Reflection on Presentation- Web 2.0

roslynwarren — Tue, 04 May 2010 04:29:02 +0000

The final project consisted of each classmate presenting on a Web 2.0 tool. Early in the semester, students were asked to explore possible Web 2. o tools. This activity was helpful because the task to learn about all that web 2.0 is becomes an unattainable task. Thus, when each member of the group discover a new tool that he/she likes, then this tool is shared with others: a phenomena referred to a collective intelligence. I decided to explore Skype and Pretty May Call Recorder because the tool was familiar yet unexplored. Once I researched the capabilities of these two tools, I created a presentation and uploaded the information into slideshare (the same Web 2.0 tool that was used in an earlier presentation). Even though the thought of finding that “one” Web 2.0 tool created some anxiety, I believe that this one of the most rewarding learning experiences in this course. Mainly, everyone had to select a different topic and all of the presentations were interesting and added to my existing body of knowledge on Web 2.0.

Here is my presentation on Skype and Pretty May Call Recorder

Filed under: Project Reflections Tagged: Instructional Technolgy, Pretty May Call Recorder, Roslyn Warren, Skype Presentation, Slideshare, USM Instructional Design Class blogfolio

Reflection on Social Networking- Collective Intelligence and E-Learning 2.0

roslynwarren — Tue, 04 May 2010 04:03:06 +0000

Some of the highlights of the Social Networking Chapters found within the text cover the advantages and disadvantages of social networks. Chapter 2 explores the ambiguity between personal and professional codes of conduct as a result of the new online networking. More specifically, one’s personal and professional life has become merged on the internet whereas in the yesterdays one could act as the professional during the week and the “party animal” on the weekend (as long as you were not seen) with few consequences. The authors address these growing issues to determine where to draw the line between reprimanding students on campus for their inappropriate behaviors off campus; those behaviors that they wouldn’t otherwise become aware of. Not only does a problem exist for students, but professionals have difficulty expressing their personal life on the internet as well. Interestingly, the authors find that people generally perceive moral, conventional, and personal matters in different ways that often determine how one interacts socially. Therefore, the internet may foster liberation for many persons who otherwise are conservative. One example is a student who is oftentimes quiet and reserved in the classroom, only speaks when spoken to, and has few friends. The online personality might become an outspoken and promiscous daredevil seeking an outlet from the “real world”. Unfortunately, the real world’s perception of this student mixed with his online presence create a dissonance in the future interactions.

Chapter 16 focuses on the advantages of social networking in education, mainly create a sense of community among learners. Many online programs offer the convenience and flexibility of learning anywhere and anytime, but these environments often lose the sense of community that is found in face-to-face learning environments. The chapter explores digital natives (those who grew up with technology) use of social networking sites as a precursor to understanding how these environments can create a new community for online learning.

Strength and Weaknesses
I believe that perhaps these chapters could be combined or introduced together within the book. Chapter 2 introduces moral issues, while chapter 16 introduces the educational benefits of social networking. How does one interpret whether or not to accept Social networking as beneficial or harmful. Thus, the flow of these thoughts could be best depicted if the chapters are in close proximity to each other to address both concepts.

How could teachers/educators use the material/information addressed in the chapters to help improve their instruction or professional development?

Again, Chapter 2 evokes a sense of caution towards promoting social networking among students and professionals, mainly because the ambiguity of how to handle inappropriate conduct. Obviously if students are responding inappropriately in the classroom, whether online or offline, an administrative can effectively discipline such actions. However, because too many “off campus” actions exists, is it best to just stray from the Social Networking in Education. On the other hand, online learning enviroments lack the cohesiveness among groups.

Filed under: Chapter Reflections Tagged: chapter reflections, Collective Intelligence and E-Learning 2.0 chapter review, Roslyn Warren, USM Instructional Design Class blogfolio

Instructional Technology Trends with Roslyn Warren

Reflection on Presentation- Web 2.0

Reflection on Social Networking- Collective Intelligence and E-Learning 2.0