Delivery Modes Matrix

A straightforward explanation of various modes of delivering distance learning (e.g., traditional, synchronous video, hybrid, fully online) from Old Dominion University. The matrix does not seem fully comprehensive but it can serve as a primer.

David

George Orwell: Blogger?

Starting August 9th, George Orwell's diaries will be published online in blog format at the Orwell Diaries. Each blog post will mirror the diary entries - only 70 years in the future. It's an interesting way to present the material (which, prior to this project, hasn't been widely published) & hopefully it will introduce Orwell's writing to a new audience.

As someone who hasn't always been the hugest fan of blogs, I am intrigued by the idea of one of my favorite authors being portrayed as a proto-blogger (will Orwell's personal minutia be more readable than the typical blog's?? I sure hope so!). I've got my feed reader set for the 9th!

Flow Journal: the value of user-generated content

Flow TV is one of my favorite media studies journals, the fact that it is online and open-source makes me like it that much more.

The newest issue features the article "Keep on rockin' in the free (virtual) worlds: why user-generated content matters." The article discusses Google's virtual life experiment, Lively, its relation to Second Life and earlier user-created virtual worlds, and the co-opting of user-created design, content and creativity.

"From the very beginning, the personal computer industry has been fueled by the desire to empower users, and it is disheartening when virtual world entrepreneurs overlook this bedrock principle.... What about the international cadre of volunteers who make sure that the Second Life Library on Info Island is staffed around the clock with reference librarians? Or the global teenagers who combine their creative energies to organize symposia and create multimedia presentations about transnational political issues?" Read the article here.

Elit 2.0: A Guide to Literary Works on Social Software

Do you want to teach Web 2.0 technologies but need some exemplary creative texts for students to "read" as examples and/or illustrations of the tool's creative potential?

Check out ELit: A Guide to Literary Works on Social Software

"While students are still developing literacies in new technologies it is important that their adoption involves more than just accepting the software at interface value. What these technologies are and can be has yet to be decided and this set of electronic literary works offers an artistic exploration of their possibilities that will enrich the quest for software literacy."
From: WRT: Writer Response Theory: a blog and podcast dedicated to discussing text arts forms

Social Technographics defined

I hadn't heard this phrase used before to describe the various roles users entail when using/interacting with social technologies.

This online slide presentation from Forrester quickly outlines the multiple roles, which are:
Creators
Critics
Collectors
Joiners
Spectators
Inactives

I think many users can operate in multiple roles depending on the social network and tasks at hand.

These role definitions also offer a nice conceptual structure in which to introduce students to the current internet landscape of production, consumption, and socializing.

Web 2.0 and Institutional Challenges

Juan Freire writes a thought-provoking article on the challenges educational institutions are having adopting Web 2.0 tools in eLearning Papers. He lists the bottlenecks for adoption as:

1. "Rejection by the users, personnel and students. Many of the users of the tools available in the Internet 1.0 are reluctant and fearful of learn new abilities needed to use new software and change their attitudes about education and knowledge. Also, in most cases, change is a matter of personal interest and work without any specific incentive system adapted to these objectives.
2. Lack of an incentive system or perverse effects.
3. Available pre-web 2.0 technology. Universities have made large investments during 1980 and 90s to develop in-house or buy software platforms. This infrastructure could become a barrier . . . .
4. Universities show in some cases a culture of aversion to innovation and entrepreneurship. Bureaucracy, governance, procedures for decision-making and inertia in large institutions are in many cases the worst environment for inside innovation and entrepreneurship. However, the adoption of technology and working methods associated with web 2.0 requires a high dose of experimentation and creativity. "

His solution would involve:

1. "Learning from previous and on-going experiences. Successful uses of web 2.0 are yet an experimental field where trial-and-error is the basic approach. A considerable base of experience is being developed (and shared) by lead users and organizations that could be mined by other interested parties to gain efficiency in their processes of adoption.
2. Open access and use of contents. Web 2.0 is especially useful and creative when knowledge is digitized, modular and allowed to be used and distributed in a flexible way.
3. Design the organization as an open platform for knowledge creation and sharing, both among members of the internal community and with the participation of external users."

You can read the full article at http://www.elearningeuropa.info/files/media/media15530.pdf.

Pedagogy 2.0

Great article on how Web 2.0 can create pedagogy 2.0. Here's a snippet. The rest of the article is at Innovate, a journal on online education.

"Pedagogy 2.0 is defined by:

• Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas;
• Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;
• Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;
  Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;
• Resources: Multiple informal and formal sources that are rich in media and global in reach;
• Scaffolds: Support for students from a network of peers, teachers, experts, and communities; and
• Learning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.

With this learner-based, communal, media-rich, flexible approach, Pedagogy 2.0 uses social software tools to enable the development of dynamic communities of learning through connectivity, communication, and participation."