Monday, October 25, 2010

Distinguishing features of web 2.0 that support learning

This post is for the EdTec 498 class through PSU’s World Campus. I’m happy to be making a guest blog appearance for the EdTec 498 class. I’ve been asked by Phil Tietjen, the course instructor, to define web 2.0 and/or social media and to identify some distinguishing features of web 2.0 that support learning.

I would define web 2.0/social media as, “Any two-way medium that allows people to connect, share, and collaborate for the benefit of all parties.” Read, write and share are the important elements of web 2.0 and social media. Web 2.0 is often referred to as the “read/write” web. But, “share” is a crucial element in my mind. Without “share”, “read/write” has the potential for a limited, circumstantial audience. It’s the sharing that connects our contributions to the network to build upon the work of others and/or create new thoughts. The contributions then travel throughout the network for validation and additional contribution. Ideas, comments and thoughts ideally grow and expand along every network node. The profile-based and random connections along the network are what make web 2.0 and social media truly powerful. Contribution without connection presents limited opportunities.

The four Cs of web 2.0 (Bersin & Associates, 2008) highlight some distinguishing features that support learning. Web 2.0/social media enables content Creation, Conversations, Connections and Collaboration. Content is no longer king, but it is still key. Without content; conversations, connections and collaboration have little meaning. Content creation in web 2.0 can be traditional content creation with tools like blogs, SplashUp or Prezi, but content aggregation and web highlighting with Diigo could also be considered content creation (or re-creation).

Conversation is probably the most relevant web 2.0 feature that supports learning. Feedback is an important part of learning and web 2.0 conversations enable feedback from instructors and peers in the class, but also experts and colleagues from around the globe. Conversations can also aide learning (based on social learning theory) by providing opportunities to observe the ideas, comments and “behaviors” of others in the community and then adopt those actions to improve our own understanding of concepts and successful communication techniques.

Web 2.0 connections also expand the opportunities for learning. We often learn through the direct assistance or inquiry of those around us. The web expands “those around us” beyond any geographic boundaries. And, it often enables us to filter the network (through profiles) to identify those who are most likely to provide the best assistance. So, the web can widen our connections, but also make them more efficient and effective. Have you ever asked someone for directions, only to have them tell you everything about the surrounding location, except for how to get where you want to go? While these encounters are sometimes “entertaining”, they usually don’t help with your intended goal. Web 2.0 can reduce the inefficiencies of random communication.

Increased collaboration is another way in which web 2.0 can benefit education. Group work is often a part of academic projects. It provides opportunities for interpersonal development, active learning and peer feedback. It also mimics how we often work. Rare are the days when work tasks are completed without some form of collaboration. One challenge of group work in academia (and business) is that there are usually one or two people who complete the bulk of the actual “work.” Time and activity tracking of collaborative work on the web doesn’t alleviate a similar scenario in web-based group work, but it does provide an opportunity for the group members to self-regulate via a review of each member’s electronic contribution. Faculty can also intervene and/or grade appropriately based on tracking data from collaborative activities. Besides policing, another benefit of collaboration on the web is that it can be done without time and distance considerations. This flexible, collaborative environment allows for different work and communication styles to work productively in the same group.

The four C’s provide an organized way in which to look at the benefits of web 2.0. However, it is difficult to group web 2.0 tools into precise categories. Many tools cross the boundaries and provide opportunities for content creation, conversation, connections and/or collaboration – all in one tool. The C’s do provide an opportunity for thinking critically about tool selection though. As you evaluate web 2.0 tools consider them in the context of what your primary goal is. Which “C” do you want to support the most? While they cross boundaries, some tools have primary functions and may be better for one “C” than another.

A few questions to consider:

Have you considered the four C’s previously or any other web 2.0 categorization? What are the benefits of viewing web 2.0/social media through the lens of categories? What are the dangers of categorizing web 2.0/social media benefits or approaches?

Do you also think “share” is the most important element of web 2.0? Why or why not?

Can you describe any successful applications of the theories described above? What have you done or what have you seen that supports that web 2.0 supports content, conversations, connections or collaboration to improve education?

Thanks to Phil Tietjen for inviting me to be a guest blogger in the EdTec 498 class. I’m looking forward to reading and responding to comments from the students.

Saturday, October 9, 2010

The Changing Nature of Games and Simulations

As we start to plan for LEEF 2011 (June 16-17), it’s amazing to think how much games, simulations and virtual worlds for learning have matured over the past two years. And yet, there is so much more untapped potential. Looking out across the landscape, it appears that the mention of games and simulations for learning no longer defaults to conversations of jeopardy-like activities or electronic crossword puzzles. Don’t get me wrong, those types of add-on activities do serve a purpose in some instances. But, the conversation has matured to games and simulations AS the learning experience.

Check out my new blog post on the changing nature of games and simulations on the LEEF blog at http://tiny.cc/43tp9. What do you think about the changing nature of games and simulation?

New concentrations in LTMS for 2010-2011

Information about the new concentrations in the LTMS program are now available on the web site! Check it out at http://tiny.cc/x8of4

These new additions are the result of many hours of work and collaboration with the LTMS advisory group. Thank you to everyone that has provided input and support throughout the process.

Are we the first with a serious games and simulations degree?

Wednesday, May 19, 2010

Gameration 3: Implementing Games and Simulations within a Generational Context

In this series, we’re taking a look at how the generation (Boomers, Generation X or Generation Y) might impact the way an individual thinks about and engages in games and ways in which learning professionals can adjust the game and simulation to address the expectations of each generation. As we explore the generations keep in mind the characteristics are generalizations of the generation and not necessarily accurate for any one individual.

This blog post focuses on game and simulation design and implementation considerations for Generation Y. This is the generation for which electronic communication and games (hand-held or console) has been a part of their daily lives from their earliest years.

Read the full article at http://leefblog.com/2010/05/gameration-3-implementing-games-and-simulations-within-a-generational-context/

Check out other interesting game and simulation blog posts at http://www.leefblog.com/.

Saturday, April 10, 2010

Gameration 2: Implementing Games and Simulations within a Generational Context

This is the second part of a four part blog series on generational considerations for games and simulations for learning. We’ll take a look at how the generation (Boomers, Generation X or Generation Y) might impact the way an individual thinks about and engages in games and ways in which learning professionals can adjust the game and simulation to address the expectations of each generation. As we explore the generations keep in mind the characteristics are generalizations of the generation and not necessarily accurate for any one individual.

This blog post focuses on game and simulation design and implementation considerations for Generation X.

Read the full article at http://leefblog.com/2010/04/gameration-2-implementing-games-and-simulations-within-a-generational-context/

Check out other interesting game and simulation blog posts at http://www.leefblog.com.

Monday, March 8, 2010

Gameration: Implementing Games and Simulations within a Generational Context

This is the first part of a four part blog series on generational considerations for games and simulations for learning. We’ll take a look at how the generation (Boomers, Generation X or Generation Y) might impact the way an individual thinks about and engages in games and ways in which learning professionals can adjust the game and simulation to address the expectations of each generation. As we explore the generations keep in mind the characteristics are generalizations of the generation and not necessarily accurate for any one individual. This blog post focuses on game and simulation design and implementation considerations for the Boomer generation.

Read the full article at http://leefblog.com/2010/03/gameration-implementing-games-and-simulations-within-a-generational-context/

Check out other interesting game and simulation blog posts at http://www.leefblog.com.

LEEF 2010 (http://www.leef2010.net)
June 17-18, 2010

Sunday, February 21, 2010

PPT = 6; Prezi = 4

I just finished preparing a presentation for the PETE&C conference and decided to try Prezi as the presentation support tool instead of PowerPoint. Below is a short summary of my initial thoughts about Prezi and some comparisons to PPT.

I'll be presenting "Web 2.0 for Reflection and Assessment" at PETE&C on Tuesday, February 23 from 10:45-11:45 AM. It's a presentation I've done before. I'm not sure if I would review Prezi differently if my experience was creating a presentation from scratch.

Two considerations for my review:
  1. I'm not a "bullet point person" in PPT. I use keywords and images and mainly images. So, I may have a different view of PPT than some.
  2. This is my first time using Prezi. I viewed the introductory video but didn't look at a lot of other Prezi's before jumping in and creating mine. I only worked in one theme. So, some of my review could be slanted because I just don't know enough about it yet.
FeatureProsConsPrezi or PPT?
DrawingSimple arrow, free form line and highlight Only simple tools that really don't support information presentationPPT
TextEasy to create, edit and move around the canvasLimited text, fonts, colors . . . based on the theme selectedPrezi
Images
  • Easily adapt to image size
  • Handles transparent images
  • Have to get used to manipulating images to display"unpixelated"
  • No clip art or photo galleries
  • No image editing
PPT
DocumentsYou can embed documents!!!!(that is awesome!)None that I'm aware ofPrezi
Navigation
  • Can navigate to various points on the canvas
  • Easy to get from one screen to another without linear navigation
  • It's still ends in a linear presentation for the viewer (for the most part)
  • It can be cumbersome to set up the flow while authroing
  • I often had to delete all of the navigation points in order to make an edit
PPT
TransitionsSmooth transition from one point to anotherNo options for different types of transitionsPrezi
AnimationTransition is animationNo builds, no object animationsPPT
Sharing
  • Email sharing
  • Embed code
  • URL
  • Twitter
  • Facebook
  • No commenting with presentation
  • No favoriting
  • Public presentation with free version
PPT
Presentation Support
  • Download for local playback
  • Easy to move around presentation materials
  • Screen resolution is not as big an issue
  • Learning materials only at prezi.com and from PLN
  • No notes
PPT
Cost
  • FREE version with options for paid levels
  • FREE level 2 version for education
What seems to be limited functionality for a cost (even though it's affordable)Prezi

PPT = 6; Prezi = 4

It's great that there's another presentation option! I'm looking forward to seeing how others use Prezi, how my use of it will evolve and the features and functions that are added over time. But, for now I'd still recommend PPT as your "go to" presentation tool (just please reduce the use of bullets 8-) . But consider Prezi as an experimental tool, a way to switch things up a little bit and as a way to challenge your traditional thinking about presentatio preparation and support.

Tuesday, January 5, 2010

A New Year's Resolution You Can Keep: Integrate Technology into Learning

Fifteen years ago PowerPoint and a projector were the extent of learning technologies available to everyone. Even a decade ago only PowerPoint a projector and the static web were available and accessible to everyone. Now the options are almost limitless as learning technologies continue to evolve and new tools, techniques and strategies are poised to have impact in the next decade.

Read the full article at http://www.harrisburgu.edu/news/article.php?id=543&cid=1&page=1