as you use your phone" because you can have the system "call" you to input voice recording

Can have different identities (so can use separately for separate classes)

Can administer users, can set them into groups

Share (embed or link)

Commenters appear around the picture and then by rolling cursor over commenter than you see (or hear their comment).

Other options?
Viddler? (another site that allows you to comment on videos)
TeacherTube

Pano an ap on the iphone that allows you to stitch photos together to get a panoramic picture

Might be able to use these tools for analyzing "tutorials videos" for effectiveness. What did you think was effective what was not and why?

Comments outside of one creating "settings" can be volatile by other users. Some features are protected.

(FROM TWEET: look up Wimba and Pronto)
(FROM TWEET: Online facilitation is a bit like yoga. A practice. Something that changes every time you do it. Must be present)

eLearning Conference

Screencasting Presentation by Steve Anderson, USC Sumter
steve@sc.edu
803-316-4296

http://www.techsmith.com/
http://www.screencast.com/

Jing--free or very inexpensive
SnagIt--inexpensive ($40 with Educational Discount)
Camtasia--$200 Educational Discount
Screencast--free or inexpensive $100 year

Camtasia Studio Production Wzard asks how do you want to "produce" the video you've been working on. Can send it to screencast.com (one of the options) right up. 2 G band width

640 X 480 is a nice medium size
Be careful of transitions because they take up big bandwidth (so use sparingly and wisely)

Make a website out of it (made html file, flash file, swf, javascript automatically) just click and test it

have it open with html so it opens with window (or in a new window)

Jing does not make the html page. It makes the mv4 video

ispring?

wolframalpha

eLearning Conference

Maria Andersen presentation "Teaching & Learning in the Digital Age"

Link: http://www.mindomo.com/view.htm?m=73adb8d9c6d24d0a9f92090d5877b862


Hypothetical Prediction that before too long students coming with embedded memory chips?

How do we learn?

Practicing/Repeating
Reading
Internet
Discussing with others
Experienced it firsthand
Thinking/Reflecting
Experimenting/Play Trial & Error
Ademic
Creating Something
Hearing/Watching

Acronymn Have PRIDE in what you TEACH

Embrace learning in ALL its forms.

What's important about what we teach--how to LEARN. (Could use the list 5 learning moments you've recently had. How did you learn it?)

Just a couple of items (branches) under Maria's Map:
Equipped for the Future
Partnership for 21st Century Skills

"Tweet this" Twitter teaches you to be precise (vocabulary) conscise

Chatzy--live chatroom

Prezi presentation tool (like powerpoint but not linear)

Animoto

mindmoto?

Interdisciplinary Learning Communities

eLearning Conference- Social Networking for Beginners

Mathew Evins, Instructional Designer, San Jacinto College

Web 1.0-pretty much author giving author out and not engaging or being interactive with
Included:
static pages
forms sent via email (listservs)
online guestbooks
one-way information

"Web 2.0" was coined really before web 1.0 (interactive, community-building)
descirbes the changes trends in www
dynamic pages
multi-way information

Why do People Use Social Networks?
Personal Reasons (keep in touch with distant friends)
Professional (share ideas with colleagues, look for jobs)
(Linkd-In has 90 % of users looking for jobs)

Centralized place for sharing variety of ideas and resources

Social networks can archive information from all users

Each network serves it's own purpose and each user uses their network in a different way

Social Network Users
Students
*Started in high schools (myspace) like a public diary on the web
*Facebook started with the college student which then opened up
Young Professionals
*Connect with others with similar interests
Parents
*check in/monitor their kids
Faculty

Social Media-"a tool that engages users..."

Social Network--"a conglomeration of social media, social tools into..."

Blogs:
"a website that contains an online personal journal with reflections, comments, and often hyperlinks provided by the writer"
Can be open to the public or kept private
Searchable, if desired
subscribe to other's blogs and be updated when they post
Readers can comment on postings
(Word Press, LiveJournal, Blogger)

Blogs in Education
reflection on articles
journal of activities while studying abroad
Perspectives on content
Creative examples for research and assignments

Wikis
"a page or collections of web pages desinged to enable anyone who accesses it to contribute or modify content"
*collaborative website
different people can have different privileges
(wikispaces, pbwiki/pbworks) (look for free educator--tools)

Most popular wiki
2.7 million articles in English
Articles in over 260 languages

Wikis in Education
*collaborative work on a group project
*Teacher makes corrections to a draft assignment before the final is truned in

Twitter
*form of microblogging in 140 characters
*a service for friends, family, and cor-workers, to communicate and stay connected through the exchange of quick, frequetn answers to one simple question "what are you doing?"
*But can also be an archive or documentation of event or time period done with hashtags
*public or private messages
*can be integrated with facebook, blogs, social bookmarking, rss, etc. depending on how you want to use it
*must subscribe to follow others (and they to follow you)
*140 characters to allow for your username (160 is max so 140 takes that into account)

Backchanneling in class with pre-identified hashtag (can go through a filter that is posted on screen) way for instructor to gauge how students are responding to information

Common Craft "In Plain English series" Awesome--go to youtube to find them

Social Bookmarking (almost identical to bookmarking it on your computer)
*However, can access from any computer
*can tag with keywords
*ability to share information with others
*You can see how popular sites are by how many people are
*creates a sense of community
*can put a button to toolbar automatically add to your delicious account
(Delicious, Digg)

RSS FEEDS
*RSS "really simple sydication"
*pulls information from websites and aggregates them into a central location
*available on most news websiets, blogs, wikis, etc.
*keeps you from having to go to 20 different sites to get what's new.

In Education:
Their work comes to you.
Can categorize (news, classes,)
share
filter
(GOOGLE READER)

Social networks


Facebook
request to be friends
plan events
address book
have sub-groups (people who have common interests, local or global with discussion boards to upload videos)
Post updates
Tag people in videos and photos
post photos/videos/notes
birthday notifications
private and public messages

Third party applications
companies can create apps for their employees
all apps are free
fb tests all of the apps to ensure that they do not contain viruses
not all apps work

MySpace (oldest version)
uploaded photos/videos/blog
request to be friends
private and public messages
address book
customizable profile
full of ads

LinkedIn
network to connect with professionals from simiar regions or in like fields
30 million users plus
job searches

Ning (completely isolated)
Similar features to facebook
blog
forums
groups
privacy settings
network for creators/admins to collaborate

"Very easy for students to get distracted with facebook" (because of the apps) So Ning could be good for education.
Ning good if you have a specific purpose

http://itcelearning2010.ning.com/
http://

Learning Town a Village for Learning Professionals learningtown.ning.com

Pip.io
Central social networking interface
social networking operating system
real-time communication whle sharing videos, etc.
launched 2/8/10
realtime communication while in there from other sites/tools
catch all for social media (reader)

Honeycomb Map:
Presence
Relationships
reputation
groups
conversations
sharing
all around identity

Handout of free websites--still like that hard copy!

http://www.evinsmj.net/2010/02/21/social-networking-presentation-summary/

eLearning Conference-Taming the Tornado

Presentation by Todd McCann English Instructor Bay College

Where do you "live"?
*Desktop (wood or electronic)
*Laptop
*Cell phone/Smart phone
(They don't live on paper)


igoogle

remember the milk--it is a To-Do List program or to send SMS (text message reminder) can connect to iphone. igoogle gadget (can be be added) has gps mapping function too

Google calendar

iphone aps sync to google calendar

Could set reminders (alerts) for students (email, pop-up, textmessage) on iphone

Broadtexter--mobile club
Students can sign up to receive textbook reminders

My Dropbox (dropbox.com) 2 G storage free. Reduces need for carrying flashdrives. Helps sync machines to the cloud

Evernote (and evernote ap for phone) Can leave a note by text, snapshot, camera shot or VOICE

YELP yelp.com

Auto Text (MS Word) and TExtExpander (Mac) by typing a code which inserts common feedback into email or student papers

ReQall (phone ap?) talk into it and it records in text?

Dial2Do (phone number you can call so do a series of tasks like read you the headlines of new york times, send a text message, record)

Siri (iphone ap) restaurants, movies, events, local businesses, taxis, allows you to find places (can also send voice reminders or book a taxi)

Google Voice (can set up a number that then can get redirected to whatever number you want so you don't have to give out your personal number) Can have incoming voice message come in as a text message to your preferred site) Transcription can be ify but still nice not to have to give out personal number. Can set time restrictions and customize it to fit your schedule that day.


Ribbit iphone app messages takes phone email and transcribes it

Poll Everywhere (30 responses) as many questions as you'd like but only accepts 30 responses

eLearning Conference--Featured Presentation "For Who Hath Despised the Day of Small Things"

Jim Groom, Instructional Technologist, University of Mary Washington

"Students lives are somewhere else." "They have digital lives before and will have after the attend class"

Examples of using free tools/open resource in schools:
NC State on Twitter

Khan University (using Youtube)

MOC (Massive Online Course) aggregated, blog, write "Commune"

RSS Syndication-Oriented Architecture (Feed-Frenzied Learning) Seamless Sharing

Sitewide Tag Pages Plugin (FeedWordPress Plugin) Allows do work in own space, pulls into course blog (Blog in own space--aggregating with tag and then it comes to determined site to (umw.blog)

Currator function in flickr (project where they pulled pictures of flowers used by ??HD in poems)

Zach Whalen uses droggle?

UMW Blogs is first and foremost an educational publishing platform

Follow conference on Twitter: #ITC10

"Triangulating learning in and out of the course classroom/institution/world"

Electronic Portfolios through UMW Sites: Department Sites, Professional Sites, Student sites, Student Portfolios, Club ands Organizations, Presentations

"Universities need new ways of sharing"

http://chronicle.com/article/Blogs-Instead-of-Blackboard/44412/

"Domain one's own" based off of Virgina Wolf's "A Room of One's Own" The work you do in your own space, you'll take pride in and have respect for, a sense of consitancy" (And can keep moving out to continue transformation)

Prof. Jeff McClurken's Mapped Domain (project based class) His information is like blog within blog. History 101 under Jeff McClucken.org History 102 under same .org

Buy a domain for a dollar? Worked a deal for $10 a month for 4 months

Then you can have that go with you. "LIFE LONG LEARNING"

"If you dream it or will it, it is no dream"

Bring it back to the community--alumni. How do you know what they are doing after they leave?

Digital Storytelling--Jim Groom (Student doing the Lost "Extra" story) . Chasinglilly.net (suggest that he continue the writing of the story after it ends)

He starts with what get a space. Remember your space reflects YOU. Do what the web was made to do, get obsessed about something and the DO (and reflect).

A resource that isn't going to "DIE" after 15 weeks. Makes you think about pedagogy and course differently.

"We don’t need to own and control their data. What we need to do is to manage the flow as it comes into our space and leaves"

"Generative Effect of Sharing"

"Crazy Google Juice" Power in community

Word Press Multi User

"Reimagine Collaboration"

"Mobile-Revolution Preparedness"

We can Do without having to be a programer because we AREN'T

"We're at a moment in history where we can reimagine relationships"

Depends on each of us to work together to "reimagine eduction".

Will stream presentation and acces through ITC site.

Network effects. We have power. Remain excited.

eLearning Conference--Opening: Late Night Learning LIVE

Key Note Presentation by John Krutsch, Sr. Director Instructional Design, Development and Delivery, and Jared Stein, Director Instructional Design Services--Utah Valey University. and Marc Hugentobler

Cheating Rubric http://learningfield.org/cheat/

Journal of Interactive Online Learning

PLN personal learning network
PLE personal learning environment

Debate: more multitasking the less likely to do deeper reflecting

David Wiley, Jon Mott

"Center of gravity around what the instructor {assigns} not what the student does"

Part of being a life-learner is learning to analyze the web 2.0 tools (and communicating and sharing information through the tools)

"Escape from the confines of the LMS"

Diego Leal Consultant with the Ministry of Education, Columbia taught a course using Open Resource Class (no LMS)

7 Signs of academic zombification:
apathy, no creativy
decaying bodies of teaching and learning
simple over complex
appetite for standardized assessment
decisions based on fear
mindless conformance
aggressiveness toward non-zombies

I Have a Dream Speech via Wordle

Here is the link to a wordle compilation created using Martin Luther King, Jr.'s famous speech, "I HAVE A DREAM". His speech as delivered on August 28th 1963, at the Lincoln Memorial, in Washington D.C.

Wordle compiles all of the words used and duplicated words "grow" in size. The larger the word the more times it was used.

What word stands out as having been used the most in his famous speech?




Credit to: http://www.wordle.net/

Back-up Wedding in Norway