Phew, this is my final blog post for the summer session with Web 2.0 EME 6414! It really has been a productive and interactive past six weeks... I can now say from among a number of online platforms, that I have experience working with blogs, navigating Twitter, and joining the LinkedIn community (this last account mentioned is certainly one I plan to keep building on through my profile content and connections.)
There were definitely a handful of interesting tools and communities to observe and also participate in during this course. I appreciated checking out other classmates work and topics of interest as we completed assignments. Even noticing what other classmates are doing for their summer has been a cool way to interact through our course's blog page and Twitter hashtag.
Looking back now from the first week getting started with EME 6414, these course assigments and online tools did their jobs pretty well of keep everyone connected and interacting online. Regardless of being in so many spread out places for travel and summer plans, we seemed to stay in the loop and share along the way as we went through content each week. One of my hopes and intended goals for taking this course was to understand how education can be developed and enhanced while using Web 2.0. I feel far more confident and informed now as I move forward with some of the many online tools, resources, and communities that are available for this purpose. Educators, professionals, and social networks each have an established online presence that will continue growing as we navigate further with Web 2.0. It is pretty exciting just to be part of such a quickly developing network!
Friday, August 3, 2018
International Usage of Social Media
Another one of the topics covered about Web 2.0 (going back to during Week 5) was international perspectives. Social media has such an expansive reach now that it is becoming very interesting to see interactions occurring among international communities. I appreciate being able to keep up with friends online who no longer live in the US, especially through communications supported on Facebook and Instagram.
During the previous course week, we discussed how to best design content for international users. Social media-based learning and performance support may be set up differently to address a number of influencing factors. For example, there may be some language barriers or different cultural expectations being held for interactivity. The general level of accessibilty online and which specific tools are available will also vary for users with international settings. Additionally, the local time zones in regions may be quite different depending on where users are located.
Keeping all of these considerations in mind is not a simple but certainly realistic task necessary for instructors and instructional designers alike. The content being provided to learners (whether it is done formally for course credit/training or is informal learning to support work performance) should be made clear and accessible. Some educational and job support content can even be made further individualized if needed. One example I recall coming up regularly of this was while I worked in Title I schools. Many families there had their young children learning English as first time speakers. Teachers would provide an extra copy of the class newsletters we sent home weekly in Spanish to accommodate the communication in both languages.
During the previous course week, we discussed how to best design content for international users. Social media-based learning and performance support may be set up differently to address a number of influencing factors. For example, there may be some language barriers or different cultural expectations being held for interactivity. The general level of accessibilty online and which specific tools are available will also vary for users with international settings. Additionally, the local time zones in regions may be quite different depending on where users are located.
Keeping all of these considerations in mind is not a simple but certainly realistic task necessary for instructors and instructional designers alike. The content being provided to learners (whether it is done formally for course credit/training or is informal learning to support work performance) should be made clear and accessible. Some educational and job support content can even be made further individualized if needed. One example I recall coming up regularly of this was while I worked in Title I schools. Many families there had their young children learning English as first time speakers. Teachers would provide an extra copy of the class newsletters we sent home weekly in Spanish to accommodate the communication in both languages.
Thursday, August 2, 2018
Social Media Presence and Privacy
One of the articles I read this final week of the summer Web 2.0 course was actually written by two Florida State professors from the Instructional Systems program: Vanessa Dennen and Kerry Burner. The journal article Identity, context collapse, and Facebook use in higher education: putting presence and privacy at odds is from 2017 in Distance Education's online journal. This was interesting reading following a previous week in our course already discussing context collapse (an idea referring to how a personal identity can overlap in social, professional, and educational spheres, etc.)
One of the points initially expressed is that the findings of their study related to how college student participants viewed using Facebook-- specifically whether it was for social or more academically focused purposes. The study followed how students felt this social network could support personal and social identity for performance in learning and interaction with classmates and instructors. It appeared that their findings showed what I also expected to be the case: students had mixed feelings about Facebook being used formally in a school context. I tend to use Facebook primarily for interacting socially with friends and family first, then some selectively more professional or academic interactions follow up afterwards.
Online social presence and identity is certainly something that individuals choose (or not) to regulate for specific settings and purposes, depending on their different environments and networks. This idea of context collapse is supported by the journal article's description of how students would alter their privacy settings and censor their Facebook content to avoid an overlap occuring among different social or academic networks. "Students may use Facebook to support informal learning, but view it primarily as a social tool (Madge, Meek, Wellens, & Hooley, 2009)." I know many people who feel this way as well and agree there is value in personally monitoring what and how much is being posted within your online accounts.
One of the points initially expressed is that the findings of their study related to how college student participants viewed using Facebook-- specifically whether it was for social or more academically focused purposes. The study followed how students felt this social network could support personal and social identity for performance in learning and interaction with classmates and instructors. It appeared that their findings showed what I also expected to be the case: students had mixed feelings about Facebook being used formally in a school context. I tend to use Facebook primarily for interacting socially with friends and family first, then some selectively more professional or academic interactions follow up afterwards.
Online social presence and identity is certainly something that individuals choose (or not) to regulate for specific settings and purposes, depending on their different environments and networks. This idea of context collapse is supported by the journal article's description of how students would alter their privacy settings and censor their Facebook content to avoid an overlap occuring among different social or academic networks. "Students may use Facebook to support informal learning, but view it primarily as a social tool (Madge, Meek, Wellens, & Hooley, 2009)." I know many people who feel this way as well and agree there is value in personally monitoring what and how much is being posted within your online accounts.
Week 6 Tool: Nuclino
It's the final week of this Web 2.0 summer course, EME 6414! This week's overall focus is considering privacy and ethics in online learning environments. In one way we are reflecting back on the past six weeks summer session. In another way, this last week of the course is also about deciding how to take the content we covered and now move forward with it.
One of the final tools being featured this week is called Nuclino. Nuclino is a tool I had not used before this week but looks like an app that could be pretty useful in the future. Nuclino works as a knowledge sharing tool to help team members share content within their group. Members can collaborate, organize, and update the content as they are working. It also has cloud based storage to stay updated in real time.
Our course group pages on Nuclino feature the "Best of EME 6414" resources we have collected during the past six weeks. There are different tab areas to pin useful articles and other related resource links online. Assignments students have completed during this course are also being posted in an additional part of Nuclino that collects some of our example work. I added in to the article resources that are listed for Twitter with a journal article describing a Twitter case study I had read and discussed during a previous week.
I surely just saw the surface of Nuclino here... It looks like there are even features available in the app to create wikis, meeting agendas, and workspaces for sharing design ideas among team members.
One of the final tools being featured this week is called Nuclino. Nuclino is a tool I had not used before this week but looks like an app that could be pretty useful in the future. Nuclino works as a knowledge sharing tool to help team members share content within their group. Members can collaborate, organize, and update the content as they are working. It also has cloud based storage to stay updated in real time.
Our course group pages on Nuclino feature the "Best of EME 6414" resources we have collected during the past six weeks. There are different tab areas to pin useful articles and other related resource links online. Assignments students have completed during this course are also being posted in an additional part of Nuclino that collects some of our example work. I added in to the article resources that are listed for Twitter with a journal article describing a Twitter case study I had read and discussed during a previous week.
I surely just saw the surface of Nuclino here... It looks like there are even features available in the app to create wikis, meeting agendas, and workspaces for sharing design ideas among team members.
Sunday, July 22, 2018
Social media case study with Twitter
Although I only have this preview version, here is an interesting Twitter case study that I thought to share here. I am also planning to add it onto our EME 6414 Diigo course group page. In this 2013 journal article, Lin, Hoffman, and Borengasser, described how higher education students consider using Twitter as a classroom tool. The researchers held a qualitative case study to examine the results of three class settings.
The authors describe how students shared their self usage and interest using Twitter as well as how they prefer to participate in this social media platform. Another point made is that Twitter is traditionally considered to be a social tool and will need to be integrated correctly within courses for educational settings. Some areas for further progress to made while using Twitter might include orivacy, modeling, and specific course designs.
Right underneath the article's preview are actually a number of interesting references listed. Many of these links also identify studies that were done using Twitter. However, a number of them relate to how faculty members may be using Twitter in addition. Social media certainly is a wide reaching, popular, and commonly available tool now. I think the recent opportunities that are forming to better use so many platforms during formal and informal learning situations are pretty cool! Hopefully many students and educators can both benefit from adapting to implement better instructional strategies with Web 2.0.
The authors describe how students shared their self usage and interest using Twitter as well as how they prefer to participate in this social media platform. Another point made is that Twitter is traditionally considered to be a social tool and will need to be integrated correctly within courses for educational settings. Some areas for further progress to made while using Twitter might include orivacy, modeling, and specific course designs.
Right underneath the article's preview are actually a number of interesting references listed. Many of these links also identify studies that were done using Twitter. However, a number of them relate to how faculty members may be using Twitter in addition. Social media certainly is a wide reaching, popular, and commonly available tool now. I think the recent opportunities that are forming to better use so many platforms during formal and informal learning situations are pretty cool! Hopefully many students and educators can both benefit from adapting to implement better instructional strategies with Web 2.0.
Social Media and Instructional Design
"Social Media and Instructional Design" is currently part of the weekly readings list. It also happens to be an excerpt from one of the chapters of the Trends and Issues in Instructional Design textbook for a course I just took this past spring. The reading is authored by my Web 2.0 professor and edited by Reiser and Dempsey. Being familiar with this section already, I remebered some of the good quotes it had about this emerging field. "These networks have for many become an indispensible part of everyday life, guiding activities both at work and at home and connecting individuals with other people and information on an as-needed basis."
The passage continues to explain how higher education is working to incoporate social media inside and out of learning environments: "For example, it has been used to support marketing and recruitment, student outreach, and extracurricular activities. In the learning context, social media use may be institutionally prompted or encouraged, or initiated by the individual instructor or instructional designer." There is a typically a push for social media usage to integrate currently used technology and participate in instructional trends in hope to keep students motivated.
Another valuable part included in this reading passage is the table of popular social media tools with educational purposes. This table provided a lot of helpful information while I was also making a group presentation about Online Learning Trends in another course I took this past spring. It lays out some specific instances with details about a variety of social media tools being used in education.
There are certainly further examples than just the tools listed here... some of these main highligthed social media tools in education include: Facebook (student organization or course groups,) YouTube (video tutorials,) MOOCs (massive online open courses,) LinkedIn (professional networking,) Blogs (professional topics and discussion,) and Twitter (organizational news/updates and communication.)
The passage continues to explain how higher education is working to incoporate social media inside and out of learning environments: "For example, it has been used to support marketing and recruitment, student outreach, and extracurricular activities. In the learning context, social media use may be institutionally prompted or encouraged, or initiated by the individual instructor or instructional designer." There is a typically a push for social media usage to integrate currently used technology and participate in instructional trends in hope to keep students motivated.
Another valuable part included in this reading passage is the table of popular social media tools with educational purposes. This table provided a lot of helpful information while I was also making a group presentation about Online Learning Trends in another course I took this past spring. It lays out some specific instances with details about a variety of social media tools being used in education.
There are certainly further examples than just the tools listed here... some of these main highligthed social media tools in education include: Facebook (student organization or course groups,) YouTube (video tutorials,) MOOCs (massive online open courses,) LinkedIn (professional networking,) Blogs (professional topics and discussion,) and Twitter (organizational news/updates and communication.)
Saturday, July 21, 2018
Week 4 Tools: Part 2
Google Classroom is an additional Web 2.0 tool to try out this week in EME 6414. I looked around within the program to preview some of their cool educational features, especially on the app available with Google Play. They offer a free service that educators and students can use through their Google account to connect with each other. It helps keep their course content and assignments all organized online and in Google Drive. Instructors can make announcements and hold class discussions. It does look pretty successful with just under 70,000 user reviews showing. Many of those appear to be written with some positive remarks.
Google + actually has an online community based on Google Classroom Education called Teachers Helping Teachers. THT was one of the communities I actually selected to observe then discuss in my Community Observation assignment. I can see how this group has a hand in Google Classroom clearly from the ideas, discussions, and resource sharing that is regularly being posted. This communication displayed some results from using this app in a variety of educational settings (whether for K-12 grades, higher education, or international purposes.)
Another cool thing to see about Google Classroom and their related online community was the professional development ideas and opportunities being posted in the Teachers Helping Teachers group. This included help forum postings, activity ideas for adult educators, linked video or image media, and other resources like online sessions held to cover certain professional education topics. Either way, both the Google Classroom app and its corresponding online community appear to support instructors and better equip them and their students, especially in technology-based situations. If only there was this kind of organization and enrichment provided more to face to face classroom educators and administrators!
Google + actually has an online community based on Google Classroom Education called Teachers Helping Teachers. THT was one of the communities I actually selected to observe then discuss in my Community Observation assignment. I can see how this group has a hand in Google Classroom clearly from the ideas, discussions, and resource sharing that is regularly being posted. This communication displayed some results from using this app in a variety of educational settings (whether for K-12 grades, higher education, or international purposes.)
Another cool thing to see about Google Classroom and their related online community was the professional development ideas and opportunities being posted in the Teachers Helping Teachers group. This included help forum postings, activity ideas for adult educators, linked video or image media, and other resources like online sessions held to cover certain professional education topics. Either way, both the Google Classroom app and its corresponding online community appear to support instructors and better equip them and their students, especially in technology-based situations. If only there was this kind of organization and enrichment provided more to face to face classroom educators and administrators!
Wednesday, July 18, 2018
Week 4 Tools: Part 1
Three weeks remaining with Web 2.0 in EME 6414! Part of this week includes trying out some more social media-based tools. This blog post is about working over time with the Google Maps program. Google Maps is a tool I had been previously familiar with but then upon getting an iPhone, I switched over to using their Maps app. However, it was worth going back into Google's navigational platform to become reaqquainted with the updated program.
Initially, I was used to typing in a starting location then ending location on Google Maps, almost like a basic webpage set up on Mapquest. The results would show the route with each travel step listed to take and a corresponding map image. It was relatively useful only with information printed out until their app was available and became capable of real time naviagtion. I think more recently using Google Maps was helpful because of the features that will keep updating as data is being received and changing in time. Among those features are the nearby speed limit, accidents within the area, road construction, detours, traffic, etc.
A couple of features that I futrther noticed have been useful on Google Maps were estimated travel times (they stay up to date with your traveling route's traffic pace) and switching modes of transportation. There are at least a handful of modes to choose from whether or not you are driving. Walking is a handy option when I have been in larger downtown areas for exploring sites. Alternative routes that are offered if there is too heavy traffic congestion on a main roads also can definitely help out for taking a trip or commute as needed.
Finding locations locally in relation to other points that I am already familiar (or I know I can get pretty close to from watching my location move in real time on their map's view) is one other feature that has helped me more than once! A last feature I was glad to see added into Google Maps was options and popular locations near the current area it can find such as: gas stations, hotels, shopping, and travel sights or attractions.
Initially, I was used to typing in a starting location then ending location on Google Maps, almost like a basic webpage set up on Mapquest. The results would show the route with each travel step listed to take and a corresponding map image. It was relatively useful only with information printed out until their app was available and became capable of real time naviagtion. I think more recently using Google Maps was helpful because of the features that will keep updating as data is being received and changing in time. Among those features are the nearby speed limit, accidents within the area, road construction, detours, traffic, etc.
A couple of features that I futrther noticed have been useful on Google Maps were estimated travel times (they stay up to date with your traveling route's traffic pace) and switching modes of transportation. There are at least a handful of modes to choose from whether or not you are driving. Walking is a handy option when I have been in larger downtown areas for exploring sites. Alternative routes that are offered if there is too heavy traffic congestion on a main roads also can definitely help out for taking a trip or commute as needed.
Finding locations locally in relation to other points that I am already familiar (or I know I can get pretty close to from watching my location move in real time on their map's view) is one other feature that has helped me more than once! A last feature I was glad to see added into Google Maps was options and popular locations near the current area it can find such as: gas stations, hotels, shopping, and travel sights or attractions.
Friday, July 13, 2018
Linked In
Another new tool, or at least for me, that we are looking at in our Web 2.0 course is Linked In. I was already hoping to get an account started soon as my internship then graduation are approaching in the near future after this fall semester. (What an exciting, slightly nerve racking thought to know that my Masters degree program is flying!)
Getting a Linked In account set up was actually something a number of classmates and friends had suggested I should do as well. When first logging into the platform, it almost reminded me of a more professionally centered version of Facebook. I was also glad to notice a number of people I already knew on there through graduate school, previous work experiences, and family/friend relations.
I definitely have a fair amount of content to add into my account yet but am glad I joined when I did. I needed a chance to get some time becoming familiar with their feaures and can now continue over time with building a network of connections. It appears like a good tool to keep checking while finding/developing a network of somewhat personal to professional connections. I also plan to work on adding further content to my profile next as I alread have some materials available to upload. It additionally looks like portfolio sample items can be added on to your account. This will be a helpful feature as I finish working an internship and completing Florida State's instructional design program.
One interesting point I saw being mentioned in course discussions this week related to how different occupational fields are using Linked In, or not really using it at all. I am sure Linked In could have a big part in some organization's decisions about hiring their candidates. It does not seem like many K-12 teachers necessarily are using Linked In though. From my background in education, this is probably due to a lack of time and school districts not relying on it to making many hiring decisions. However, I think that connections and professional network outreach are promoted well by Linked In. These are clearly worthwhile opportunities to participate in as I continue with my student level then professional work among the education and instructional design fields!
Getting a Linked In account set up was actually something a number of classmates and friends had suggested I should do as well. When first logging into the platform, it almost reminded me of a more professionally centered version of Facebook. I was also glad to notice a number of people I already knew on there through graduate school, previous work experiences, and family/friend relations.
I definitely have a fair amount of content to add into my account yet but am glad I joined when I did. I needed a chance to get some time becoming familiar with their feaures and can now continue over time with building a network of connections. It appears like a good tool to keep checking while finding/developing a network of somewhat personal to professional connections. I also plan to work on adding further content to my profile next as I alread have some materials available to upload. It additionally looks like portfolio sample items can be added on to your account. This will be a helpful feature as I finish working an internship and completing Florida State's instructional design program.
One interesting point I saw being mentioned in course discussions this week related to how different occupational fields are using Linked In, or not really using it at all. I am sure Linked In could have a big part in some organization's decisions about hiring their candidates. It does not seem like many K-12 teachers necessarily are using Linked In though. From my background in education, this is probably due to a lack of time and school districts not relying on it to making many hiring decisions. However, I think that connections and professional network outreach are promoted well by Linked In. These are clearly worthwhile opportunities to participate in as I continue with my student level then professional work among the education and instructional design fields!
Thursday, July 12, 2018
User Data and Ownership
From some of the course readings this week, a good journal article I reviewed was "User Data on the Social Web: Authorship, Agency, and Appropriation." It was written by Jessica Reyman in 2013 and contributes to the discussion beginning about data usage and ownership of online content by users in social media platforms. Much of the writing actually focuses on Facebook examples as other social media tools were still being developed and emerging after that year. However, this article's topic continues to be a popular area of debate and public consideration.
Data mining was a term commonly used through the reading and area I was somewhat familiar with from my previous summer session course on learning analytics. This excerpt describes online data collection from social media well: “Although users are aware of the content they are contributing online—when sharing a photo, writing a blog post, updating a status, or entering a 140-character tweet—many are unaware of the additional, hidden contributions of data made with each act of participation. Yet these additional contributions of user data are inextricable from each and every act of composing via social and participatory Web technologies.”
There is definitely an ongoing debate that continues to stew, especially with controversy like the leaks that occurred from personal Facebook accounts. The ownership status of various online information forms is not always a clear black and white idea. It seems that there are not simple answers readily given about limiting how online platform providers or users may create and distribute their content.
The best way to explain the overall point the article was sharing came down to another quote. It is also a good one that I will end this post with... “Rather, they are working collaboratively with other users, texts, and technologies to create content, form networks, and, ultimately, write the social Web.”
Data mining was a term commonly used through the reading and area I was somewhat familiar with from my previous summer session course on learning analytics. This excerpt describes online data collection from social media well: “Although users are aware of the content they are contributing online—when sharing a photo, writing a blog post, updating a status, or entering a 140-character tweet—many are unaware of the additional, hidden contributions of data made with each act of participation. Yet these additional contributions of user data are inextricable from each and every act of composing via social and participatory Web technologies.”
There is definitely an ongoing debate that continues to stew, especially with controversy like the leaks that occurred from personal Facebook accounts. The ownership status of various online information forms is not always a clear black and white idea. It seems that there are not simple answers readily given about limiting how online platform providers or users may create and distribute their content.
The best way to explain the overall point the article was sharing came down to another quote. It is also a good one that I will end this post with... “Rather, they are working collaboratively with other users, texts, and technologies to create content, form networks, and, ultimately, write the social Web.”
Wednesday, July 11, 2018
Intellectual Property
This week's voicethread focused on intellectual property and some related issues to the topic. It was a good way to start considering if online interactions and content sharing may have associated risks. Efforts for protecting intellectual property was covered as well. This area covered the reaches of copyright, fair usage, public domain, and Creative Commons. Copyright deals with the legal areas concerned in ownership of material. Fair Usage pertains to reasonably using information for educational purposes, mainly by libraries. When content has an expired copyright it can no longer be owned by individuals and becomes public domain online. Finally, Creative Commons relates to open access in others' usage of content.
Creative Commons still regulates how items are being copied, distributed, and built upon. This usage also has layers of legal, technology, and personal considerations. I found out our EME 6414 course blog actually has a Creative Commons license. The Creative Commons website was an interesting place to check out. It provides a lot of information on their current work, some featured projects, accomplished representatives, and shares news updates.
Another point stemmed from intellectual property that we are looking at in the discussion board is whether it is ok to give away creative content for free. One of the website examples posted that I am familiar with was Teachers Pay Teachers. TpT is a great resource with webpages full of lesson and activity materials that are generally available at low costs or free to fellow teachers. They even have a blog and other active community features.
Between Teachers Pay Teachers and Pinterest, I have seen that there is usually pretty clever and creative content within reach for educators in K-12 settings. Unfortunately, during my teaching experience much of this material was not provided by core curriculum being used recently to teach in elementary school classrooms (or at least in Florida.) Curriculum development and educational resources made more available to instructors online or in print formats for K-12 grades and beyond are currently bigger interest areas for me within the Instructional Design field.
Creative Commons still regulates how items are being copied, distributed, and built upon. This usage also has layers of legal, technology, and personal considerations. I found out our EME 6414 course blog actually has a Creative Commons license. The Creative Commons website was an interesting place to check out. It provides a lot of information on their current work, some featured projects, accomplished representatives, and shares news updates.
Another point stemmed from intellectual property that we are looking at in the discussion board is whether it is ok to give away creative content for free. One of the website examples posted that I am familiar with was Teachers Pay Teachers. TpT is a great resource with webpages full of lesson and activity materials that are generally available at low costs or free to fellow teachers. They even have a blog and other active community features.
Between Teachers Pay Teachers and Pinterest, I have seen that there is usually pretty clever and creative content within reach for educators in K-12 settings. Unfortunately, during my teaching experience much of this material was not provided by core curriculum being used recently to teach in elementary school classrooms (or at least in Florida.) Curriculum development and educational resources made more available to instructors online or in print formats for K-12 grades and beyond are currently bigger interest areas for me within the Instructional Design field.
Tuesday, July 10, 2018
Digital Curation
It is already week 3 in EME 6414, phew! This week focuses on Curation and Intellectual Property. I got startted by looking through a Spark Presentation about digital curation. The presentation opened with a neat illustration on content curation-- ways of organizing and sharing content on a topic. Content curation can have some different forms. Aggregation, distillation, elevation, mash up, and chronology are each an approach to content curation.
I thought the meanings of these approaches were mostly self explanatory. Those forms also made me consider how I may have already seen content curation being represented somewhow online in each form. An example I did not think of (but should have) was bookmarking webpage tabs, though I definitely make an effort of doing this. Typically keeping some bookmarked tabs with current and important information pulled up helps me stay organized while I am working online. The struggle is usually not to keep a ton of things open all at once on my laptop!
Pinterest and Goodreads were a couple of tools mentioned in the Spark presentation that I already have some practice using. Pinterest is a fun way to keep ideas and references of photos, links, and even some tutorials about whatever topic you can think of to search. I believe most of my pins relate to the boards I created on Pinterest so far about pets, projects, art, photography, hairstyles, education, Bible verses, food or drinks, and holidays or special events.
Goodreads was actually a website I am glad I just chose to try out during my previous summer session course on Learning Analytics. The Goodreads website lets you create an online bookshelf with ratings, comments, and suggested books by genres/your friends' choices. Clearly there are numerous ways to discover a lot of good books whenever I check back on there. Flickr is probably the next online tool I am interested in trying out soon. Organizing photo presentations is a fun task and something I could use some practice in further.
Sunday, July 8, 2018
Communities, Networks, and Tools all online: Part 2
Continuing from my previous post, there are many online communities that form networks of connections between users. At times these spheres may intersect, which was one of the topics emphasized during our course this week. The idea is called context collapse-- where people in different online communities tend to collide, often times within a social media network.
An interesting part of context collapse to consider is how it depends on an individual's perspective and their different personal portrayals. An individual's portrayals of their self may differ among groups of people and the associated online accounts being used. For example, some social media tools can have content being shared just for fun or communication purposes while other online programs like LinkedIn tend to only have a more professional nature.
I personally related with the ideas of how individual self-monitoring becomes necessary within context collapse. Sometimes, the online tools and users in them are bound to intersect so it is necessary to regulate what information and how much you choose to post and share about yourself.
I definitely have found generally with social media apps and specifically on Facebook that it is important to be careful and aware of what content I post, comment on, and am tagged on. This simply is the result of me trying to maintain a personal presence online that reflects well as I know there are so many other people (whether they are relatives, friends, peers, coworkers, etc.) who can see it. An additional note I try to keep in mind is that having worked with kids in local classrooms and at my church, I also have some friendly parents and school staff members connected to my profile through Facebook.
Communities, Networks, and Tools all online: Part 1
Another online tool I started up for professional community and network building this week is LinkedIn. I had been planning to make an account since starting graduate school so the tool introduction and mentions that have appeared so far during this course were quite a good push! Just like with Twitter, I plan to continue developing my profile page information and investigating other pages and members to connect with and follow.
I think Nuzzle, Slide Share, and Reddit are the only tools being discussed so far that I have yet to dig deeper into since starting my EME 6414 coursework. Nuzzle sounds like a clever catch all to collect and see more of the content your contacts/friends online are currently viewing. Slide Share also sounds like a useful program for sharing presentation content like slides and other media. I appreciate from an educator's perspective the available ways to search by the topic of presentations for shared materials. Creating all your own items completely from scratch every single time you write a lesson or prepare an activity for a group of learners, regardless of age/grade level really can become tedious! Reddit discussion forums and subreddits in online feeds are something I may yet observe. However, I agree with a classmate from the Voicethread saying these networks can be a little intimidating as it seems like a bunch information is buzzing around quickly in this area online.
It is pretty interesting how the more online tools that I have learned to use now (whether they are social media, professionally based, or education oriented) there are some relatively common features noticed among them. Even the webpage layouts and ways to link and post certain media may be similar now across programs and platforms found online. The reaching out and intersections of so many available online spheres was an additional point we considered and shared about during class this week. This point is what I will continue with in my next blog post...
I think Nuzzle, Slide Share, and Reddit are the only tools being discussed so far that I have yet to dig deeper into since starting my EME 6414 coursework. Nuzzle sounds like a clever catch all to collect and see more of the content your contacts/friends online are currently viewing. Slide Share also sounds like a useful program for sharing presentation content like slides and other media. I appreciate from an educator's perspective the available ways to search by the topic of presentations for shared materials. Creating all your own items completely from scratch every single time you write a lesson or prepare an activity for a group of learners, regardless of age/grade level really can become tedious! Reddit discussion forums and subreddits in online feeds are something I may yet observe. However, I agree with a classmate from the Voicethread saying these networks can be a little intimidating as it seems like a bunch information is buzzing around quickly in this area online.
It is pretty interesting how the more online tools that I have learned to use now (whether they are social media, professionally based, or education oriented) there are some relatively common features noticed among them. Even the webpage layouts and ways to link and post certain media may be similar now across programs and platforms found online. The reaching out and intersections of so many available online spheres was an additional point we considered and shared about during class this week. This point is what I will continue with in my next blog post...
Thursday, July 5, 2018
Social media boundaries and intersections
I read a thoughtful journal article during this second course week called "Social Media and Education: Reconceptualizing the boundaries of formal and informal learning" by Greenhow and Lewin. Referenced from 2016, this article explores how formal and informal learning opportunites can be made possible further through using social media.
This quote from the article covered some main points: "Similarly, it has been suggested that learners are increasingly bringing informal practices (including digital tools such as social media) into formal educational contexts (Trinder et al. 2008). To illustrate these blurring boundaries, we consider two converging trends: (1) the growth of digital cultures outside educational institutions, and (2) the lack of digital practices in educational institutions."
Another interesting area the reading brought up involved two case studies about different theories of learning-- Connectivism and Social Constructivism. These case studies consider that there is future studying to do on how social media can be involved with both formal educational settings and informal learning situations. Online learning through social media also benefits many students. An example I have noticed so far in grad school that was stated was providing language and cultural interaction for international students.
Some tensions and challenges within social media definitely arise for educational scenarios. One major example instructors will have to keep in mind is informal learning practices are more commonly coming into the classroom or online courses. Reading through the journal article has reminded me how boundaries are continuing to thin between digital communities. Trying to be aware of this fact inside and out of educational settings is certainly sticking with me as I interact in various online groups, especially in social media situations.
This quote from the article covered some main points: "Similarly, it has been suggested that learners are increasingly bringing informal practices (including digital tools such as social media) into formal educational contexts (Trinder et al. 2008). To illustrate these blurring boundaries, we consider two converging trends: (1) the growth of digital cultures outside educational institutions, and (2) the lack of digital practices in educational institutions."
Another interesting area the reading brought up involved two case studies about different theories of learning-- Connectivism and Social Constructivism. These case studies consider that there is future studying to do on how social media can be involved with both formal educational settings and informal learning situations. Online learning through social media also benefits many students. An example I have noticed so far in grad school that was stated was providing language and cultural interaction for international students.
Some tensions and challenges within social media definitely arise for educational scenarios. One major example instructors will have to keep in mind is informal learning practices are more commonly coming into the classroom or online courses. Reading through the journal article has reminded me how boundaries are continuing to thin between digital communities. Trying to be aware of this fact inside and out of educational settings is certainly sticking with me as I interact in various online groups, especially in social media situations.
Tuesday, July 3, 2018
Personal Learning Networks
One of the initial topics being introduced during week 2 of EME 6414 is Personal Learning Networks. Although I had not heard this topic before, after viewing some of the provided voicethread and video clips many of the points and programs involved do seem familiar. Some of the apps I noticed like YouTube, Google +, Twitter, etc. I actually had seen or been at least introduced to previously somehow.
Personal learning networks actually include many tools in different forms such as apps, feeds, and may even involve massive online open courses (MOOCs.) An interesting point made in the PLN presentation was how a single tool or connection are not the only cases within a personal learning network. A personal learning network will build multiple connections almost like a web diagram that connect and relate members as they share information and give out resources or feedback. These ideas also support how mentoring can be made possible when personal learning networks are established. Having professional development and mentor resources are valuable tools, whether they are online or face to face.
As a side note also relating to a recent tweet I had wrote, Adobe programs have been fun to explore a bit and start trying out for certain assignments in my grad school courses. I have viewed some handy Spark presentations with this course so far (personal learning networks were shown in this format.) Investigating some of the different Photoshop and Illustrator tools were also experiences I enjoyed getting practice in for other courses. Now I can see how those specific Adobe programs are additonal tools found in my own personal learning network.
Personal learning networks actually include many tools in different forms such as apps, feeds, and may even involve massive online open courses (MOOCs.) An interesting point made in the PLN presentation was how a single tool or connection are not the only cases within a personal learning network. A personal learning network will build multiple connections almost like a web diagram that connect and relate members as they share information and give out resources or feedback. These ideas also support how mentoring can be made possible when personal learning networks are established. Having professional development and mentor resources are valuable tools, whether they are online or face to face.
As a side note also relating to a recent tweet I had wrote, Adobe programs have been fun to explore a bit and start trying out for certain assignments in my grad school courses. I have viewed some handy Spark presentations with this course so far (personal learning networks were shown in this format.) Investigating some of the different Photoshop and Illustrator tools were also experiences I enjoyed getting practice in for other courses. Now I can see how those specific Adobe programs are additonal tools found in my own personal learning network.
Sunday, July 1, 2018
Online Communities
This week was all about getting EME 6414 started up. During this online summer course, we are delving into what exactly Web 2.0 means and currently looks like through posted content and interactions within the whole online community.
One of our first course assignments is to observe online communities to consider how they are formed andwhat kind of interactions are occuring as a part of them. This will certainly be an interesting area to track information from and observe the variety of online interactions that result. Another facet with this assignment will be deciding to what degree (or not) I would like to contribute my own ideas, questions, and comments to participate further in these established communities.
Beginning to read about and find various online community examples to follow is some pretty insightful research. There definitely are a number of places to look around for online as I continue to decide what information I want to gather more of in this upcoming assignment.
My readings and exploring so far with online communities has got me thinking about how unique each one can be from how it forms, what it is used for, who the main participants are, and what content users generally contribute to their online community. Another idea that I began to consider as I started viewing some online community examples is why users will/will not continue interacting with that online group. There are even a great number of online group types that can build these kinds of interactive communities. Sometimes online users engage in communities through blog pages or share ideas and comments in various kinds of Facebook groups. Other people are active on webpage forums that offer professional support topics. Users can share valuable resources in online content form. Additional individuals simply interact for social and recreational purposes through their online communities.
One of our first course assignments is to observe online communities to consider how they are formed andwhat kind of interactions are occuring as a part of them. This will certainly be an interesting area to track information from and observe the variety of online interactions that result. Another facet with this assignment will be deciding to what degree (or not) I would like to contribute my own ideas, questions, and comments to participate further in these established communities.
Beginning to read about and find various online community examples to follow is some pretty insightful research. There definitely are a number of places to look around for online as I continue to decide what information I want to gather more of in this upcoming assignment.
My readings and exploring so far with online communities has got me thinking about how unique each one can be from how it forms, what it is used for, who the main participants are, and what content users generally contribute to their online community. Another idea that I began to consider as I started viewing some online community examples is why users will/will not continue interacting with that online group. There are even a great number of online group types that can build these kinds of interactive communities. Sometimes online users engage in communities through blog pages or share ideas and comments in various kinds of Facebook groups. Other people are active on webpage forums that offer professional support topics. Users can share valuable resources in online content form. Additional individuals simply interact for social and recreational purposes through their online communities.
Friday, June 29, 2018
Social Media and Online Communities
Web 2.0 is sooo interactive-- in a good way but there sure are a whole lot of apps, accounts, notifications, posts, followers, likes, tweets, etc. I could keep listing for a while yet but rather than continuing on about social media terms galore, I can update on some areas that were new exploring territory for me this week.
1.) Blogs: Well obviously with this blog just starting up, blogging is a new endeavor of mine haha! It will be an interesting ride as part of the EME 6414 course. I certainly am interested to see how other people, organizations, and even professional or celebrity figures may be keeping some active blogs. Even the layout and overall design of blog pages is something I would like to investigate a bit more.
I think during these next weeks remaining in the summer session I will likely make some decisions about how I might plan to continue (or not) with using blog resources as well as the following item I am reflecting on here...
2.) Twitter: Hmm, Twitter is something I did not really see myself ever personally using. Now that I started up an account for at least adding in some class tweets however, I am trying to keep an open mind kind of approach. I actually think my mom has a Twitter account and probably knows a fair amount more about the realm of tweeting than I do. Facebook and Instagram (because I do think snapping/editing photos, sharing fun videos to all those friends, and thinking up hashtags is pretty enjoyable) may still be my relatively familiar social media platforms. I guess we will just see how learning about and using some new tools goes for this summer and then take it all from there!
1.) Blogs: Well obviously with this blog just starting up, blogging is a new endeavor of mine haha! It will be an interesting ride as part of the EME 6414 course. I certainly am interested to see how other people, organizations, and even professional or celebrity figures may be keeping some active blogs. Even the layout and overall design of blog pages is something I would like to investigate a bit more.
I think during these next weeks remaining in the summer session I will likely make some decisions about how I might plan to continue (or not) with using blog resources as well as the following item I am reflecting on here...
2.) Twitter: Hmm, Twitter is something I did not really see myself ever personally using. Now that I started up an account for at least adding in some class tweets however, I am trying to keep an open mind kind of approach. I actually think my mom has a Twitter account and probably knows a fair amount more about the realm of tweeting than I do. Facebook and Instagram (because I do think snapping/editing photos, sharing fun videos to all those friends, and thinking up hashtags is pretty enjoyable) may still be my relatively familiar social media platforms. I guess we will just see how learning about and using some new tools goes for this summer and then take it all from there!
Thursday, June 28, 2018
Week 1 with Web 2.0
Our first week in EME 6414 is focused on getting more familiar with Web 2.0. This week we opened up the discussion board postings by considering how to define Web 2.0, Social Media, and just how these ideas compare to each other.
The first course article reading I did, "Riding the Waves of Web 2.0" was a pretty interesting perspective of exactly what Web 2.0 means to online users today. The authors Susannah Fox and Mary Madden agreed although it has become a buzzword term, Web 2.0 is not easily defined. The concept of Web 2.0 being an interactive online community has become more developed and common since this article was released in 2006.
Until our first weekly course voicethread and reading this article, I did not clearly see how Web 2.0 was any different from social media platforms. In many ways, they are quite similar subjects to discuss. However, social media applications seem to have been derived as Web 2.0 became an easily accessed and collaborative environment for users to communicate and exchange online content.
Web 1.0 was an earlier, stagnant version of online information that really did not facilitate much production or updating of the posted content. Currently Web 2.0 promotes interactive user features all as part of our vast online community... even this emerging blog and my newly active Twitter account are now both Web 2.0 elements!
Wednesday, June 27, 2018
Getting Started
Still working on how the whole layout works and starting up this blog for my second summer session course 😅
So here we go for six weeks of EME 6414 while learning the in ands outs of Web 2.0 and looking at social media interactivity...
It already looks like there is a lot of information I can pick up on now and start giving it a try!
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