IntroEmergingTech
From LTCWiki
| George Siemens | |
 | |
| Nationality | Canadian |
|---|---|
| Occupation | Associate Director |
| Employer | University of Manitoba |
| Known for | Connectivism, elearnspace, learning networks |
| Website http://elearnspace.org | |
| Dave Cormier | |
 | |
| Residence | Charlottetown, PE |
|---|---|
| Nationality | Canadian |
| Education | MEd MSVU |
| Occupation | Web Coordinator, Consultant |
| Employer | University of Prince Edward Island |
| Known for | edtechtalk, rhizomes |
| Website http://davecormier.com/edblog | |
Delivered in partnership with: Extended Education and Learning Technologies Centre, University of Manitoba
Course Code: 98819
Course Description:
New technologies offer new opportunities for educators to increase learner engagement and improve the overall value of the learning experience. The last five years have resulted in the introduction of numerous new tools and approaches: blogs, wikis, podcasts, social bookmarking, virtual worlds, and social networking services. This course will explore the development of different technologies and suggest their potential impact on teaching and learning. Focus will be placed on tools that increase learner control over content, interaction, and the formation of learning networks with peers and experts outside of classrooms.
Programs: For credit in Certificate in Adult and Continuing Education and Certificate in Emerging Technologies for Learning.
Date: Starts November 17, 2008
Technologies Used: Through out this "course" participants will use a variety of technologies. For example, participants will use blogs, Second Life, Page Flakes, UStream, attend Elluminate sessions, participate in discussions in Moodle forums, and so on. Additional technologies will be introduced as is required to attend to concerns or opportunities arising over the next 12 weeks.
Facilitators: George Siemens and Dave Cormier will co-facilitate this course.
Course Tag: umaniet09 (for University of Manitoba Introduction to Emerging Technology 2009)
Week 0: Global Resources and Starting exercise
Activities:
- Go to the moodle forum and introduce yourself.
Resources:
- All the tools and how to use them
- http://eci831.wikispaces.com/Tutorials
- Moodle Course Page
- George's blog
- Dave's blog
Week 1: What's in a literacy? - crafting a path towards initial literacies
Presentations and Papers
- http://www.youtube.com/watch?v=NLlGopyXT_g Michael Wesch's youtube video...
Readings
- http://www.edst.educ.ubc.ca/aerc/2000/atleom&jamesa-final.PDF A starting point for what we mean by 'literacy'.
- http://www.geocities.com/c.lankshear/Oslo.pdf Digital literacies particularly targetted.
Activities: Checking out some teachers who've been down this road before... read some blog posts.
This is a collection of stories from people who were introduced to emerging technologies and worked their way through some of these concepts. How does this affect your own path to learning? Does it give you a sense of trepidation? What do you see in the transition from day 1 to day 10?
Colleen
- Before - http://edugrids.org/blog/tuesday/28/cmmyer/crying-game-when-tech-cuts-do-we-not-bleed
- After - http://edugrids.org/blog/friday/29/cmmyer/fly-be-free
Barry
- Before http://edugrids.org/blog/bmacdonald/my-struggle-day-1
- After - http://edugrids.org/blog/friday/29/bmacdonald/day-10-reflections
Assignments:
- Using a comma separated list (see dave or george's profile for an example) list all the literacies that you currently possess that will help support you during this course.
- In the discussion forum post and comment about how you see literacies in the context of learning online
Additional Readings
In looking for additional reading that would bridge the gap between the Wesch youtube video and the Lankshear and Nobel article I decided to turn to my network... I got the following responses in twitter. I think it's fair to say that each of these professionals (I know each one, and they are all educational professionals a quick google search will give you a sense of the work that each has done) has a slightly different feeling about the word 'literacies'.
- Harold Jarche - hjarche @davecormier just came across this piece on literacy in the US http://is.gd/749R about 1 hour ago from web in reply to davecormier
- Alice barr - alicebarr @davecormier Here's one http://tinyurl.com/yq2r9g and also check the ISTE NETS standards. about 1 hour ago from TweetDeck in reply to davecormier
- Dave Chamberlain - DaveC_ @davecormier If workshop, can they brainstorm literacy types? Reading, "computer", etc.? about 1 hour ago from web in reply to davecormier
- Harold Jarche - hjarche @davecormier How about: "Why Johnny and Janey Can't Read, and Why Mr. and Ms. Smith Can't Teach" http://is.gd/7oQI about 2 hours ago from web in reply to davecormier
- Doug Symington - dougsymington @davecormier wondering if notion of "multiple intelligences" might help frame "literacies" discussion about 2 hours ago from TwitterBerry in reply to davecormier
- Barbara Ganley - bgblogging @davecormier Or something from James Paul Gee's Language, Literacy amd Learning? about 2 hours ago from TweetDeck in reply to davecormier
- Doug Belshaw - dajbelshaw @davecormier: Check out my wiki - under 'Thesis' - for references r.e. literacies (http://dougbelshaw.com/wiki) :-D about 2 hours ago from TweetDeck in reply to davecormier
- Lawrie this what you're looking for? http://lin.cr/9mc
- LisaMLane @davecormier if you like @dougsymington's idea on intelligences, you could use literacyworks' site: http://tinyurl.com/5cr4x3
Week 2:Thinking about your identity
In week one, we discussed digital literacies. The ability to participate in the conversations of an era, through the era's prominent technologies/media, requires a focus of our identity. Our identity online is shaped by our participation. Each forum we contribute to, each blog post we author, each comment we post, and each profile we create contributes to our identity. Google (or summize for twitter and technorati for blogs) provides easy access to other who wish to observe or explore our activities.
Readings
Digital Footprints (.pdf)
Activities:
In the discussion forum (or blog), reflect on how identity differs from online to traditional identity. What attributes distinguish our participation and engagement online from traditional identity (such as schools, universities, or even credit ratings)?
Assignments:
Mid-way through the course, you will be asked to complete a presentation for other learners in the course (see the assessments section of this outline). To begin preparing for your presentation, review the We Are Media project. Which tools interest you? Why?
Self Assessment
The first step in the path to acquiring literacies is figuring out what you already know. Go to X piece of software and create a list of all the literacies that you currently have that will contribute to your success in this course.
Week 3: Personal Learning Environments - Where did I put that? - tracking your learning
"Here are your options for dealing with your learning"
We also need to keep track of the learning that we are doing. Something that you learn from this course might only end up being useful 6 months or 6 years from now. Having a clear way of tracking the pieces of work that you are doing is critical to life long learning in an environment where an extreme amount of information permeates a discussion.
Readings
- http://eprints.qut.edu.au/archive/00005398/01/5398.pdf Duffy, Peter and Bruns, Axel (2006) The Use of Blogs, Wikis and RSS in Education: A Conversation of Possibilities.
- http://edtechpost.wikispaces.com/PLE+Diagrams This amounts to a textbook of current thinking in the PLE world. It is a list of models that educational thinkers from around the world have put together to describe their own learning and how they think others might like to have their learning structured.
Activities:
- Forum discussion - Choose three of the PLE diagrams (with accompanying websites) and compare the different views on Personal learning. Try to get inside the thinking of the given authors to understand why they have chosen to work in this way. What can you take away from each of the example to help construct your own PLE?
Assignments:
- Start your PLE diagram, post image somewhere on the web with the course tag.
- Start your own PLE. Make some initial decisions about how you are going to create your own learning space.
Week 4: Capacity for continual learning
The first thing to remember about 'emerging technology' is that it is emerging. It will change and morph, best practices evolve, and new technologies develop in response to new needs and old difficulties. The most important skill in this field is assessing these new tools and ideas as they appear on the scene.
In an environment where information changes rapidly, the capacity to learn more is more important than what is currently known. Various terms (life-long learning, continuous learning) provide insight into the need for individuals to continually learn. Vaill's text - Learning as a Way of Being (short summary) considers the ongoing learning need of individuals and organizations. As you'll note in doing a quick google search, much of the discussion of lifelong learning comes from the corporate field. However, higher education is increasingly exploring ongoing learning needs.
Readings
Activities:
- Download CMAP and begin working on your concept map for this course (see the assessment section for more information
- Life long learning is unfortunately not well presented in wikipedia. Create an account on wikipedia and contribute to the existing article. Focus on providing a clear definition of lifelong learning, why it's so important today, opportunities for learning, the role of emerging technologies, etc.
Assignments:
Continue working on your mid-course project as well as your CMAP
Additional Readings
Theories of action, double-loop learning and organizational learning
Week 5 & 6: Engaging with the network
Week 5: Focus on social dimensions, roles of lurkers, legitimate peripheral participation
Readings
Communities of Practice (focus in particular on the section of legitimate peripheral participation)
Why Lurkers Lurk (.pdf)
Activities:
Based on the readings this week, reflect on your participation in online forums, blogs, or other online spaces. What motivated you to participate? When you didn't participate, why? Describe your experience when you were an active participant and when you were lurker. Download Audacity or similar audio tool and share your experiences as a podcast.
Assignments:
Week 7 & 8 are presentation weeks. Continue exploring different technologies and developing your presentation.
Week 6: amazon, slideshare, digg (collaboration and rating content)
Readings
RSS in Plain English: http://www.youtube.com/watch?v=0klgLsSxGsU
Tying it all together: http://ltc.umanitoba.ca/wiki/index.php?title=TyingItAllTogether
Everybody’s a Network: http://www.buzzmachine.com/2006/05/21/everybodys-a-network/
Activities:
Setup a bloglines or Google Reader account and subscribe to several blogs. Detail your experiences on your blog…is this something of value? If so, will you incorporate it into your information habits? If not, why not?
Assignments:
Final preparation week before presentations next week! Continue working on your presentation and your CMAP.
Week 7 & 8: tools of the trade
Week 7: Lets dive into the tools
Presentations and Papers
- http://delicious.com/edtechtalk/etw100
- http://www.slideshare.net/janehart/top-100-tools-for-learning2008-presentation?type=powerpoint
Readings
Review paper from week one and sections from We Are Media project.
Activities:
Find 2 new tools and connect them to the work that you are doing for your week 8 project
Assignments:
No new assignments this week. We should be posting our thoughts and concerns about our presentation for week 8 in the moodle.
Additional Readings
Week 8: Presentation Time
Presentations and Papers assignments will be introduced in week 2 to help participants prepare.
Readings
Activities:
- Continue working on the course glossary.
- comment on the threads set up for each presentation
Assignments:
- Direct us to your presentation on the topic you've chosen to cover.
Week 9: How can I trust the internet? - Defending wikipedia for what it is
Trust for online information is not substantially different from traditional information sources. It's not so much that wikipedia is infallible but that all sources of information are. The same trust issues exist in wikipedia that exist in all forums. Wikipedia serves to raise the important fact that all information should be suspected and viewed with a critical eye.
Readings
Nature "cooked" wikipedia article
Additional readings will be provided before week 9
Activities:
A critical concept is raised this week: can we trust information produced by 'the masses'? Or, for that matter, can we trust experts? This week, reflect on why you trust certain sources of information. In what way is trust different online than it is in face to face environments? What role does wikipedia serve in today's information environments? How can we begin to trust user-created information? Create a short video of your response (keep it simple, use a web cam) and post to blip.tv and the moodle discussion forum.
Assignments:
Continue working on your PLE CMAP
Additional Readings
http://en.wikipedia.org/wiki/Wikipedia:Academic_use
Week 10 & 11:Community Learning - participation AS learning
Week 10: learning in a community
Presentations and Papers
Readings
- http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum/
- http://davecormier.com/edblog/2008/11/13/community-responsibility-vol-1-omg-is-this-a-community/Nancy White on community
Activities:
Assignments:
Additional Readings
Week 11: Getting out there
Presentations and Papers
Readings Minds on Fire
Activities:
- Keep a running record of your online activities, the places you have visited and track your own responses to it.
Assignments:
Visit one of the http://edtechtalk.com episodes live and report back in your PLE. You should participate in the chatroom and listen to the audio from that show. Try to track what is happening. Which people appear to be the leaders? How does the discussion progress? What do you think of the people discussing the issues? Did you get any response from people when you tried to participate?
Week 12: Networks: learning as connectedness
What does it mean to learn in networks? During this course, you've experimented with various tools. Gibson's notion of affordances (.pdf) is an important framework in considering technology. Network tools set the stage for network learning. But what does that mean? In what way is learning networked? This week, we will turn our attention to networked learning, adding a conceptual framework to the tools we've experienced practically.
Network learning has many definitions, due largely to the vagueness of the term "networks". Networks are used to describe the physical infrastructure, the ability to connect with others, etc.
Readings
Learning and Knowing in Networks (.pdf)
Activities:
What is networked learning? In the moodle forum (or your blog) please provide your definition of networked learning. Use your experience in this course, as well as learning network definitions from online searches, as a basis for providing your own views of networked learning.
Assignments:
Finalize your concept map and post to the moodle forum or on your blog
Additional Readings
Time: Week 12
Assessment
Participation
Emerging technology is primarily about participation. The readings and activities in this course are designed to encourage the idea that learning is a participatory venture and that you learn as much from making intelligent 'critical' commentary on the work of other as from the work you yourself do. Rather than defining a strict limit (as is often done in online courses - i.e. post 3 times and comment on 2 others), we've decided to keep things less rigid. Your evaluation will be based on active involvement in forums, blog posts, and other forums as explored during the course. You are expected to be active throughout the course. Active involvement throughout the course is important for participants to explore the full range of tools and processes. If you have questions about participation marks, please contact the instructors.
Mid-course presentation
This presentation should include an indepth discussion of one of the tools layed out in the We Are Media project and it should be contextualized to both your own practice as well as the readings and discussions explored during the course. We will be looking for your response to feedback generated from other students in week 7 as well as how working on this project has the potential to 'go forward' into your professional work.
Concept map: map out content and social network
Concept maps are tools that allow learners to express how they view concepts. Review Introduction to Concept Mapping (.pdf) for more information. For your concept map, we suggest using the free CMAP tool.
The list of PLE's introduced in week two should be seen as the backdrop for this assignment. The more detailed of those concept maps include a blog post that contextualized not only the individual pieces of the given map but also the reasoning for approaching a Personal Learning Environment in the way that is chosen. A solid understanding of how you like to organize your own learning is a key output of this course and will hopefully be visible in your map.
Links of interest:
http://ltc.umanitoba.ca/wiki/Emergingtech
http://eci831.wikispaces.com/Alec Couros' course at the university of Regina
http://www.wearemedia.org/tools+templateWe are media project.
Parents as Partners Episode #31 November 16, 2009 (16 November 2009)
Jeff Utecht and Daneah with students from International School Bangkok: Operation Smile (16 November 2009)
Week of November 7 - November 13, 2009 (16 November 2009)
Teachers Teaching Teachers #175 - Looking Forward to the National Writing Project's Annual Meeting with 3 Presenters - 11.04.09 (15 November 2009)
EdTechWeekly #143 (15 November 2009)
ACADEMIC INTEGRITY
It is important to the Continuing Education Programs Area of the Extended Education Division that the reputation and quality of its programs are maintained and that everyone associated with them upholds the principles of academic integrity. This can be accomplished when all stakeholders act in a fair and reasonable manner toward peers, faculty, staff, administration and the physical property of the University. The achievement of this goal is equally important both on-campus and off-campus. Violations of University regulations which have been adopted to protect the university community will be subject to disciplinary action. Violations of academic integrity include but are not limited to:
ACADEMIC DISHONESTY -- PLAGIARISM AND CHEATING
- to take ideas or words of another person and pass them off as one’s own without referencing the source, this includes published and unpublished works as well as tables, graphs and diagrams. This is plagiarism -- it is stealing something intangible rather than an object. To provide adequate documentation is not only an indication of academic honesty but also a courtesy which enables the reader to consult your sources with ease.
- copying the answers of another student or providing answers to another student in any test, examination, or take-home assignment
- taking unauthorized materials into an examination or term test
- impersonating another student or allowing another student to impersonate you for the purpose of submitting academic work or writing any text or examination
- accessing tests prior to the time and date of the sitting
- changing answer(s) on a test after that test has been graded and returned
- group projects are subject to the same rules regarding academic dishonesty
SEXUAL HARASSMENT AND VIOLATION OF HUMAN RIGHTS
- The University of Manitoba endeavours at all times to provide an environment that is supportive of the fair treatment of all members of the University community and is conducive to relationships based on mutual respect, cooperation and understanding.
- The University does not condone behaviour that is likely to undermine the dignity, self-esteem or productivity of any staff member or student.
- The University must not and will not condone any unreasonable discrimination based on, inter alia, racial, ethnic or national origin, age, sex, sexual orientation, ancestry, disability, religious belief or political belief, and any coercive or harassing behaviour that violates not only the human rights of the victim but also the fundamental human rights and values of the University, including the value it places on high standards of personal and professional integrity and responsibility.
Violations of academic integrity including plagiarism, cheating, vandalism, sexual harassment and human rights are serious offences and may lead to a range of disciplinary measures up to, and including, dismissal or expulsion.
