Web page for session 1, 12/8/2006: http://www.tltgroup.org/oli/fridaylive/120806.htm
WHAT’S IN THIS PLANNING/PREPARATION DOCUMENT:
TITLE: Spotlight: Web 2.0 -- Steve Gilbert and guests Drew Smith, University of South Florida, and Lisa Star, TLT Group, talk about their favorite elements of Web 2.0 and what promising new directions are on the horizon
DATE December 8, 2006
TIME: 2pm Eastern U.S. Time Zone
FridayLive! Interview WITH FEATURED GUESTS: Drew Smith, Lisa Star
WORKING NOTES:
Questions:
What is Web 2.0?
Who should care? Why?
What are the elements of Web 2.0 already available that many students are already using frequently?
What are the elements of Web 2.0 already available that some faculty members have already begun using effectively to improve teaching and learning?
What are the elements of Web 2.0 already available that more faculty should learn how to use to improve teaching and learning? Why?
What are some promising new directions for Web 2.0 that faculty and other academic professionals should be watching? Why?
How can faculty rely on students to help adapt Web 2.0 options for educational purposes?
What should faculty and other academic professionals worry about (or enjoy!) with respect to rising use of Web 2.0 tools by faculty members and students independent of the resources supplied by the college or university?
What should we include in the next TLT Group online workshop about Web 2.0 tools, resources, issues that would be most useful? For those just beginning to notice Web 2.0? For those who have already been using Web 2.0 well for their personal activities, but not yet for their professional responsibilities (e.g., for teaching, research, ..)?
GOALS
State at least 2 goals at beginning of your FridayLive! session and then review progress on at least those 2 goals near end of session.
· You do NOT need to list ALL of your goals
· you do NOT need to make every goal quantifiable.
· Goals can vary in format and nature!
· Provide both some abstract goals AND some concrete goals;
· something participants can use/do soon
· something they can use/do a little later to keep the new momentum going.
· Try to offer some options in the spirit of LTAs (Low-Threshold Applications and Activities).
PRE-REQUISITES FOR SESSIONS 1 AND 2: Not for those who have not tried anything. Will not worry much about precise def. of Web 2.0.
IMPRECISE DEF:
TITLE: Spotlight on Web 2.0: What's Happening to All of Us? Promising New Directions on the Horizon - and Already Here.
SESSION 1 MAJOR GOAL: ORIENTATION FOR THOSE WITH A LITTLE EXPERIENCE
Help participants understand what is happening to all of us with Web 2.0... what is in common to the amorphous Web 2.0 that is significant potentially for higher education
"Everybody uses the Internet... now there are resources to enable EVERYONE to do...."
A. Pre-requisites (recommendations)
We specify our EXPECTATIONS of experience that participants have already had... doing SOME of the following
AS A USER/Contributor (we provide samples that they can visit/use in preparation)
FaceBook, MySpace
| Factors (in Imprecise Def of Web 2.0) | Places to Visit/Sample as User or Contributor [Prerequisite for 12/8/2006 online session: Do at least 3 of these.] INSERT MORE HOT LINKS IN THIS & NEXT COLUMN? | Additional Hot Links to Explore, Use [Note: For LOTS of relevant links and explanations, comments, see Bryan Alexander's article "Web 2.0: A New Wave of Innovation for Teaching and Learning?" in Educause Review March/April 2006.] | Place to Visit/Sample as Author [Prerequisite: Do at least 1 of these.] INSERT HOT LINKS IN THIS COLUMN |
| ACCELERATION Variety of tools, resources available - growing accelerating, impermanent!; TMI/TMO [Too Much Info; Too Many Options] | Use Google search to find a Web site on a topic of interest to you. Use Technorati search to find a blog on some topic of interest to you. | ||
| ACCESSIBILITY Accessibility/Mobility/Ubiquity - access from many different locations, devices | Read a blog item on a topic of interest to you. Try TLT-SWG blog! | ||
| FLUIDITY Dynamic Content -Easy, frequent, changing of Web sites, info, | Re-visit a blog several times during one week; notice how often items change. | ||
| CHANGING MODALITIES Multimedia - Combining sound, video, ... | Visit YouTube or NPR site or.... watch, listen to one item. | ||
| SHARING Sharing info, resources, categories; Social/Group Collaborative Creation/Editing/Responding; | See someone else's photos on Flickr ; see someone else's "favorites" [bookmarks for Web pages] on del.icio.us . | ||
| PUBLIC/PRIVATE? Public/Private Blurring - [voyeurism?] | Open an account in FaceBook, MySpace | ||
| DIFFUSION OF AUTHORITY Non-hierarchical authority: authenticating, cataloging, editing, publishing, modifying (software) | Find an item in Wikipedia on a topic of interest to you. Can you determine who has jointly authored it? | ||
| DIFFUSION OF CATEGORIES Folksonomy? vs. Authority controlled cataloging; Attaching and sharing labels to objects (Meta-tagging) | Find a definition and an example of "folksonomy"! | ||
| CHANGING ECONOMICS Fluid Business Models; Changing role of advertisement? | Buy something somewhere on the Internet - on a site that you reach via some other Web site. | ||
| CHANGING DIMENSIONS Virtual Reality/Avatars; SecondLife... | Visit SecondLife .. observe! Behave? | ||
| NEW CHANGE? New kinds of change? New ways of changing? | |||
| BEYOND? What else? What have we missed? |
SESSION 2 MAJOR GOAL: FAVORITE EXAMPLES, FAVORITE EDUCATIONAL IMPLICATIONS
Our favorites - with educational implications - WITHOUT CLAIMING WE HAVE IDENTIFIED "BEST"
Show some examples in context; introduce language
A. Address question from faculty member at ISSOTL conf: When can i begin using tools for my courses that I already enjoy using often at home for my personal correspondence, etc.?
B. How to control/use/prevent student activities?
** Sample kinds of goals: Preparation and planning for other online events; Clarifying "Dangerous Discussions" topics; Determining extent to which CtE leader/presenters are receptive/eager to help develop, participate in follow-up OLI workshop, sessions...; help participants learn new LTA they can use VERY SOON! Develop online version of "fishbowl" discussion model.
QUESTIONS
What questions: ...do you hope guests will answer? Will produce audience interaction/participation? Will move along discussion? Will you expect the audience like to have answered? etc...
1.
2.
3.
4.
5.
SCHEDULE
1:45-2:05PM - Login, get help, practice using the platform , say hello
2:05PM begin the actual session
Max 10-15 minutes of slides per presenter; total max 15 minutes presentation
2:55PM Guests asked for final "official" closing comments/suggestions/requests/questions
3:00PM formal adjournment
3:00-3:30PM Informal Q&A if presenters, participants have time!
3:30PM End!
Also see:
· TLT Group's Home Page of Resources for Leader/Presenters and Participants in Online Synchronous Sessions:
WWW.TLTGROUP.ORG/IVOC.HTM and
SESSION DESCRIPTION for marketing
Each FridayLive Session is an exploratory interview “Clothing the Emperor”, a dialogue with/among stakeholders, or presentation/demonstration of “Quick-LTAs”. For more, see: http://www.tltgroup.org/tlt-swg/Friday.html
FOR INTERVIEW SESSIONS (Clothing the Emperor) AND STAKEHOLDER DIALOGUES, SEE DANGEROUS DISCUSSIONS AND CLOTHING THE EMPEROR METHODS AT
http://www.tltgroup.org/ClothingTheEmperor/method.htm
QUESTIONS
We will raise, clarify, and/or explore some of these questions:
· What are realistic expectations for faculty to learn and use new teaching/learning options?
QUICKTAKE SESSIONS –
EACH ACTIVITY/APPLICATION/RESOURCE/TOOL INTRODUCED CAN BE DEMONSTRATED AND DESCRIBED ENOUGH IN 15 MINUTES TO ENABLE PARTICIPANTS TO DO SOMETHING USEFUL WITH IT THE NEXT DAY.
That does NOT mean that anyone will necessarily learn everything they want to learn about this LTA in 15 minutes. It would be just fine to have 2 or 3 sub-sessions of max 15 minutes each in which either 2 or 3 different ways of using the same thing were demonstrated and explained OR 2 or 3 different LTAs were introduced.
FULL DESCRIPTION:
<AUDIENCE: Max 75 words>
PREPARATORY CHECK-OFF LIST & REMINDERS FOR LEADER/PRESENTERS
To be completed before/during planning meeting for FridayLive Sessions.
1. ____ GOALS AND QUESTIONS Provide info about overall goals for the session. E.g., provide some abstract goals, some concrete goals; something they can use/do soon; something they can use/do a little later to keep the new momentum going.
2. ____ PHOTOS Please send digital photo suitable for display on Web [for use in promotional mailings, display during online sessions, etc.] to Joanna at beiter@tltgroup.org
3. ____ TLT-SWG
Please confirm that you are subscribed to and have taken a look at the resources available via TLT-SWG www.tltgroup.org/tlt-swg.htm; if you have ideas about how to contribute info or how to use the resources of TLT-SWG, send it to Joanna at beiter@tltgroup.org. Best of all, write something useful and provocative for TLT-SWG related to your workshop topic.... or get a student or colleague to do so!
4. ____ REVIEW FRIDAYLIVE! SCHEDULE
1:45-2:00 - Login, get help, practice using the platform , say hello
2:05 begin the actual session
3:00PM formal adjournment
3:30PM End of extra optional session!
Can you stay beyond 3pm for an extra "unofficial" 30 minutes of Q&A ?
5. _____ TECHNOLOGY OPTIONS, CONTINGENCY PLANNING, AND TECH SUPPORT OPTIONS
Identify the "comfort level" of each leader/presenter, et al., ranging from having TLTG train them to handle everything themselves to having TLT Group do everything for them vis a vis the technology "platform" used in preparation for and during the online synchronous sessions. Decide on technology options for synchronous and asynchronous activities. Help prepare technology disruption contingencies. At least 4 weeks before the first workshop session, let Joanna Beiter beiter@tltgroup.org know and arrange training as needed. See TECHNOLOGY & CONTINGENCY PLANNING section below.
Suggested to do before session:
6. ____ LINKS & REFERENCES Please send URLs (Web addresses) for each Webpage that will be used during the presentation at least one day before each session to Joanna at beiter@tltgroup.org.
7. ____ (RE)TRAINING SESSION
Please be sure to schedule a time for training or a refresher course on the tech platform you will be using for the presentation with Joanna. You are welcome to be a guest of the TLT Group to "sit in" any other FridayLive! session or online workshop prior to your own. We encourage you to do this to familiarize yourself with the technological interface and to see/hear how others use the facilities and resources available to you.
TECHNOLOGY & CONTINGENCY PLANNING
Support Level Available, Preferred: Discuss technology/pedagogy support available from TLT Group. Identify the "comfort level" of each leader/presenter, et al., ranging from having TLTG train them to handle everything themselves to having TLT Group do everything for them vis a vis the technology "platform" used in preparation for and during the online synchronous sessions.
Platform: iVocalize [Elluminate, other?]
Equipment: Let us know if you need help getting or setting up equipment to enable you to participate fully and effectively. We are pleased to provide computer-compatible headsets for leader/presenters who do not already have them. For more info, see: http://www.tltgroup.org/Events/Guidelines/Headsets.htm
Contingency Planning: Identify any tech items/activities that are really essential for the session(s) that is(are) being planned and have an explicit contingency plan for its(their) failure. [Can range from "tell a joke and defer the topic to the next week then continue" to "log out and reenter a different online classroom" etc.]; discuss "triage" decision process -
A. Is the problem something we can ignore for a few seconds and just continue?
B. Is the problem something for which we can have an alternative activity prepared, and use it?
C. Is the problem so severe that we must decide to reschedule the event?
Resources to be made available to workshop participants [and/or to leader/presenters, et al.]
In ADDITION to using the TLT Group's standard end-of-workshop online survey, what kinds of feedback should we solicit and how will we use it during this online workshop?
____ Slide showing goals at beginning of session and slide showing same goals and soliciting anonymous multiple choice response at end of session
____ Classroom Assessment Techniques (CATs) used DURING the session
____ Other kind(s) of asynch surveys? Using asynch activities for the FridayLive! Session (e.g., blog?)?
GUIDELINES
Rules of Thumb - Guidelines - for Synchronous Online Leader/Presenters
· "YOU ARE NOT ALONE!"
We look forward to working with at least two leader/presenters for each online session; and to figuring out additional constructive roles for other participants
· EXCEPTIONS ARE IMPORTANT
The exceptions to each of the following are probably as important as the rules themselves!
· DON'T EXPECT TO "COVER" MUCH
Three online sessions do not provide an opportunity to "cover" a lot of material. You will probably be surprised at how little you can include. So, whatever you can recommend or provide for access before/after the online sessions might be very useful.
· MAX 15 MINUTE MODULES
Every online event should be organized in modules, each no more than 15 minutes. Each module should contain some "presentation" and some "interaction."
· MAX 5 SLIDES/WEBSITES PER MODULE
For one-session online events, each module should show no more than 5 substantive slides and Websites. [Additional "housekeeping" slides are often necessary. ]
· MAX 10 SLIDES/WEBSITES PER MODULE
For three-session online workshops, each module should show no more than 10 substantive slides and Websites. [Additional "housekeeping" slides are often necessary. ] Some modules should include considerably fewer than 10 slides and Websites.
· WORKING WITH GROUPS - AND INDIVIDUALS
In most of our online workshops we discover that some sites have several people participating via a single computer connection during the synchronous sessions. Sometimes we urge or require such groups. As you plan your presentations and interactive tasks, consider options that will benefit from participation of site-based groups - as well as from individual participation. We look forward to developing more specific strategies and techniques for these "hybrid" combinations of groups and individuals.
· RESPONSIBILITY FOR BEHAVIOR OF REGISTRANTS
Leader/presenters, TLTG moderators, and those having other leadership or support roles are responsible for setting and maintaining guidelines for the behavior of registrants; that includes soliciting and responding to feedback from participants as well as setting examples for different ways of getting a lot out of the online sessions.
EXAMPLE: DON'T GIVE UP THE MIKE WITHOUT KNOWING WHAT WILL HAPPEN NEXT! The leader/presenter/moderator who has control of the microphone should not release it until he/she has clearly identified what will happen next and who will take the microphone.