Friday, September 25, 2009

Week 4 - Blog Posting #8 -Reflection on Blogging





I was having problems trying to upload this video to Blogger, so just in case it doesn't load here, or you can't see the Youtube video, then please view it here instead:

http://web.me.com/nadiawilkins/Blogging_Reflections/Blank.html

Week 4 - Blog Posting #7 -Second Life

In a paper by Curriculum Consultant, Michele Smith
and Professor of Education, Zane L. Berge some of the aspects of social learning is brought out and how it relates to Second Life. As educators collaborate and utilize the various technologies within Second Life, they are living act/acting upon the behaviors the define social learning theory. That is, observational learning, imitation, and behavior modeling.
I also got the chance to visit Wired Island. Wired island essentially highlights various methods of technologically driven learning formats and delivery methods. It is their aim to immerse the user in the Second Life environment, showing them what potential it has in work force development, training and learning.

ISTE Island
The first thing that strikes me about the ISTE island in Second Life is that the event Calendar and code of conduct are clearly displayed. This is imperative in an online environment of this nature.
In addition, I have to admit that only in Second Life can a free laptop be offered you simply for accepting it.

There is also a wall inside of the ISTE resource room that highlights featured destinations. This is helpful in assisting users in finding areas by subject or interest, all at a glance.

Some of the important points that were brought up in one of the welcome videos was the usefulness of the environment. I able to find the welcome video on Youtube:



International Society for Technology in Education -- ISTE Second Life Retrieved Friday, Posted to Youtube:http://www.youtube.com/watch?v=aP137QgYKvQ

In-person conferences that would have taken a great deal of effort and resources are being held online in Second Life. Educators from across the globe can conference, collaborate and exchange ideas as we try to learn from each other and adapt to this existing technology. The analogy that the video highlighted about ISTE being like a virtual sandbox is truly embodied in this island.

I found and joined a really interesting group in Second Life, “Immersive Education”.
I am very interested in game based learning, and spend a great deal of time looking for games that are engaging and well though out. I am going to be incorporating game based learning in my Action Research Project, and exploring the ways in which game based learning can address safety issues in the classroom. Because Immersive Education also addresses game based learning, this group is one that I can see myself becoming involved in not only for the sake of learning , but also for collaboration and networking. Although I did not get a chance to attend any of the group’s meetings due to a recent procedure and doctor’s appointments, I intend to attend in the very near future and am excited about the potential the opportunity holds.




References

Berge, L. Zane, Smith Michele,
Social learning theory in second

Life: Retrieved Friday, September 25, 2009 from:

http://jolt.merlot.org/vol5no2/berge_0609.htm

Monday, September 21, 2009

Week 3 - Blog Posting #6 -Communities of Practice

In a sense, our very students are part of our community of practice.
They assist us in our own learning experiences too.
In my practice, I’ve had this very experience. Many times, I’ve had students needing to tell me what something is and explaining things in detail for me.
For instance, some years ago, I had a student introduce me to Photobucket.
Until then, I had never even heard of this service.

Initially, I was confused about it. I wasn’t sure why the service existed really.
Gradually, it began to make sense to me. Since then I was able to use Photobucket for some important freelance work.

Experiences like these could not possibly be my own. I’m sure many teachers over the course of their careers have in some way shape or form been influenced by their students and have become wiser because of it.

In this article syndicated columnist Dale Dauten explains how trainers and educators are to become better trainers and educators…by learning from their learners.
http://www.boston.com/jobs/news/articles/2006/08/20/good_trainers_learn_from_their_students/

It becomes a cyclical process, where both the teacher and learner are exactly that…both a teacher AND a learner. They wear both hats.



The Social Networking video brought out some great points.
The hidden connections that are in real life are truly evident. As a member of
Facebook, I am able to see at a glance who is connected with who.
Often I am surprised to see who my mutual friends and acquaintances are.
Just think that all this time, My friends and I know some of the same people, and never knew about it before.
Because of this Social Networking technology, what was once opaque is now transparent.


In an educational setting, this technology would be quite useful for students who are making the transition from school into the work place.

Here is a link to a service that enables users to remix the web in ways similar to Netvibes:
http://www.bloglines.com/

In my practice, it’s my hope that I can brig awareness of these technologies and how they will affect communities of practice for the students in their present, everyday lives, and get them to think of ways in which they can be more proactive in their educational connections.

Week 3 - Blog Posting #5 -Social Media

The Social Media In Plain English video has been perhaps one of the most easiest ways for me to Understand what Social media is all about. Admittedly, I’ve watched it about 6 times along with several other of the Common Craft Videos.


Social Media in Plain English Retrieved on Monday, September 21, 2009 from:
http://www.youtube.com/watch?v=MpIOClX1jPE&feature=player_embedded

The use of social media in the classroom is something that I think would be highly beneficial in a collaborative sense. In training students for real world experiences, it’s important that they get a sense of what it would be like in the work world. Outside of school. There will be opportunities, for sharing, compiling and collaborating with other people le in the work force. How essential it is then that we take what we know about social media and help to prime them for these future collaborations and experiences.
With the technology that is in place today, such lessons such as online team assignments, and group projects where essential relationships are fostered through common interests can be facilitated by social media based assignments.

For example, last month my team worked on a Ning site that explored the ways in which food could bring us together via recipes and other food facts. The platform, Ning, is the perfect example of a social media platform. Its blogging, video uploading and mp3 capabilities typify what social media is all about. Being able to have a voice to serve up new varieties of information and sharing.

Some questions that I had upon reflection were what sort of good will we be doing for others with this technology? The Collective Intelligence video brought up a few reactions to Web 2.0 Technology:

“Creating goods and services and create wealth”
“Wow what an amazing time in economic history”

These are responses that deal with finance. And yes, while getting an education will ultimately lead to acquiring wealth of some measure, the focus at hand should be how we can use the technologies to get the students of today to be competent in them so they will be able to adapt to the technologies of tomorrow.



How to Be a Social Media Change Agent: Retrieved Monday, September 21, 2009 from: http://www.youtube.com/watch?v=iB9Npo3qtH0&NR=1



Here is a link to an interesting tool that facilitates online learning. I believe it’s usefulness pushes the envelope a little in terms of its portability (online access) and the feedback you can get from viewers.

http://www.slideshare.net/paulbaker55/social-media-for-education-communications Retrieved Monday, September 21, 2009 from slideshare.net

Monday, September 14, 2009

Week 2 - Blog Posting #4 -21st Century Skills & Lifelong Learning

My aim in life is to contribute to the larger body owork that pertains to educational games and learning software. For a long time I have tried to find my purpose in life. And perhaps there really isn’t merely one isolated grand scheme. Perhaps, I suggest, there are a variety of potentials that can be realized by myself, and of course anyone else for that matter.

In the collaborative environments created by Web 2.0 technologies where we can share information and experiences, different people from various walks of life are now able to investigate what their own goals are and perhaps even see how their lives overlap with others.

The skills that need to be developed for the 21st Century are those that will definitely need to address people who have grown up with Web 2.0 Technologies and ideologies, and those who are relatively new to it.

In searching for meaning in my life, I have come to realize that I have a profound interest in transferring knowledge to youngsters. And I’ve concluded that if I could get them to learn material, in fun and exciting ways, that there would be a level of relevance that is generated. This relevance would translate into interest on the part of the learner, and eventually result in learning which could conceivably open the students’ mind to related forms of learning and exploration…a part of the skill set that will be needed in the 21st Century among others is a willingness to collaborate.

That being said, I’ve concluded that I need to be involved with the development of education learning games and software.

The Networked Student video could have been referring to me, the Networked Teacher, who because of the need to develop education games, becomes the networked learner. This concept is cyclical. Allow me to elaborate.

In last month’s course, each member of the team had 3 different types of media assets that needed to be developed for our group project. One of the assets was a Flash based game that quizzed the student on 12 common Jamaican vocabulary words. The quiz was the 2nd component to a Power Point Reading Activity.

As a designer and illustrator it was easy for me to create and design graphics that supported the goal for this game. As an educator I enjoyed integrating the educative qualities of the game with the overall design. However, when it came onto the animation and scripting aspects, I wasn’t too knowledgeable.

Enter my Personal Learning Network, which by the way, I was thrilled that to learn that I already had! I have one friend, an animator whose entire life’s ambition has been to become an animator. He is a very talented individual who has worked for agencies and freelanced for a number of clients. A different friend was originally a student in college learning various programming languages, including Object-Oriented C and C++. These two individuals lived in two different locations, and by the way knew of each other, but did not really know each other personally. I used Email and Yahoo Messenger to relay the details of how I wanted the animation to work. When I finally got the version of the game completed to my satisfaction, I sent it on over to the programmer. But wait… he had man questions. As a programmer, he is concerned with the details in the HOW of things. I am concerned with the big picture. So, I could say that I need a game that quizzes people. The first question he’d ask is, “Would it be multiple choice?” “Will they be entering the answers in the keyboard?” “Are they clicking the answer with their mouse?” “How will they know the answer is correct?” (Validation & Confirmation). Because of these questions, I was able to further explain the details of the game to the programmer.

The sequence of the questions, the options, the location of elements. What made sense to him didn’t make sense to me at times and vice versa.

However, the point I am trying to convey is that without my willingness to be open minded, steps toward collaboration and eventual completion of the game could not be made.

Everything that the programmer asked about or raised a point on was taken into serious consideration. If the animator didn’t group objects correctly, he could not script it. This challenged the animator to take different approaches to solving a problem. In addition, the sequencing aspect was a detail that I took a keen interest in. It was important that the learner knew they got an answer correct, and if they got any wrong. The learner needed to get their final score, and if they misspelled a word how they could correct it, In addition, we needed to deal with words that had spaces. All these nuances facilitated a shared learning experience on the part of myself, the animator and programmer.

You can take a look at the final piece here:

Reading Assignment & Flash Based Quiz (Retrieved Monday, September 14, 2009)

As an educator, I cannot overlook the fact that I will need to be ever learning. And a part of this ever learning comes from being willing to access and grow my PLN.

In addition, I found the steps in Scott Young’s “15 Steps to cultivate Lifelong Learning” (Retrieved Monday, September 14, 2009) to be practical and straightforward approaches. Two of the steps, always reading a book and goal setting are steps that I have already employed in my personal and professional life.

I have found a very compelling application that I would like to investigate further at some point in the very near future. Goal Scape is a goal setting software that makes it comprehensive yet simple to create, manage and monitor your goals.

http://www.goalscape.com/?gclid=CIX13fm58JwCFado5Qod_grAsA (Retrieved Monday, September 14, 2009)

In the effort to be facilitators of children becoming Networked Learners, we, as the teachers/trainers need to be willing to collaborate with our peers as well.

Doing this enables us to relate to the student on a personal level, being that we too as teachers have been in their shoes. We can then tailor learning experiences and prompts that are genuine and not contrived merely for the sake of instruction.

Unless we ourselves learn to become more like students, our students cannot learn to become more like teachers. This reciprocal relationship is pivotal to effective communication, inventive thinking and digital literacy; skills desperately needed in this evolving age.

Sunday, September 13, 2009

Week 2 - Blog Posting #3 - Media Literacy

Brain Rules
The Brain Rules site (www.brainrules.net) reminded me so much of what I learned from Eric Jensen’s Brain based Learning book in my month two course Multiple Learning Intelligences. The concepts purported in the Brain Rules site corroborated with the concepts of the stressed brain and the effect that exercise and rest have on the brain.

Teaching Different Brains
From reviewing the site and indeed upon reflecting on what was brought up in Brain based Learning, and the different times of day for brain alertness, I realize that perhaps I could be more flexible with my students in terms of instruction. I think that I were to spend more time with the children, I'd get a chance to see how each student responds to learning at different times of day. Perhaps the lesson could be modeled around that, so that each child gets a chance to learn in their own way.


Multitasking
My perception of multitasking was challenged when I reviewed the Brain Rules site.
Perhaps this very post is a good example of how multitasking really isn’t beneficial at all. I started out to post this quite early this morning. But due to construction/remodeling of my home, and of course the children not in school, I was “multi-tasking”. And a post which could easily have been completed in 2-3 hours was drawn out over the course of most of the daylight hours.

I was so intrigued by this multitasking myth that I just had to include a reference from a book I own in this post. (C How to Program 2nd Edition: H.M. Deitel/P.J. Deitel ) A few years ago, I become interested in C, an object–oriented programming language. In this book, there was an interesting fact that was raised.
Computers initially were capable of executing merely one job/task at a time. This is referred to as single-user batch processing.
Over time, as computers transformed into even more powerful machines, this process of single user batch processing didn’t make use of the computer’s resources efficiently. As such, eventually computers were developed into machines that multi-programmed. Multi-programming is when many jobs or tasks share a computer’s resources, in order to get better results. Enter timesharing. Time sharing is a particular instance of multiprogramming where users interact with a computer through terminals. This system enables many users to access a computer all at the same time. The access appears to be simultaneous, but what the computer is really doing is running a small segment of one user’s job and then moving onto another one, several times per second. The computer does this so quickly that it appears that things are simultaneous.

This caused me to wonder if the way we programmed computers was telling of the way we viewed how the brain works when different tasks are presented at the same time. Are we referencing our own knowledge of this process and transferring t to computers? Are we trying to perfect this concept of multitasking in computers where we have people have failed? Are we trying to be more like our perfected machine when in reality as the studies have shown from Brain Rules, that it is impossible? I wouldn’t be surprised if that were the case at all. We are expected to work all day with only a one hour break, if that in some cases. Most of us wouldn’t think to leave our car engines running at night. The car wouldn’t run effectively or efficiently. We try to multitask and it really does us no good. This revelation has seriously challenged me to view multitasking differently.

Performace and Simulation: Haptic / Mind Reading Technology
This section of my post is a response to the Performance and Simulation sections of the assignment. These are areas of interest to me because I will be studying more into these topics as they relate to my Action Research. Here is a link that my friend passed on to me, where haptic technology has taken a broad step… Instead of using your body to physically touch a screen or interface, the mind gathers data from your body movements and transfers it to a video game or operate a wheelchair.
Essentially, as each movement is made, there are different areas of the brain that fires electrical impulses at varying frequencies and length. And as the third video, Total Communication conveys, the way we relate to machines is the central focus of this exercise.

Emotive Stonehedge Demo:

http://www.youtube.com/watch?v=YxMux4uEkLI&feature=player_embedded
Retrieved Sunday, September 3, 2009

Wheel Chair Control:

http://www.youtube.com/watch?v=0at3NzNRySg&feature=player_embedded
Retrieved Sunday, September 3, 2009


Mind Control: Human / Machine Interactions (Total Communication)

http://www.youtube.com/watch?v=40L3SGmcPDQ&feature=player_embedded
Retrieved Sunday, September 3, 2009

We’ve seen this technology implemented to a degree in the Nintendo Wii. But from an educational and training perspective this sort of immersive environment lends itself to a plethora of education ideas in knowledge delivery and acquisition. Children can use specialized gloves in order to manipulate dough in a home economics lesson, which would also help to save money on materials. We’ve seen such steps toward immersion in Augmented Reality, (former FSO graduate, Camaal Moten’s History Lesson site: http://www.youtube.com/watch?v=WDnKzfEVEHM) Virtual Reality and Second Life.
In this presentation for Dr. Wyly’s Month 1 MLR course, my group and I discuss our findings on how Science Education is being used in Second Life, and what we believe the implications and applications are and could be in a real life setting.
http://media2point0.comxa.com/

Playful Learning
One of the concepts that was brought out in the Gever Tully video was that of exploration through independent and collaborative playful learning.
In an ID Model that my former group was assigned last month in Dr. Deason’s Education Design & Evaluation course, the concept of playful learning was brought to the forefront. The article entitled, Computer as Paintbrush: Technology, Play, and the Creative Society by Mitchel Resnick highlighted the various ways in which Lego robots were used to accomplish varied tasks.
Children used crickets, which are small electronic components that communicate with the brick of a Lego robot. This brick then executes the commands run by the cricket script in order for the robots to perform goals such as sense light, react to movement, gather data and navigate a course. The article explained that it was because of the playful explorative nature of the method the children employed to accomplish goals that these goals were actually accomplished.
These investigative steps were explorative in that they employed the use of the trial and error process central to the Gever Tully video.
I would tend to agree with the points that both the Resnick article and Tully video raised. I had the privilege of working with fourth and fifth graders a few years ago in a similar setting. The children had Lego components, software, a mapped course and of course plenty of enthusiasm. One day we all had a warm time trying to code the script for the cricket. This was because each time we ran the script, the timing would change. We wanted our rover to proceed forward for a specified number of seconds, moving up a ramp to pick up an artifact. The problem was that again, each time we practiced, the amount of energy that the robot needed to use from the battery depleted, so after we had our numbers recorded, and tried to proceed with the rest of the mapped course, the robot would stop short of the artifact, each time farther and farther away. From this explorative process the children were able to learn about time and energy relations, and also about value. We used two sets of batteries in three different ways. Generic brand, brand name, and both, Our conclusions told us that when we purchased brand name batteries (Duracell) they actually lasted longer than Energizer batteries, and worked more efficiently than when we combined the batteries, which is something that each brand always labeled that we don’t do anyway. Were it not for this explorative, playful process, the information would not have been retained in quite the same way. These methods employed relevance, which is an important component of the learning process. It also brought up the issue of advertising. One of the girls brought up a point that the “Energizer bunny is fraudulent. Because it doesn’t keep going and going. They just want your money.”

On a related note, our team in Dr. Deason’s course had to create a collaborative learning environment where the concept of playful learning was realized, where the computer is used as a creative implement that aided to “paint” new learning experiences instead of simply a passive tool. This project was our month 3 final group project that was based on the Mitch Resnick paper. This link maybe found here: http://fullsailboas.ning.com/

Teaching Application
Having children become literate in various media takes the willingness for teachers and administrators to work together. It's my hope that as I proceed toward working on my AR project, that I can get the information that I would need in order to work the right channels to be able to integrate my AR project idea of a virtual classroom into a real world setting.
I'd have no problem developing training modules for principals and faculty to how this could effectively work. Kristen, one of my critical friends remarked that keeping perhaps taking disruptive students from out of the school and putting them all in one separate location may be facilitating the negative behavior further. Maybe if I channeled my efforts down the right paths, I'd be able to see where the technology could be best put to use. It is my ultimate hope that the classroom addresses a real safety in the classroom issue, but also addresses the much needed media literacy that the kids need to acquire. Teachers can benefit as well, because they too need to be aware of the technology and how it plays out in the classroom.

In the meanwhile, I think that I can definitely allow for more explorative options in the classroom.
I see where in my school, the computer is seen as a privilege or a reward. If I could find a way to get the computer to be embraced more as part of the in -class curriculum, perhaps that could be a step in the right direction. Right now, there is a computer class given once a week in a separate classroom. The children are not being taught the skills they need such as keyboarding by the computer teacher.
Anytime I've been in there, I see the kids left to play games for 45 minutes. Not that the games are themselves bad or that he couldn't be instructing them when I'm not around, but I've heard complaints from several teachers as to the instructor's attitude, competence and general apathy toward being actually involved. I think that the computer teacher needs to be less of a facilitator and more of a participator. This way, perhaps the computer classes could not only become more frequent, but more engaging too.
There are computers in most classrooms, and I think that by "sneaking" in computer related activitites would be a perfect way to begin to wean the children from off the perception that the computer is a privilege.

Thursday, September 10, 2009

Week 1 - Blog Posting #2 - Learning 2.0

One of the most important features of Web 2.0 media and its respective technologies are its accessibility. Tools that were once rare or non existent in our day have become an everyday implement in the lives of young people everywhere. Today, anyone anywhere there is internet access can use Web 2.0 technologies in order to not only entertain, but collaborate, share and immerse.

Educators everywhere need to see the need to use the technologies of today to assist students to at the very least practice becoming comfortable with using the technology to learn and advance themselves educationally instead of inadvertently teaching them to “power down” when they come to class. (Posted on Youtube: Pay Attention http://www.youtube.com/watch?v=_M_336pDWoM Retrieved September 9, 2009)

This is further evidenced by one of the children addressing educators in the No Future Left Behind video (posted on Youtube.com: http://www.youtube.com/watch?v=kra_z9vMnHo Ret who stated that “I can’t create my future with the tools of your past.”

Perhaps what is driving many to not want to embrace change or even to

entertain the possibility of using technology for education in unconventional ways is a fear of rocking the boat, and an archaic perception of what is appropriate. Indeed it is true that “If you’re not prepared to be wrong you’ll never come up with anything original.”

( Sir. Ken Robinson from http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html)

In a video I saw on Myspace 2 days ago, again, there was this apprehension in making advancements to reform health and physical fitness due to what administrators were expected to do by their superiors who carry out mandated laws. In the video, Shaquille O’Neil was trying to make big changes in one school district’s handling of the Physical education The video series can be found here:

http://fr.myspace.com/index.cfm?fuseaction=vids.individual&VideoID=61894748

(Retrieved September 8, 2009) In addition, a related article may be referenced here: http://www.usatoday.com/news/health/2007-06-24-shaqs-big-challenge25_n.htm

(Retrieved September 10, 2009)

To sum up what I’ve gathered, it strikes me as being very important to use present technologies to not only facilitate accessible learning for all learners, but to also embrace it, in order to drive progressive development in future technologies. These future technologies will also reshape the way that education is delivered to future learners in much the same way that Web 2.0 has changed our present day thinking and educational delivery. It is exciting to think about what the future holds in terms of a transition from Web 2.0 to progressive upgrades in the landscape of the internet. In ushering in these upgrades, we need to not curse the technologies themselves as being “inappropriate”. Technologies are only as meaningful as the people that use them. Therefore, because students are already using technologies every single day, we need to think of creative ways in which the technology can be used to carry out more noble endeavors. This reminds me of the piano. Initially the when pianos were brought into churches, they were looked down upon because of their assocation with the saloon. There were those who fought tooth and nail to keep them out of the church. In time, people began to realize that the piano in and of itself was not “evil” or immoral.

The piano under the skillful hands of certain people could lead worshippers in a meaningful experience that was relevant to Christianity.

Likewise, I concur with the sentiment that the Pay Attention video brought out concerning cell phones. These indeed are powerful computers. However, unfortunately, the ban of cell phone use in the classroom is focused mainly on the speaking or other forms of non-school related communication that may occur and cause distractions from curriculum. However, this is being biased and disregarding the other features that a cell phone has and also the INTENT of the cell phone’s use.

The cell phone, can be used as a powerful tool that engages, and brings relevance to the whatever, whenever, wherever aspect of the new face of the web and collaborative learning.

With all these changes and advancements, I wonder…Will there even be an internet in the future? Will it even be called that? Will we be so interconnected, that the very word internet would perhaps be referred to as a mesh or a fabric or perhaps even a quilt? Will we be so glued, or stitched together in terms of collaborative and sharing that the spherical shape of the internet will truly become flat?

Until we get educators to:

-embrace change

-Train them in the use of the technologies

-Offer a support group of innovation for these teachers

We may never become even remotely prepared to answer these questions.

Tuesday, September 8, 2009

Week 1 - Blog Posting #1 - Web 2.0

It is the goal of this post to highlight the relevance of Web2.0 in a collaborative environment. I have many different points to bring up and I hope this blog brings some of these items to the forefront.

Facelift/ Upgrade:
Web 2.0 has changed the way we perceive the internet. Now, the internet is truly so; an interconnected community that is no longer restricted to links. Now, lay people as well as professionals are able to utilize the technologies that are available today in order to share ideas. No longer are we limited to the type of information we have access to. We too can be co-creators of many forms of information created by all sorts of technologies. So in essence the internet from its inception, really tried to be interconnected, but on a very restrictive level. This once very sophisticated concept…this internet, now is available to all.

3.0 Segue:
As I was reading Schrum's Web 2.0: New Tools, New Schools I pondered:
“If Web 2.0 is supposed to represent an upgrade from one type of internet experience to another improved experience, then could there conceivably be a future Web 3.0? If so, what will Web 3.0 look like? How will it be experienced?
What technologies will be implemented?

I imagined Web 3.0 as visually, being a virtual upgrade from flat webpages to ones that utilize more of the Z axis in its structural composition. And in my search, I’ve come across the following sites that are already using the existing technologies of 3D and Flash to push the envelope in terms of user experience and interactivity.

1. http://anthemgamegroup.com/
2. http://ecodazoo.com/ select the 3rd link and after viewing the popup book, you can click and drag your mouse in order to change views.
3. http://www.mcbd.co.uk/
4. http://www.whitevoid.com/portfolio.html Simplistically Amazing!

Here is a video that has some Jetson-like, grand ideas as to what Web 3.0 will bring:
http://uadmin.blogspot.com/2006/10/real-web-30-example.html
One blogger’s view of Web 3.0: http://net-ctcc.blogspot.com/2007/08/what-is-travel-30.html

We are not that far from Web 3.0 In Web 2.0, we are already immersed in knowledge and experiences shared by millions of people everywhere. As I understand it so far (and I’m ever learning) Web 3.0 is a development where the user will be completely immersed in an experience by means of portability.
For instance, I saw a Facebook Group that described a portable CPR guide. It’s called ICPR. It’s an I Phone application that you can keep on your phone just in case you’ll ever need to use it in an emergency. Many people don’t have the time to go for a CPR course, and I know of acquaintances who merely acquired the CPR certification as admittedly, I did myself, as a job requisite. With this application, anyone, anywhere has the opportunity to acquire knowledge…Web 2.0 collaborative, sharing feature with a Web 3.0 immersive quality.

Back to Web 2.0; Some reflections and perspectives
When I see all the advances that are being made in technology, I am overwhelmed by a sense of being behind the times. I’ve always seen technology as something that is important in teaching and training, but unfortunately, due to budget constraints, significant advances cannot be made…or can they?
With many of the Web 2.0 technologies, they are free, which is great in any budget.
Teachers and students can be collaborators in their learning experiences. This indeed creates a shift from the web being a platform for distribution as Solomon & Schrum explain to one where people are participants in a collaborative experience.

Children who are stimulated by the latest gadgets and new toys are bored out of their minds in classrooms where there is not enough stimulation for them. Some children can adjust themselves to the humdrum routine of sitting at a desk and transferring information from a black board into their notebook. Others can’t.
I think that there is a need to incorporate more engaging ways to teach and learn through the use of Web2.0 collaborative technologies such as game based learning and Digital Story Telling. I am beginning to see concrete connections between the courses I ‘ve taken here at FSO as each one builds upon another. How will all this materialize? I’ve found that many of my cohorts have great ideas, and it’s my hope to learn from them different ways of doing things.

Interestingly, FSO provides such a collaborative, sharing venue in part with their WIMBA sessions. Here students can chat, and ask each other questions, send links and conference through voice and video. Professors can transfer knowledge to students through the whiteboard application as well, which by the way is a great feature that WIMBA has.
It was a refreshing twist to be allowed access to scribble as we discussed the class last Tuesday. I hope we can scribble our ideas in different ways..I am excited to learn how I can translate my love of teaching into a format that is engaging and relevant to learners.
Thanks to last month’s course, I was introduced to Blip.tv. Blip has tools in which anyone can create videos and upload to share with the world. I am in the process of creating tutorials on how to teach yourself the basics of graphics software. Maybe this could be something I use in the classroom. I hope Websense doesn’t block Blip! It is, after all a video sharing site like Youtube, which is also blocked by Websense.



Social Media
Some of the concepts that I found intriguing from the reading includes that of viewing the web as a platform for collaboration. This collaborative medium is cost effective. It is free. The open source nature of it allows for revisions and modifications; all the while remaining true to the heart of Web 2.0, which is sharing and collaborating. A programmer can build upon an existing framework. So no longer is a software proprietary. It is shared and enhanced by like-minded individuals with common goals. This modified software is now even more robust than if there were a smaller number of privileged programmers working on it.
I have found these videos to be quite useful in explaining in a clear and simplified form exactly what social media is. There are also examples of this social media, like RSS Feeds and Twitter explained in their own separate videos that I found on
Youtube:

Social Media in Plan English:

Retrieved Monday, September 7, 2009 from http://www.youtube.com/watch?v=MpIOClX1jPE


Social Networking in Plain English:

Retrieved Monday, September 7, 2009 from http://www.youtube.com/watch?v=6a_KF7TYKVc&NR=1

Twitter in Plain English:

Retrieved Monday, September 7, 2009 from http://www.youtube.com/watch?v=ddO9idmax0o


Benefits of Social Media within a Web 2.0 Age
Business and meetings can be conducted remotely and still have far reaching effects thanks to VOIP services such as Skype, WIMBA and other conferencing technologies. All of these advancements beg the question: How can education keep up? How can educators use these technologies to address education?
Quite a few of the Action Research blogs I have read have touched upon the same issue. How technology can be embraced in an arena that is fueled by tradition.
The saying “If it ain’t broke, don’t fix it” appears to be the mantra for many in school administration. These people in power either don’t think anything is wrong with the way children are learning, and therefore don’t see the need to become technologically progressive or because of a shoestring budget are forced to make due with what they already have. Still some take making advancements in collaborative, technology-driven environments to the extreme as is evident in a story provided by one of my critical friends, Laura Rebecca: http://www.engadget.com/2009/09/05/boston-prep-school-nixes-all-the-books-in-its-library-replaces/
In the attempt to integrate collaborative technology, it’s imperative that we can find that happy medium, one where there is a healthy balance of meeting a need and doing it with enthusiasm. In a web 2.0 environment, some of the greatest features are that of being cost effective. These tools are free! This has certainly leveled out the playing field of accessibility. There does not need to be a time where price is a concern or issue.


Web 2.0 Collaborative Technologies
One technology that I have found recently is Linkd In. This free service is a social networking service that connects professionals. This is a totally different paradigm from that of other social networks whose purpose is mostly for connecting through an informal way based upon mutual interests and hobbies. Sites like Friendster, Myspace and Hi5 are a few of the sites I am referring to. Although these sites could be used as a means to sell one’s talents to a potential employer, its main goal is for informal casual networking. Sites like Link’d In and Facebook are more professional avenues for social networking in the business and education community.
For instance, during the course of the last few months, FSO teachers have been able to exchange and transfer information to the students through these social networking vehicles.
Through Twitter, important class updates can be noted. Netvibes offers a way to remix the web, true to the Web 2.0 form. Now the Web does not have to be what your browser serves you as a default setting that Internet Explorer, Firefox, Safari and other browsers define. Netvibe takes the concept of creating a homepage a step further. Its free service allows one to integrate live feeds from other websites.
I think a really interesting and engaging assignment could be the use of Netvibes to create a science report. With engaging videos, a student could readily incorporate other aspects such as RSS feeds, HTML code, widgets and such the link for a really interesting delivery method. Taking a look at some of the websites from Go2Web20.net has really opened my eyes to the applications of free collaborative features accessible to educators.


Increasing numbers of college students are seeing the need to create multiple profiles on social networks. Potential employers have been searching the internet for the social profiles of potential candidates. They see the usefulness of these social networks in being able to bring a candidate/applicant to life. What they see on a resume does not paint a clear picture as to the character, integrity or “realness” of a person. In a related article, there is proof that employers do use social networking sites to check people, and consequently sum them up.
http://mashable.com/2009/08/10/social-media-misuse/

Perhaps, in the future, it would be interesting to see where resume development services lead. Perhaps high school beacon programs that have resume preparedness workshops, could teach students how to set up virtual profiles that supplement online resumes. I believe this would build practical real world experience in a vital Web 2.0 technology.




Wednesday, September 2, 2009

Hello World!

I am both excited and anxious about this course.
I understand the importance of blogging. I see how it can be a useful tool in the learning environment.
My challenge is to keep abreast with the readings and allow it to create some permanence in my mind. I still have more reading to do with regard to my AR Project.
I wonder if anyone else feels the same?

I really believe this class has already opened my eyes to some of the concepts that can be explored with regard to my AR project. I'm pleased with the way FSO has sequenced our courses so each one builds upon the next.

On another note, I was having a little trouble starting Second Life. I may need to restart.