ine, the chat box was going a million miles/second with comments and questions. That is one thing about this platform is when it gets really busy and interactive, it can almost get too rich!
Professor Wesch gave a bit of an overview of his work and the class that he teaches. He expanded on how he gets the students to collaborate and share using various web 2.0 tools. He confines the tools used to those that are free, which I'm sure his students really appreciate! He also gave a bit of an overview of how he structures the course. While it is mostly collaborative, project and inquiry-based, there are a few weeks when he steps in as the "sage on the stage" and delivers content through more direct instruction. No matter the modality, he seems to have a good grasp of how to make this work, even in a class of 200 or more. This was readily apparent during this session, where the hour whisked by all too quickly.
I think Professor Wesch made a lot of connections very early on, especially with YouTube and has continued to expand the dialog through the work he and his students are doing. Having work done at the University level, especially in regards to social media is a VERY critical step, I think, toward legitimizing it as an educational tool. One common discussion thread running through the chat room was that most public schools block most social networking sites. While students and teachers may use social networking extensively outside of school, it is pretty much forbidden within the school walls. No wonder kids hate school! School administrators do not have a feel for the shift that is happening as they are so fixed on the test scores and AYP. So Professor Wesch's work represents a hope for a future beyond NCLB and AYP. His videos certainly help spur a lot of thinking and discussion on using social tools for learning, teaching, creating and collaborating.…
g on among teens and sometimes they may not see the direct incentive for school, which makes it easier for them to divert their attention for longer periods of time. On the other hand, with adults, if they don't get their work done, that's their income, reputation, and living at stake, so self-control isn't so much an issue.
Did you hear about the DOPA act that forbids social network sites in schools and libraries as an internet safety precaution?…
Date: Tuesday, October 20th, 2009
Time: 5pm Pacific / 8pm Eastern / 12am GMT (next day) (international times here)
Duration: 1 hour
Location: In Elluminate. Log in at http://tinyurl.com/futureofed. The Elluminate room will be open up to 30 minutes before the event if you want to come in early. To make sure that your computer is configured for Elluminate, please visit http://www.elluminate.com/support. Recordings of the session will be posted within a day of the event.
Judi Fusco and Patti Schank from the Stanford Research Institute (SRI) join us to talk about the Tapped In network, educational social networking, and the future of electronic communities in education:
1. What is the difference between community and social networking?
2. What does community brings to the learning process (e.g., Communities of Practice and how that guided their work in Tapped In)? What are examples of successes and what have different organizations/small groups have achieved?
3. Ho do we create community in online situations?
4. How do we understand what the community gives to the participants?
Dr. Judith Fusco is a research scientist in SRI International's Center for Technology in Learning, and specializes in researching and developing online communities, technologies, and resources. Since 1998, she has directed the community development of TAPPED IN, an online community for teacher professional development. While developing the community, she has worked with master teachers from all over the world; and organizations like, NCREL, PBS, Pepperdine University, and Los Angeles County Office of Education. She has helped grow Tapped In from 300 teachers to over 20,000 and has helped many organizations learn to work online.
Dr. Fusco's research on the community involves examining social and technical supports necessary for online community, individual and group readiness, investigating models for online professional development, understanding the nature of local K-12 education communities of practice, generally analyzing and applying social network analysis (SNA) techniques to quantitative data gathered in the community. In addition, she is part of the OERL (Online Evaluation Research Library) team. She is co-leading the evaluation of the OERL web site and working with professors to investigate how OERL might be used in graduate level evaluation courses.
Before coming to SRI International, she worked at Apple Computer, Inc. leading the community development of Convomania, on an online community for kids who are sick or have a disability. The community of Convomania ended in January of 1998, so Dr. Fusco, Teresa Middleton (CTL alum) and others formed the online community PatchWorx, a 501c3 non-profit organization for kids who are sick or have a disability.
For more, see http://ctl.sri.com/people/displayPerson.jsp?Nick=jfusco
Patricia Schank is a cognitive and computer scientist at SRI's Center for Technology in Learning. Her current research interests are human computer interaction (HCI), social computing, computer supported collaborative learning (CSCL), and computer supported cooperative work (CSCW). Working with teams of developers and researchers, she applies a range of design and engineering processes (interface design, prototyping, user testing, architecture specification, and implementation) and research methodologies to develop and analyze innovative socio-technical environments. Dr. Schank has a Ph.D. in education (emphasis in cognition and learning) and an M.S. in computer science (emphasis in artificial intelligence) from the University of California at Berkeley, where her dissertation work focused on modeling and aiding scientific reasoning through an integration of theory-based cognitive simulations, experimental studies, and instructional curricula.
For more, see http://ctl.sri.com/people/displayPerson.jsp?Nick=schank…
it than you realize. Here in DE, the DOE web filter blocks much of the social media landscape as "social networking" and "forums." For those of us who recognize the potential Web 2.0 tools offer the profession both inside and outside the classroom, the situation is particularly frustrating. Someone who is particularly interested in exploring the possibilities (like myself) may be committed enough to devote time and energy to do so away from the workplace, but enticing colleagues to do so is difficult if they cannot even explore what is available from their desk at work. Attempts to convince the poser-that-be at DOE to loosen the reins have been futile thus far - with part of the problem being related to the fact that the background and knowledge of the tech people there is not rooted in the application of ed tech and these tools in instruction and learning.
like Schoology to combine features from social networks/social media with the elements and functionality of a course management system. In my personal opinion, the two strands will become one at some future point, probably within the personal learning center concept. It is my hope that research like my own project will provide guidance to ongoing development in this arena, and, more importantly, give everyday classroom teachers a voice in what transpires.