School of Education: Room 2275
(3 Cr), Mondays 7:00‑9:45 p.m., IUB Section 17629 (R685)
Instructor: Curt Bonk, Professor, Instructional Systems Technology
Curtis J. Bonk, Ph.D., CPA
Office: 2238 W. W. Wright Education Bldg.
Phone: 856-8353 (W)
E-mail: CJBonk@indiana.edu
Office Hours: before and after class and as arranged
Sharon Stoerger, Instructional Assistant
SLIS Doctoral Student
sstoerge@indiana.edu
When it comes to perspectives on teaching and learning, the Web 2.0 has changed everything! Don’t believe it? Back in December, Time Magazine named “you” as the person of the year. The Web 2.0 (also called the Read-Write Web) empowers learners to generate ideas and comments online, rather than simply read or browse someone else’s. In effect, instead of passive consumption-based learning, we are living in a participatory age where learners have a voice and potentially some degree of ownership over their own learning. Here at the start of the twenty-first century, emerging technologies – such as online photo albums, blogs, wikis, podcasts, ebooks, YouTube videos, massive multiplayer online games, simulations, virtual worlds, and wireless and mobile computing – are generating waves of new opportunities in higher education, K-12 schools, corporate training, and other learning environments.
And today’s millennial learner, immersed in an increasingly digital world is seeking richer and more engaging learning experiences. Amid this rising tide of expectations, instructors across educational sectors are exploring and sharing innovative ways to use technology to foster interaction, collaboration, and increased excitement for learning. Unfortunately, as any high school student will tell you, this is far less common than most would hope. In response, it is time to take advantage of the new participatory learning culture where learners build, tinker with, explore, share, and collaborate with others online. It is also time exploit free and open educational resources, opencourseware, learning portals, and open source software across educational sectors and income levels. This course, therefore, will be a journey into the learning technologies (e., nature), pedagogical opportunities (e., nurture), and the people, societies, and cultures where this is happening now! We will create and publish a cross-cultural Wikibook on Web 2.0 technology. We will explore the motivational and educational value of YouTube and other online videos and create a few of our own. Of course, we will also blog on our experiences. And we might even create a few class podcasts or vodcasts.
In an age when eyeball-to-eyeball learning is no longer necessary, effective online instructors do not simply teach but moderate, coach, and assist in the learning process. As proof, dozens of pedagogical strategies utilizing Web 2.0 and other emerging learning technologies will be demonstrated, evaluated, tested, and discussed. As part of this, Bonk will present his “WE-ALL-LEARN,” “R2D2,” and “TEC-VARIETY” frameworks. Importantly, strategies discussed and modeled will address learning in all formats—K-12, higher education, corporate, university, military settings, etc. You-Too can participate.
After the course, students should be able to:
| 50 pts | A. Weekly Attendance, YouTube, and Being Energetic (WAYTaBE) (Due: Each Week) |
| 90 pts | B. Weekly Web 2.0 Reflections (Due: Dec.8th) |
| 50 pts | C. Midterm Assignment Reality Check (MARC) (Due: Oct 20th) |
| 70 pts | D. Web 2.0 Final: Wikibook, YouTube Video, Second Life, or Podcasts (Due: Dec. 1st) |
| 260 | Total Points |
Total points will determine your final grade. I will use the following grading scale:
A+ = high score
A = 243-260 points
A- = 234-242 points
B+ = 225-233 points
B = 217-224 points
B- = 208-216 points
C+ = 200-207 points
C = 191-199 points
C - = 182-190 points
F/FN = no work rec'd or signif. inadequate/impaired
Week 1. (Sept 1st or 2nd) Explosion of Online and Blended Learning
Week 2. (Sept. 8th) Course Management 1.0 in a Web 2.0 World
Week 3 (Sept. 15th) Connectivism, Social Knowledge, and Participatory Learning
Week 4. (Sept 22nd) Digital Literacy Skills
Week 5. (Sept. 29th) Neo Millennial and Web 2.0 Learners
Week 6. (Oct 6th) Free and Open Source Software
Week 7. (Oct. 13th) Open Educational Resources
Week 8. (Oct. 20th) YouTube, TeacherTube, and the Future of Shared Online Video
Week 9. (Oct 27th) Wikis, Wikipedia, Wikibooks, and Collaborative Writing
Week 10. (Nov 3rd) Interactive and Collaborative Learning
Week 11. (Nov. 10th) Educational Blogging
Week 12. (Nov. 17th) Podcasting, Webcasting, and Coursecasting
Week 13. (Nov. 24th) Alternate Reality Learning: Massive Gaming, Virtual Reality, and Simulations
Week 14. (Dec 1st) Mobile, Wireless, and Ubiquitous Learning
Week 15. (Dec 8th) Networks of Personalized Learning (including online language learning)
A. Weekly Attendance, YouTube, and Being Energetic (WAYTaBE). (50 points = 15 pts for attendance; 15 pts for participation; 20 points for YouTube presentation)
Besides reading 3 assigned articles each week, during the semester I want you to read 15 other articles or tidbits from the packet of readings. You must also bring one educational YouTube video or other online learning resource to show in class for 10 minutes 1-2 times during the semester. In terms of class attendance, it is your responsibility to come to class and experience the unique activities that will be incorporated into each class. A combination of readings, verbal and written reactions to ideas, observing demonstration tools or videos, and hands-on activities will be critical to your growth as a class. Keep in mind that I want to hear from you! Participation is encouraged at all times.
B. Weekly Web 2.0 Reflections (90 pts: Due December 8th)
Option 1: Blogging. Instead of a large class discussion forum, in this option, you would create a Weblog (e., a blog) to reflect on your personal article readings and ideas related to class. A minimum of 15 posts (30 points). You will be assigned a critical friend to give feedback to on their postings each week (20 points). You might create a Blog using Pitas.com, Blogger.com, LiveJournal, Diaryland, Free-Conversant,WordPress, or some other blogging tool. A 2-4 page single-spaced reflection paper on this activity is due December 8th with your blog postings attached (40 points).
Option 2. Weekly YouTube Video. Instead of blogging, you could create a weekly 4-8 minute reflection in YouTube of your learning in this class. In that reflection, you would detail what you learned and concepts, research, or ideas that interested you. A 2-4 page single-spaced reflection paper on this activity is due December 8th along with a summary page of links to your videos (40 points).
Option 3. Weekly Podcast. Instead of blogging or video reflections, you could create a weekly 5-10 minute podcast reflection of your learning in this class. In that reflection, you would detail what you learned and concepts, research, or ideas that interested you. A 2-4 page single-spaced reflection paper on this activity is due December 8th along with a summary page of links to your videos (40 points).
Option 4. Student suggested equivalent.
Sample Grading Criteria (30%--60 Points; 10 points a piece):
C. Midterm Assignment Reality Check (MARC) (50 pts—Due October 20th)
Option 1: Article Search and Summary. In this option, you are to find 15-30 articles related to your area of interest and summarize them into mini1-2 paragraph abstracts and notes. Turn in a 3-4 page single-spaced reflection paper on the direction of your project and your learning to date. Why is the topic important and interesting? Attached to the paper should be your abstracts and any other pertinent information.
Option 2: Web 2.0 or E-Learning Interviews. In this option, I want you to interview at least one instructor who is teaching or has taught online courses, workshops, or events as well as a student who has taken such a course. Or, interview an instructor who has used Web 2.0 technologies in teaching and a student who has used Web 2.0 technologies in learning. Interviewees might come from corporate, K-12, military, government, or higher education settings. Interviews can be live (face-to-face), via phone or videoconferencing, or conducted through email. You might also perform case studies, focus group sessions, or pilot observations of instructors or learners using online learning tools in a school, workplace, or informal learning setting. You are to document their life as a Web 2.0 user or online participant (timeframe up to you). In effect, I want you to gather their life histories as a technology learner or instructor and compare these to their online experiences. Then I want you to create a visual representation that compares or relates your stories from both the online instructors and students. Please include interview questions in an appendix. In your report, I want you to reflect on what you learned about e-learning from this assignment. How might you put some of their ideas to use in training programs or in your own teaching? Have these interviews opened your eyes? What might you have done differently? Your reflection paper should be 4-5 single-spaced pages. The visual is in addition to this.
Option 3: Visual Representation. Sometime people struggle to make sense of all the changes in learning technologies. They need models and frameworks that simplify and explain things. In this option, I want you to create a visual that summarizes some key aspect of your learning in this course or that uniquely organizes some of the information. This visual representation might be in the form of a timeline, model, framework, acronym, figure, diagram, a comparative flowchart, taxonomy, a Venn Diagram, or a comparison and contrast table or matrix. Include a 4-5 page single-spaced reflection paper with this visual. We will share these visuals with the class when done.
Option 4: Strategic Plan Critique and Extension: Find and evaluate a strategic plan of a company, university, non-profit organization, school, state, province, country, or region related to the Web 2.0 or e-learning and critique it. For instance, you might pick the state or country where you were born or perhaps where you plan to live after graduation. You might find the strategic plan online or request a hardcopy version. I want you to not simply read and critique the report but to also interview someone who created it or is/was affected by that report. You might discuss and critique the online learning technologies highlighted, proposed pedagogical plans, intended training methods, targeted skills or competencies, or evaluation methods detailed. You might visit the institution or organization or write someone an email. What might this organization do differently in planning for e-learning or using the Web 2.0? What are its competitors doing, for instance? Has there been an update? (Note: I may have access to a couple reports from different countries that I can share as examples.) You are encouraged to work in teams on this report. When done, you will present an overview of the report to the class. Testimonials, graphs and trends of indicated growth, comparisons, and other data or handouts are welcome. You are also encouraged to directly contact the organization that developed the report or plan and receive additional product information (e.g., CDs, brochures, white papers, technical reports, product comparison sheets, videotapes, company annual report, customer testimonies, data sheets, Web site information, etc.). Your critique should be 4-5 single-spaced pages (excluding appendices).
1. Review of Plan or Document (clarity, related to class, organized, facts, data, relevant, style)
2. Relevant Resources and Digging (citations/refs, linkages to class concepts, completeness)
3. Soundness of Critique (clear, complete, practical, detailed, important, implications, coherence)
4. Creativity and Richness of Ideas (richness of information, elaboration, originality, unique)
D. Web 2.0 Final Project (70 points)
Option 1. Wikibook Online Work (WOW) (70 points—Due December 1st)
In this option, you help with a Wikibook related to emerging technologies. Last year, students from five universities designed a wikibook on “The Web 2.0 and Emerging Learning Technologies” (The WELT); see http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies. You can either write a new chapter for that wikibook or modify one or more existing ones. If you write a unique chapter, it should be a minimum of 2,000 words. You will present your wikibook chapter or section as well as chapters that you edited or provided feedback on to the class the final day (20 points). A 2-3 page reflection paper on what you learned from this wikibook activity is due December 1st (50 points). Attached to your reflection paper will be documentation of what you contributed to the wikibook, including your chapter (with highlights or special notations of your contribution), highlights to the chapters worked on, and perhaps even print outs of the wikibook chapter editing history.
Wikibook Grading (50 Total Points or 10 pts each dimension):
Option 2. Cool YouTube Video Creation
So you want to be cool? You want to be creative? In this option, you are to create a shared online video (e.g., YouTube) related to this class. You cannot be the only person in it. What does the Web 2.0 and participatory learning mean to you? Alternatively, you can design a YouTube video for someone else. You should post this video of at least 5 minutes in length by December 1st. You will turn in a 2-3 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your video and paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and visual effects; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Option 3. Video Blogging
I like options and challenges and I bet you do too! Instead of a regular old blog, in this option, you might experiment with a video blog. When done, I want you to write a paper wherein you reflect on why you selected your particular blog topic and associated videos. You might discuss the benefits of video plus text. Also comment on any feedback you have received. You might mention what you might do differently and where your efforts might be headed. Do you think that your topic was effective? Why or why not? You will turn in a 2-3 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your blogging activities and associated reflection paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and organization; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Option 4. Second Life
In this option, you are to create an educational application, activity, or use within Second Life. Why did you create this activity? What is the purpose and potential? Who is the audience? How does it relate to this class? You will turn in a 2-3 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your Second Life design and paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and visual effects; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Option 5. Podcast Series
In this option, you are to create at least 2 podcasts related to topics from this class of at least 8 minutes in length. I prefer that you create a series of podcasts on a theme or a podcast show. In addition, you cannot be the only person in the podcasts. The topic or theme only needs to be related to this class. Be creative and unique. When done, I want you to write a paper wherein you reflect on why you selected that topic. Also comment on any feedback you have received. You might mention what you might do differently and where your efforts might be headed. Do you think that your topic was effective? Why or why not? What might you do differently if you were to do it over? You will turn in a 1-2 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your podcast show and paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and visual effects; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Final Class Presentation Points: (20 Points or 5 pts for each dimension for all options above)
Organization: good pace, flow, coherent, and transitions
Creative/Interesting: audience engaged, presenters showcase their creative ideas
Completeness: thorough presentation without going beyond time limits
Informative: handout(s), relevance, practical, helps make connections
E. Options to one of the above assignments:
In place of task B or C (maybe to D—depends on class size), you might volunteer to create a usable class product (e.g., an online glossary, a Web site for the class, a database of articles on different class themes, organize a class mini-conference or real conference symposium, review a key journal in the field for major themes or trends and share that research with the class, etc.) or you might demonstrate a Web 2.0 or e-learning tool to the class. Such a tool may have relevance in K-12, military, corporate, or higher education settings or perhaps in more informal settings such as a museum, zoo, or computer club. See the instructor about the possibilities of demonstrating a particularly interesting e-learning tool you have found. You might have other task option preferences. Or you might trade a task for a major problem-based learning project related to this class with a company, organization, or institution. You make the contact and find out what needs to be resolved and then get it approved by the instructor. It might be a Web 2.0 or distance learning evaluation project. It might involve the design of e-learning tools and resources. It might entail the creation of a strategic plan, white paper, or vision statement. Whatever the problem or task, it must be an authentic activity. You will present the final project at the end of the semester.
Projected Seminar Weekly Topics:
Week 1. (Sept 1st) Explosion of Online and Blended Learning (pick 3-4)
Tidbits:
Week 2. (Sept 8th) Course Management 1.0 in a Web 2.0
Tidbits:
Week 3. (Sept 15th) Connectivism, Social Knowledge, and Participatory Learning
Tidbits:
Week 4 (Sept 22nd) Digital Literacy Skills
Tidbits:
Week 5 (Sept 29th) Neo Millennial and Web 2.0 Learners
Tidbits:
Week 6. (Oct 6th) Free and Open Source Software
Tidbits:
Week 7. (Oct. 13th) Open Educational Resources
http://www.irrodl.org/index.php/irrodl/article/view/463/966 (audio file)
Tidbits:
Tidbits:
Same YouTube videos related to education:
Video Resources and Portals:
BBC News: Video and Audio: http://news.bbc.co.uk/2/hi/video_and_audio/default.stm
BBC News: Video and News: http://news.bbc.co.uk/
BBC Video Nation: http://www.bbc.co.uk/videonation/
CNN.com Video (see also Interactive News and News Documentaries): http://www.cnn.com/video/
CurrentTV (see also Interactive News and News Documentaries): http://www.current.tv/
Edutopia: http://www.edutopia.org/video
Global Nomads Group: http://www.gng.org/
Google Video: http://video.google.com/
MIT World: http://mitworld.mit.edu/index.php
MSNBC Video (see link to videos): http://www.msnbc.msn.com/
Nomadsland: http://www.nomadsland.com/
SciVee: http://www.scivee.tv/
SplashCast: http://web.splashcast.net/catalog/search.aspx
TeacherTube: http://www.teachertube.com/
Yahoo! Video: http://video.search.yahoo.com/
YouTube: http://www.youtube.com/index
Week 9. (Oct 27th) Wikis, Wikipedia, Wikibooks, and Collaborative Writing
Tidbits:
Week 10. (Nov. 3rd) Interactive and Collaborative Learning
Tidbits:
Week 11. (Nov 10th) Educational Blogging
Tidbits:
Week 12. (Nov. 17th) Podcasting, Webcasting, and Coursecasting
Tidbits:
Week 13. (Nov 24th) Alternate Reality Learning: Massive Gaming, Virtual Reality, and Simulations
Tidbits:
Week 14. (Dec 1st) Mobile, Wireless, and Ubiquitous Learning
Tidbits:
Week 15. (Dec 8th) Networks of Personalized Learning (e.g., language learning, tutoring, etc.)
Tidbits:
Fifty optional books that might interest students—no need to buy any:
Twenty free online journals and magazines: see more at: http://www.trainingshare.com/resources/distance_ed_journals_and_online_learning_books.htm
Notes on Additional Resources: