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.
Sunday, July 22, 2018
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.
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