letty's edcmooc onenote pdf

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https://www.coursera.org/course/edc https://s3.amazonaws.com/coursera/topics/edc/large-icon.png About the Course E-learning and Digital Cultures is aimed at teachers, learning technologists, and people with a general interest in education w ho want to deepen their understanding of what it means to teach and learn in the digital age. The course is about how digital cultures intersect with learning cultures online, and how our ideas about online education are shaped through “narratives”, or big stories, about the relationship between people and technology. We’ll explore some of the most engaging p erspectives on digital culture in its popular and academic forms, and we’ll consider how our practices as teachers and learners are informed by the difference of the digital. We’ll loo k at how learning and literacy is represented in popular digital-, (or cyber-) culture. For example, how is ‘learning’ represented in the film The Matrix, and how does this representation influence our understanding of the nature of e- learning? On this course, you will be invited to think critically and creatively about e -learning, to try out new ideas in a supportive environment, and to gain fresh perspectives on your own experiences of teaching and learning. The course will begin with a ‘film festival’, in which we’ll view a range of interestin g short films and classic clips, and begin discussing how these might relate to the themes emerging from the course readings. We will then move on to a consideration of multimodal literacie s and digital media, and you’ll be encouraged to think about visual methods for presenting knowledge and conveying understanding. The final part of the course will involve the crea tion of your own visual artefact; a pictorial, filmic or graphic representation of any of the themes encountered during the course, and you‘ll have the opportunity to use digital spa ces in new ways to present this work. E-learning and Digital Cultures will make use of online spaces beyond the Coursera environment, and we want some aspects of par ticipation in this course to involve the wider social web. We hope that participants will share in the creation of course content and assessed work that will be publicly available online. About the Instructor(s) This course has been developed collaboratively by a team of experienced teachers and researchers in online education, who run the international MSc in E-learning distance education programme at the University of Edinburgh. It will be led by Jeremy Knox, with contributions from Dr Sian Bayne, Dr Hamish Mac leod, Dr Jen Ross and Dr Christine Sinclair. You can find out more about all of them and their work at http://online.education.ed.ac.uk/team. Course Information Thursday, January 24, 2013 11:07 AM Course Info and Collected Tools Page 1

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Page 1: Letty's EDCMOOC OneNote pdf

https://www.coursera.org/course/edchttps://s3.amazonaws.com/coursera/topics/edc/large-icon.png

About the CourseE-learning and Digital Cultures is aimed at teachers, learning technologists, and people with a general interest in education w ho want to deepen their understanding of what it means to teach and learn in the digital age. The course is about how digital cultures intersect with learning cultures online, and how our ideas about online education are shaped through “narratives”, or big stories, about the relationship between people and technology. We’ll explore some of the most engaging p erspectives on digital culture in its popular and academic forms, and we’ll consider how our practices as teachers and learners are informed by the difference of the digital. We’ll loo k at how learning and literacy is represented in popular digital-, (or cyber-) culture. For example, how is ‘learning’ represented in the film The Matrix, and how does this representation influence our understanding of the nature of e-learning?

On this course, you will be invited to think critically and creatively about e -learning, to try out new ideas in a supportive environment, and to gain fresh perspectives on your own experiences of teaching and learning. The course will begin with a ‘film festival’, in which we’ll view a range of interestin g short films and classic clips, and begin discussing how these might relate to the themes emerging from the course readings. We will then move on to a consideration of multimodal literacie s and digital media, and you’ll be encouraged to think about visual methods for presenting knowledge and conveying understanding. The final part of the course will involve the crea tion of your own visual artefact; a pictorial, filmic or graphic representation of any of the themes encountered during the course, and you‘ll have the opportunity to use digital spa ces in new ways to present this work.

E-learning and Digital Cultures will make use of online spaces beyond the Coursera environment, and we want some aspects of par ticipation in this course to involve the wider social web. We hope that participants will share in the creation of course content and assessed work that will be publicly available online.

About the Instructor(s)This course has been developed collaboratively by a team of experienced teachers and researchers in online education, who run the international MSc in E-learning distance education programme at the University of Edinburgh. It will be led by Jeremy Knox, with contributions from Dr Sian Bayne, Dr Hamish Mac leod, Dr Jen Ross and Dr Christine Sinclair. You can find out more about all of them and their work at http://online.education.ed.ac.uk/team.

Course InformationThursday, January 24, 201311:07 AM

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Recommended BackgroundNo background knowledge or skills are required.

Course FormatThis course will consist of viewing short film clips alongside associated readings, as well as discussions and group collabor ations amongst participants.

Will I get a certificate after completing this class?Yes. Students who successfully complete the class will receive a Statement of Accomplishment signed by the instructors.

Do I earn University of Edinburgh credits upon completion of this class?No. The Statement of Accomplishment is not part of a formal qualification from the University. However, it may be useful to demonstrate prior learning and interest in your subject to a higher education institution or potential employer.

What resources will I need for this class?We will be viewing and discussing videos and video clips. Most of these clips are found on YouTube. Please ensure that you have access to a computer which meets the requirements to view YouTube videos, and that you have speakers or headphones so that you can hear sound. You do not need a YouTube account to participate. However, if you wish to upload content to YouTube as part of an activity, you will need an account for that.We will also be using some free services, such as Twitter and Flickr to discuss and share our work. While all of the web spaces we participate in will be free to use, most will require registration with a valid email address.

What are the learning outcomes of this course and why should I take it?You will learn about how popular digital culture, cyber-culture and sci fi can help us think about digital technologies in education. You should take this course if you are interested in education and want to build an understanding of cultural developments surrounding the use of technology.

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1. Facebook Interaction Tracker-http://www.zeebly.com/social_me2. Timeline-http://timeline.verite.co/#3. Scoopit-http://www.scoop.it/ (Laurie Niestrath)4. Tiki-Toki Timeline - http://www.tiki-toki.com/ (HB Hessler)5. Diigo - www.diigo.com (Rick Bartlett) (Laaurie Niestrath)6. Pinterest - http://pinterest.com (Ary Aranguiz)7. Glogster - http://glogster.com8. Youtube- http://youtube.com9. Ustream - http://ustream.com10. Infogr.am- http://infogr.am11.Mixbook - http://mixbook.com12. Storify- http://storify.com13. New Hive -http://newhive.com14. Slideshare- http://slideshare.net15. WebDoc- http://webdoc.com16. BlogTalkRadio- http://blogtalkradio.com17. Knovio-http://knovio.com18. Google Hangouts - record your hangouts19. Prezi -http://prezi.com (Laurie Niestrath)20. Voicethread- http://voicethread.com (Ary Aranguiz)21. Photostory- http://microsoft-photo-story.en.softonic.com/ (Laurie Niestrath)22. Thinglink - http://www.thinglink.com/ (Kay Oddone)23. Animoto - http://animoto.com24. Piktochart - http://piktochart.com25. Wix - http://www.wix.com (Jono Purdy)26. Popplet - http://www.popplet.com (Jono Purdy)27. Animaps - http://www.animaps.com (Jono Purdy)28. Museum Box - http://museumbox.e2bn.org (Jono Purdy)29. Sqworl - http://www.sqworl.com (Jono Purdy)30. Popcorn Maker - http://popcorn.webmaker.org (Jono Purdy)31. Ipiccy - http://ipiccy.com/ (Anne Robertson)32. Sketchguru - free android app (Anne Robertson)33. Picmonkey - http://www.picmonkey.com/ (Marina Shemesh)34. Wordle - http://www.wordle.net/ (create word clouds) (Marina Shemesh)35. Adobe Captivate - http://www.adobe.com/products/captivate.html (authoring tool) (Madhura Pradhan)36. Articulate Suite - http://www.articulate.com/ (authoring tool) (MadhuraPradhan)37. Storybird - http://www.storybird.com (Cristina Silva)38. ImageChef - http://www.imagechef.com/ (Cristina Silva)39. Dipity - http://www.dipity.com/ (Cristina Silva)40. Livebinders http://www.livebinders.com/ (Eileen Lawlor)41. Videoscribe: http://www.sparkol.com/videoscribe.php (Angela Towndrow)

Like · Follow Post · Report · Monday at 9:58pm•

Pasted from <https://www.facebook.com/groups/edcmooc/doc/534746283215854/>

http://www.schrockguide.net/infographics-as-an-assessment.html Infographics

Tools for Creating Digital ArtifactsThursday, January 24, 201311:08 AM

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Twitterhttps://twitter.com/EDCMOOC

#edcmooc

http://educationvisionleadership.edublogs.org/files/2012/12/Learner-Graphic8-17dpp96.pdf

What future education could look like:

https://www.facebook.com/groups/edcmooc/539493162741166/?comment_id=544245435599272&notif_t=group_comment_reply

https://plus.google.com/u/0/communities/116967860906905648378

EDCMOOC SpacesThursday, January 24, 201311:34 AM

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http://www.youtube.com/watch?v=SQ0HXfB8Q1w&feature=player_detailpage

Random StuffThursday, January 24, 20131:41 PM

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"...because when we join a MOOC, it is not to learn new content, new skills, new knowledge, it is to learn new learning…"

Pasted from <http://www.hybridpedagogy.com/Journal/files/MOOC_Emergence_Disruption_and_Higher_Education.html>

http://www.edtech-hub.com/index.php/using-digital-images-an-educators-guide/

Image Copyright!

http://storify.com/tour

http://www.thinglink.com/

ArticlesOccupy your Brainhttp://schoolingtheworld.org/blog/occupy/

Norway ICT Video

http://youtu.be/NfN5SSiRoPs

http://www.wired.com/opinion/2013/02/the-end-of-the-web-computers-and-search-as-we-know-it/

Lifestream - end of search and Internet as we know ithttp://www.wired.com/opinion/2013/02/the-end-of-the-web-computers-and-search-as-we-know-it/

SuperbetterTED Videohttp://embed.ted.com/talks/jane_mcgonigal_the_game_that_can_give_you_10_extra_years_of_life.html

From Online Design G+ Group

Begin with goals and wild expectations.Focus on the learner and the learner experience.Most ID models are based on the generic ADDIE model. I like L D Finks backward design model.

Links to Interesting StuffThursday, January 24, 20131:42 PM

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Most ID models are based on the generic ADDIE model. I like L D Finks backward design model.Brigham Young University lists Expected Learning Outcomes for each of their programs. ow.ly/gWmcIaaronmueller - Best advice I have for a great online course is to create a strong online presence that facilitates strong relationships.davideleblanc - It's good not to ignore the basics. Is the navigation clear. Do participants understand the expectations and tools. Do links work.Where are we headed? Hook the student. Explore/Enable/Equip the student. Rethink traditional.Evaluate results.clintsurry - Generate conversations with DL studentsclintsurry - Encourage students to participate directly in course content, not to just wait to have it "poured in"clintsurry - suggestions for generating the strong online presence? where to start? what to incl?Begin with end in mind. What do you want students to learn by the end that will still be with them years later?aaronmueller - Relationships with DL students are the most important factor in personalization. Presence online creates connections, role-models.aaronmueller - Make the DL course "your own". Put your fingerprints everywhere, respond quickly, post often, reach out. video blogList learning objectives - SMART (Specific, Measurable, Attainable, Relevant and Targeted to the audience)clintsurry - Ideas for engagement online with multi-age students in DL classroom?davideleblanc - Is your course discursive or read/write? Do students exchange ideas or simply broadcast their own opinions.Needs to be coached.Apply course content to real-life problems and course lessons into real-life lessons.tinaoke - @clintsurry teachers developed online activities ie posting blog and replying to othersclintsurry - ideas for encouraging discussions when DL course is self-paced?tinaoke - @clintsurry teachers developed online activities ie posting blog and replying to othersoers4os - PBL engages students in solving authentic case problems, stimulaties discussion among students and reinforces learning.tinaoke - @clintsurry plus letting students know when they will be answered - keep them involvedoers4os - Problem-based learning is an exciting way to learn.davideleblanc - Use cohorts whenever possible to overcome the self-paced (no-pace) syndrome.tinaoke -@clintsurry I like the idea of students being a part of their own learning processclintsurry -@tinaoke Its very powerful...I encourage students to suggest edits or rewrite and post to me...engage with the content & grow ittinaoke -@clintsurry this worked well in a project driven class I just did - students loved the ability to input and be a partBuild all resources, including books and manuals into your course.clintsurry - PBL engages students in solving authentic case problems, stimulaties discussion among students and reinforces learning.aaronmueller - I've found posting frequent 'current event' topics keeps DL students coming back and interacting. Topical & relevantAvoid having too much text in one area. Break it apart into smaller sections by using labels.davideleblanc - Allow for mulitple means of demonstrating acquired learning objectives. Choice in presentation and expression but should be publicclintsurry -I am very interested in more open sharing but current restrictions challenging at times...so many great tools to useceetbc - Inquiry based learning is an exciting way to learn. Students formulate questions, investigate to find answers.tinaoke -@DavidELeBlanc how do you work this keeping inside the bc privacy laws?clintsurry - industry, academic and traditional knowledge speakers relating to content great for conversation generationceetbc - Use a URL shortener like bit.ly to shorten links.davideleblanc -@tinaoke Public in the sense that it is viewable by class members.

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davideleblanc -@tinaoke Public in the sense that it is viewable by class members.clintsurry - provide alternative ways to engage...eg twitter, but also closed discussion board or something like that..alternativesChoose assignments that students can do entirely online. Online classrooms cannot be packed with busy work.davideleblanc - Students need to be visible and engage in interactive dialogue. Not all inteactions should be teacher/student - submit/grade.clintsurry - student develop tools tutorials and discussions to help...students provide lessons/reviews on content shared w classclintsurry - Students need to be visible and engage in interactive dialogue. Not all inteactions should be teacher/student - submit/grade.aaronmueller - Break down large assignments into manageable steps, guidng DL students along, enabling key learning along the way.Expect learners to communicate with each other, not just the instructor. Collaborate!clintsurry - I also like providing potential for students to develop guided deviations to personalize and explore deeperaaronmueller -@clintsurry absolutely! A version of "choose your own adventure"!oers4os - Clarity Clarity Clarityrgeofroy - Manageable platform--good connections--well-thought out learning activitiesOnline learners need structure. Set due dates, and benchmark dates.Make your objectives, goals and expectations explicit for every single task.oers4os - Prompt feedback is a must!aaronmueller -@tinaoke Its my model for the English 11 "research essay". Step by step guide to topic, thesis, research, draft, final copyoers4os - Model the behavior you want to see.clintsurry - multiplatform can be good to allow conversation to move with the learnertinaoke -@clintsurry a tic tac toe board is very effective for this where the student has to choose one item from each lineclintsurry - include some "loosely" related topics for discussion to broaden interests, encourages idea content is not limited to course?Finks Self-Directed Guide to Designing Courses for Significant Learning ow.ly/gWq32Resources for Designing Better Teaching and Learning ow.ly/gWqj7clintsurry - put a face to conv, incl self...(re personalizing)...a good about pg w interests...might be unrelated but it could be the draw.clintsurry - time is a big component. having time to be effective, to foster and nuture the conversations needed and encourage collaborationCollapse this post

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offered by the person who submitted the resource.

BLOGGER: I would have to say Blogger is my top Web 2.0 and 21st century tool pick. From an educational standpoint, blogs allows educators and students to collaborate, share instructional resources, create content and connect to mainstream social media channels such as YouTube, podcasts, other blogs, tweets, social bookmarks, etc. all on a single centralized page.

1.

FOTOFLEXER: fotoflexer.com2.EJUCOMM: ejucomm.com3.VOKI: Voki is a great way to have students share their knowledge of a topic in 60 seconds or less. Makes students organize their thoughts to focus on key details.

4.

SKYPE: Skype is a great way to bring guest speakers to your classroom without the cost of transportation or missed work time.

5.

POLL ANYWHERE: Poll anywhere is a great way to bring in mobile devices into the classroom to access student knowledge during discussion.

6.

PENZU: Penzu is a great tool to encourage students to do some online journaling and then they can share their entry via email.

7.

EYEJOT: Eyejot is a great way to share a quick video message and allows for the nonverbal message to be heard with the written.

8.

ANIMOTO: Animoto is a great tool to use for turning photos and short video clips into great videos. I have students do introduction videos to me.

9.

COLLABORIZE CLASSROOM: I love http://www.collaborizeclassroom.com/. It takes students to the next level of thinking a writing!

10.

EDMODO: My personal favorite is www.edmodo.com – the look and feel of Facebook with the educational perspective…polls, assignments, a gradebook, and now quizzes!

11.

EDUBLOGS: My Favorite is http://edublogs.org/12.TRIPITCO: http://www.triptico.co.uk/ excellent free downloadable IWB tools. It gives you the tools to create your own activities for any subject or level. Very easy to use.

13.

KIDBLOG: Kidblog.org is designed for elementary and middle school teachers who want to provide each student with an individual blog.

14.

NETFLIX: It’s not just for laying back and being entertained. There’s loads of great educational and children-friendly TV shows and films on there (mostly on streaming).

15.

WIKISPACES: I also love wikispaces because out is so ready for students to edit pages and add to discussions as well as embed links, videos, and other web 2.0 creations

16.

VUVOX: Currently I am playing with vuvox and it is a blast.17.COZI: I love Cozi because it lets me share photos, calendars, shopping lists etc. with partner, who hates technology. This one is easy enough to use on my cell or anywhere – ease of use is the trick.

18.

TAGXEDO: Tagxedo (helping students to digest and refine a body of text looking for themes or recurring images).

19.

PHOTOBUCKET: Photobucket is a great image hosting site. I upload all of my DECA club pictures so they are available to show and share without a jumpdrive. It is easy to upload and share to social network sites.

20.

VOICETHREAD: I would have to say VoiceThread is one of the better Web 2.0 tools that I have used with students. It allows users to tell their story and collaborate with others. I had students use it to share their research on US consumption vs. global consumption last year and they did a fabulous job. Even students that were hard to reach were able to do a great job in sharing their voice to the conversation.

21.

PIVOT STICK FIGURE ANIMATOR: I like Pivot Stickfigure Animator. I teach junior high and this keeps them busy and creative after finishing their work. I also incorporate the saved projects into MovieMaker with music towards the end of the year. I showcase them for the middle school on the TV announcements as well.

22.

AUDIOVOX: I love Audiovox. This is a great tool for having students practice their target language. I can post a topic or a question and students can go on-line and record their comments at leisure. They can also join a conversation started by someone else. Second Language oral blogging – What’s not to love?!

23.

GEOGEBRA: I think Geogebra (www.geogebra.org) is a fabulous tool for any math teachers and students! The 24.

100 Top ToolsThursday, January 24, 20133:36 PM

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GEOGEBRA: I think Geogebra (www.geogebra.org) is a fabulous tool for any math teachers and students! The ability to dynamically look at mathematical concepts for free makes it one of the most useful web 2.0 tools for teaching and learning mathematics. Not to mention all of the matericals which are being shared on geogebratube.org.

24.

SCREENCAST: I use a combination of Edmodo, Jing, and Screencast to video tape revisions for my students’ language arts compositions. They just go to Edmodo where I have embedded a video of their papers with my voice (with use of the cursor going over the paper) suggesting how they should revise them (and, best of all, it’s all FREE!)

25.

GLOGSTEREDU: GlogsterEdu is my and my students’ current favorite Web 2.0 tool. It gets technology out of the way, letting us express, share and discuss our ideas in unique, creative ways. Besides, it is just plain fun!

26.

SCOOP.IT: Social media curation tool http://www.scoop.it/u/web20education . 2. Scoop.it is the best social media curation tool because teachers can use to build a powerful PLN , share and bookmark using social media and also they can receive feedback and likes for the post.

27.

ANIMOTO: My favorite last school year was Animoto. My elementary students caught on very quickly and made impressive short videos!

28.

PBWORKS: PBworks is my favorite Web 2.0 tool. I am a high school teacher and I create workspaces for each of the standards that I teach. I upload class notes, powerpoints, videos, and other resources to support the standards that I teach. Students can access the workspace anytime to get information that they missed or just to review the information. Best of all—it’s FREE!

29.

MINDMEISTER: Mindmeister is the only freemium tool that I’ve paid to upgrade. It has a lovely combination of all the functionality I need to map out conceptually organized ideas quickly (keyboard shortcuts! Thank god for keyboard shortcuts!) and a well-designed UI that’s pleasant to use. I use it to mind map everything from medium and long-term development plans of data systems, my notes and module info from a postgrad course to a presentation outline for a talk at BETT. With the mobile apps being developed/in use (depending on platform), it’s still getting better.

30.

CEL.LY: cel.ly I adore cel.ly because with it I can: collect responses to check for understanding, have students share without them having any fear that they are wrong (because they can comment without classmates know who is commenting), engage students with each other in a manner in which they are comfortable (asking them to do awkward things such as Tea Parties but without them having to walk about pretending to be someone), respond to individuals privately without classmates knowing and without sharing my personal cell phone number. Celly rocks.

31.

GOOGLE FOR EDUCATORS: At Google, they support teachers in their efforts to empower students and expand the frontiers of human knowledge. That’s why they’ve assembled the information and tools you’ll find on that site.

32.

FACEBOOK: Some haven’t said it (I don’t think) but Facebook is the best way for me to connect with my students and family and friends at the same time.

33.

DIIGO: Diigo is my favorite web tool. I use it to keep up with all the great websites that I find on the many educational blogs that I read daily. I go through the links in Diigo and share them with teachers and other faculty in my school system.

34.

XTRANORMAL: I love Xtranormal! This is the easiest cartoon/movie maker I have ever seen! They now offer educator accounts so you pay nothing! My students loved using it to explain the results of their science labs and to present info. In my new position as an instructional coach, I have used it to excite teachers about using technology in their classroom and add a bit of humor and interest to our training sessions!

35.

VOICETHREAD: I would have to say VoiceThread is one of the better Web 2.0 tools that I have used with students. It allows users to tell their story and collaborate with others. I had students use it to share their research on US consumption vs. global consumption last year and they did a fabulous job. Even students that were hard to reach were able to do a great job in sharing their voice to the conversation.

36.

TWITTER: No doubt…I love Twitter. I use it both as an educator and as a retired pastor. Recently, on Twitter I found a flier from the Florida Literacy Coalition that included a list of organizations that offer grant money to non-profits. Since my church is about to start new ministries in the area of literacy, I passed it along. I expect our wonderful church grant writers to find LOTS of money for our new programs. (I wish I could get a commission on the grant money, oh well…)

37.

DROPBOX: My favorite web 2.0 tool is dropbox.com. I have shared many files with this and have accessed my files from a myriad of computers – even when out of the country!

38.

WIKIS: Wikis (Wikispaces.com) is my favorite tool in recent months. I never imagined it would be so easy to use both for specific collaborative projects or complete courses

39.

WORDLE: Wordle is my favorite Web 2.0 tool…. love using it to teach word choice. It is an excellent tool to 40.

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WORDLE: Wordle is my favorite Web 2.0 tool…. love using it to teach word choice. It is an excellent tool to integrate literacy into other content areas.

40.

FLICKR: Flickr makes uploading and sharing my photos online fast and relatively simple. I love taking photographs and using Adobe Photoshop to manipulate them, and Flickr helps me share those photos with the world! : )

41.

ICOFX: The best Web 2.0 Tool is IcoFX Simply amazing. Create your own icons. For e.g for movie GODFATHER create an icon of Clemenza kissing hand of The Godfather Simply Awesome

42.

WORDPRESS (.com and .org): My favorite web 2.0 tool is WordPress. I adopted WordPress as my blogging tool of choice for one reason only. There was a unique buzz about it telling me that this was the future of blogging software. OK, the people who were telling me this were friends whose opinions I respect and who aggressively go after the coolest new stuff. One of these guys was Leo Laporte who I worked with at TechTV and have done a radio show with in the past. He was doing blog stuff very early on and has migrated from one system to another. Ironically I actually beat him to using WordPress although he was recommending it.

43.

PHOTOBUCKET: Photobucket this is favorite web 2.0 tool.Photobucket has two main focuses. Searching and browsing in Photobucket’s huge categorized library is easy, and a pretty impressive resource of images. Photobucket’s categories are more fun than other sites, and in general it attracts less serious photography than sites like Flickr. Here you’ll quickly be able to find funny images, cute messages and icons, amongst other things.

44.

GMAIL: Gmail is definitely the best one! It’s simple, it’s fast, it’s gorgeous. The filters you can create are just great and the connection with other Google services (e.g. Documents, Calendar) is a great advantaege over the other platforms.

45.

WEBQUEST: WebQuest. I teach in college and in elementary school and I try to integrate new and fun activities every semester.

46.

CLASSDOJO: My favorite web 2.0 tool is classdojo. I love this. As I am walking around my class I am able to update each students behavior. Since I started using this disruptions are down. ClassDojo was featured on Edudemic here.

47.

CONCEPT BOARD: At the moment I like http://conceptboard.com – best non-flash whiteboard tool I’ve ever seen – runs perfectly even on the slowest connections. + kids love it

48.

COZI: I love Cozi because it lets me share photos, calendars, shopping lists etc. with partner, who hates technology. This one is easy enough to use on my cell or anywhere – ease of use is the trick.

49.

DELICIOUS: Definitely Delicious and Diigo as one of the challenges facing higher ed students today is information managements and also sharing quality information sources.

50.

PREZI: Prezi is my fav Web 2.0 tool because it makes presentations fresh, energetic and brings the basics of “show and tell” into the future. Excellent tool for sharing and engaging the audience with more creative, imaginative content. Kudos to Prezi !!!

51.

ADOBE EDUCATION EXCHANGE: More than 2,000 resources for all kinds of teachers. Simple way to find some curated teaching tools.

52.

YOONO: Oh yoono is brilliant! You can even hide Facebook updates by application. Turn off FarmVille and suddenly it’s readable. THIS IS THE FUTURE.

53.

TUTORVISTA: I think tutorvista is best web 2.0 it teaches me math english etc54.IBIS READER: The Ibis Reader is one Web 2.0 tool I couldn’t do without in the classroom. It is a lightweight, Web-based EPUB reader that I use to share .epub files created in InDesign.

55.

PICNIK: Picnik is my favorite Web 2.0 tool. Even though I have Photoshop mastered I find myself using Picnik for a lot of my photo editing and cropping. They have very cool special effects that only take 1 click and you can easily make collages. For advanced jobs I still use Photoshop, but for a little quickie I love Picnik!

56.

AVIARY: Aviary is my favorite web2.0 tool playing with music and pictures becomes fun www.aviary.com57.GOOGLE DOCS: My favorite Web 2.0 tool is probably Google Docs. It makes file transfer a complete breeze for students who change computers often. Runners up are Gmail and Tumblr.

58.

FOURSQUARE: Foursquare is really useful to let your friends know where you are and when so that they can join up with you.

59.

WIKIS: Wikis are the most useful when you are looking for real in depth information about certain subjects since they are like mini-wikipedias for one subject.

60.

TEXTFUGU: Textfugu is a really interesting one. It is an online subscriber-based (or one time payment) Japanese textbook created and updated by Koichi, one of the top online Japanese language bloggers.

61.

FLICKR: Flickr is my favorite photo upload service. I use it much more than Facebook since Flickr is only for photos and not bloated by other things.

62.

TWEETDECK: Tweetdeck organizes your tweets, Facebook posts and foursquare updates all in one place. It 63.

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TWEETDECK: Tweetdeck organizes your tweets, Facebook posts and foursquare updates all in one place. It constantly updates as well so you are never without information.

63.

SLIDESHARK: SlideShark converts your PowerPoint files without losing any of your original formatting, transitions, or animations.

64.

GOOGLE MAPS: Google Maps has gotten me to more destinations than I can remember. Mapquest who?65.KAYWA QR: Kaywa QR code generator (http://qrcode.kaywa.com/) is a web tool that I use quite often. I’ve put codes on our business cards, web page, bulletin boards, etc. I’m in the process of adding QR codes to some trade books to enhance the reading experience.

66.

YOUTUBE: Youtube is the best possible timewaster on the internet. Apart from all the time that I have completely squandered on it it is also very useful when looking for news or other information.

67.

REDDIT: Reddit is the best upgrade to the Digg formula that I have seen. Great way to see what is the most popular thing at the current time.

68.

WOLFRAM ALPHA: Wolfram Alpha has changed the way I take math classes. A search engine where you can search for anything from terms to full on equations. Excellent help for calculus problems.

69.

CHROME APP STORE: The Chrome App Store is great as it has many different apps from education to entertainment (some free, some not). It is great as a games platform or a reference for learning new things.

70.

GOOGLE CALENDAR: Google Calendar is the only way I set and track important dates and tasks that I have. It always stays synced with my phone so I always know when I need to be somewhere.

71.

GOOGLE NEW: Google New is a central location where visitors will find news on the latest updates to Google’s products and the newest product offerings from Google.

72.

TUMBLR: Best blog platform ever. The ability to follow people and see their posts in a list format is what makes this website the best.

73.

GMAIL: I refuse to believe that any other email service or program can beat Gmail. With everything from computers to Android phones running entirely Google all the time there is no reason to use anything else.

74.

TRENDS MAP: Trends Map is a Google Maps display of topics current trending on Twitter. The map displays the trends according to their locations. If you want to see what people are talking about in France, just use the map to zoom-in on France and see the topics that are trending.

75.

EVERNOTE: Evernote is a great tool, especially for language study. If you attempt to read something and there is a word or sentence that you don’t know use Evernote to clip it and review it later.

76.

NEWGROUNDS: Newgrounds is a great place for aspiring animators to practice their Adobe Flash skills and share them with the world. There are some very talented people on there.

77.

DEVIANTART: deviantART is an amazing place for artists to share their work with others. I love going there and looking at the great work that people have done. It is probably a very good place to get picked up for paid work as well.

78.

30 BOXES: It is an interesting Calendar tool that doesn’t require you to manually enter everything. You just type the gist of the appointment as well as the time and date into the text box and it makes it for you. It is so easy.

79.

ETSY: I really like Etsy. It is an Ebay-like site except it deals in handmade crafts and supplies only. I like to knit sometimes and Etsy provides a place for me to sell what I make.

80.

TYPING ADVENTURE: Typing Adventure is a nice little game that young students can use to practice their typing skills.

81.

TWEETDECK:One of my favorite tools is Tweetdeck. I have it on my desktop, my cell phone and my iPad and I can sync all of the devices to show the same columns and tweets on each one. I can also direct my tweets to also post to Facebook or extend past the 140 character limitation using Tweetdeck.

82.

SUPERKIDS: SuperKids has created a collection of easy-to-use, free educational resources, for home and school.

83.

USTREAM.TV: Ustream.tv is a great place for anyone to broadcast whatever they want to live. From podcasts to do it yourself news.

84.

VIMEO: Vimeo is an interesting alternative to Youtube. High quality videos without all the fluff.85.STEAM: Steam is the only place that I will purchase PC games anymore. Infinitely downloadable with a fantastic community to boot.

86.

WOOT: Get ready for the Woot off! Woot is a pretty good place to find deals on almost anything. Sure you can’t pick the item but you can get a great deal on anything they put up.

87.

EBAY: Ebay is a great place not only to sell your things but also to find rare items (books, movies, games, etc.). It’s integration with Paypal makes it even better.

88.

GAMEFAQS: I have been using Gamefaqs since its inception. Giant community of people wanting to discuss and help people with problems.

89.

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and help people with problems.PAYPAL: Paypal makes it so easy to pay for anything. Whether it be to online retailers or family and friends.90.PANDORA: I use Pandora to find out about new bands that are similar to the ones that I like. It being free is also a plus.

91.

URBANSPOON: Urbanspoon is awesome! It makes finding a place to eat so easy. Also a great way to find out about new or unknown places.

92.

SONGMEANINGS: Songmeanings.net is the only place I will go to for song lyrics now. Under the lyrics is a comment section where you can analyze the lyrics. Sometimes reading through those will make you think about a song in a completely different way.

93.

IMDB: I can’t watch movies without browsing IMDb while it is on. I just love reading the trivia and seeing what else the actors have been in.

94.

AMAZON: Amazon is the only place that I do my shopping (other than clothes and groceries). Being able to check reviews, alternatives and alternate pricing has quickly made it the only way to shop.

95.

FITNESS FREE: Keep fit with the help of a huge exercise base compiled by pros!96.HEART RATE-FREE: The applications detects how the colour of your finger changes when blood flows into it. Similar to the way that a medical pulse oximeter works.

97.

THI PERSONAL TRAINER LITE: THI Personal Trainer LITE takes full advantage of the iPhone and iPod’s capabilities. This app includes a sample exercise library with complete and clear instructions.

98.

RSS GADGETS ON iGOOGLE: My homepage on Google is now the central portal with all RSS feeds that I need along my Google Docs, Gmail, blog notifications.

99.

STUDY HALL APP: Imagine not being limited to the traditional physical confines of the brick and mortar class-rooms! Taking advantage of social, digital and mobile revolutions to dramatically improve learning outcomes has never been easier or more rewarding.

100.

TEACHING CHANNEL: It is a great tool for educators. They have useful videos for teachers, and lots of resources and lesson plans that go along with the videos.

101.

TESTMOZ: Easy way to create online tests . Makes us teachers life a little bit easier!!!102.

Last Year’s List

Curious about what made the list last year? Click here to view 2010′s Best Web 2.0 Classroom Tools Chosen By You.

Pasted from <http://edudemic.com/2011/11/best-web-tools/0/>

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Wiki - Welcome to E-Learning and Digital Cultures | E-learning and Digital Cultureshttps://class.coursera.org/edc-001/wiki/view?page=welcomeedcScreen clipping taken: 1/28/2013 9:20 AM

References:

Baumann, G. 1999. The multicultural riddle: Rethinking national, ethnic, and religious identities. London: Routledge.

Deuze, M. (2006). Participation, Remediation, Bricolage: Considering Principal Components of a Digital Culture. The Information Society, 22, 63-75.

Pasted from <https://class.coursera.org/edc-001/wiki/view?page=welcomeedc>

What you need to do

There is quite a lot of content provided for each week. Please don't feel you have to engage with all of it. In some weeks, you might wish simply to 'sample' the films and one or two of the readings. In others, you may wish to read more deeply and engage more fully. This is your decision.

How you conduct your learning over each week is also up to you. However you should aim to do at least two of the following to ensure that you have the grounding you need to successfully undertake the final assignment in week 5:

Contribute to the discussion board for each weekly topic

Blog your responses to the topic, tagging them with #edcmooc so that they feed into our daily EDC MOOC

News mashup

Set up or join a room in Synchtube to discuss the film clips in real time with your peers

Create an image or other visual representation of your response to the topic and post it in a social media

space. Tag it with #edcmooc

Tweet your thoughts - particularly if you can give a link to a blog post or other online artefact - to #edcmooc

Pasted from <https://class.coursera.org/edc-001/wiki/view?page=welcomeedc>

Introduction NotesMonday, January 28, 20139:19 AM

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Wiki - Course guides | E-learning and Digital Cultureshttps://class.coursera.org/edc-001/wiki/view?page=CourseguidesScreen clipping taken: 1/28/2013 9:25 AM

How to Interpret Images

What is it? A photo, a drawing, a video, an animation? Is there a reason why a particular visual medium has

been chosen?

Who or what is depicted? Does the image depict people, objects, technologies or places, or a combination of

these? What is the significance of that depicted?

Who or what is in focus and what is in the periphery? Why are certain elements emphasised over others?

What is notin the image?

What is symbolised by the objects, places, technologies or people in the image? What might they represent?

Is the image drawing on traditions and cultures?

What aspects of digital culture, education, technology or science fiction might be represented here? What

concepts might the image be drawing upon?

From what perspective are we viewing what is happening in the image? Who is the audience for the image?

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From what perspective are we viewing what is happening in the image? Who is the audience for the image?

What does that tell us about what the image might be trying to say?

What do you think is the intended message conveyed by the image? Is it meant to explain, persuade, or

shock? How does it achieve this message?

If working with visuals is something you don’t have a lot of experience with, we recommend choosing technology or software that is most suitable to your own levels of technical ability. Technical prowess will not form part of the assessment criteria, rather we are looking for imaginative and rigorous ways of presenting your academic work visually.

Pasted from <https://class.coursera.org/edc-001/wiki/view?page=Howtointerpretimages>

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I have 'infowhelm'!

2 ways to contribute to a MOOC http://machineme.blogspot.com/2013/01/being-mooc-star-way-i-see-it-there-are.html

Pasted from <http://www.blogger.com/blogger.g?blogID=7162155759905138958>

EDCMOOC Made me think about...Thursday, January 24, 201311:09 AM

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I have used all or some of these, but I just wanted to aggregate them here:

www.Voki.com

www.pollanywhere.com

Go Animatehttp://goanimate.com/

www.newhive.com

Different Technologies I Think Are Useful or InterestingThursday, January 24, 201311:09 AM

Technology to Use_ or Use More Page 19

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Why does it matter how much technology conditions social change if you are a technological Determinist. If we have no control over it, isn't this a moot point?

Listening to Neil Postman vid

Idea: Academic core now requires Biology - but this is of limited use to many students, and also changes so much it doesn't have the longevity that Math and English do. Replace it with Technology - of use to all!

How are today's MOOCs different than the early 20th century postal learning education? http://www.technologyreview.com/featuredstory/429376/the-crisis-in-higher-education/

Will MOOCs replace brick and mortar universities?

Resource aggregators1)

Studentship /learning skills teachers2)

Assessment experts3)

??????

Will HE lean toward the WGU model - become:

Questions that come up as I navigate through the EDCMOOCThursday, January 24, 20131:16 PM

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High-Touch Communicators and life coaches•Resource Experts•Subject Matter Experts•Master Assessors of knowledge and skills•Able to mentor about common life tasks like budgeting personal money, grocery shopping, etc.

Leading edge technology users•Great thinkers and teachers of thinking skills•Exciting physical campus•Exciting online campus•Real world skills and academic pursuits equally regarded•

This page went from my perfect curriculum for today to just my perfect schoolMy Perfect SchoolWednesday, January 30, 201310:54 AM

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Please leave any comments here if you're visiting

GuestbookThursday, January 24, 20131:18 PM

GUESTBOOK Page 22

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Hand, M. and B. Sandywell. 2002. E-topia as cosmopolis or citadel: On the democratizing and de-democratizing logics of the internet, or, toward a critique of the new technological fetishism. Theory, Culture & Society 19, no. 1-2: 197-225. (p.205-6)

Pasted from <https://class.coursera.org/edc-001/wiki/view?page=UtopiasandDystopias>

Wiki - Utopias and Dystopias | E-learning and Digital Cultureshttps://class.coursera.org/edc-001/wiki/view?page=UtopiasandDystopiasScreen clipping taken: 1/28/2013 9:35 AM

Utopias and DystopiasMonday, January 28, 20139:35 AM

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Week 1 Resources

Popular cultures

Film 1: Bendito Machine III (6:35) Film 2: Inbox (8:37)

This animated film tells the story of technological development in terms of ritual and worship - the characters in the film treat each new technology as god-like, appearing from the sky and causing the immediate substitution of the technology before it. What is this film suggesting are the ecological and social implications of an obsession or fixation on technology? Do the film’s characters have any choice in relation to their technologies? What are the characteristics of various technologies as portrayed in this film?

Inbox is a quirky representation of the ways in which web-based technology connects people, the limitations of those connections, and the nature of communication in a mediated world. Depending on how you interpret the relationship between the two main characters, and the ending, you might argue that this is a utopian account, or a dystopian one - what do you think, and why?

Film 3: Thursday (7:34)

Film 4: New Media (2:21)

Thursday depicts a tension between a natural world and a technological world, with humans caught between the two. What message is the film presenting about technology? What losses and gains are described? Who or what has ‘agency’ in this film?

A very short, very grim representation of the effects of technology on humanity. There are definite visual echoes of “Bendito Machine III” here - what similarities and differences can you identify between the two films?

Finally: There are many utopian and dystopian stories about technology told in popular films from Metropolis to the Matrix. Can you think of an example and describe or share it in the discussion board, on your blog, or on Twitter?

Ideas and interpretations

Core

Chandler, D. (2002). Technological determinism. Web essay, Media and Communications Studies, University of Aberystwyth, http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html

Chandler’s web essay explores the concept and history of technological determinism, which he defines as ‘seek[ing] to explain social and historical phenomena in terms of one principal or determining factor’ - technology. Chandler calls this theory ‘reductive’, and points out that as a way of understanding social phenomena, reductionism is often criticised as being overly simplistic. This is especially the case when determinists become ‘technocentric’ - ‘trying to account for almost everything in terms of technology'. He introduces concepts such as ‘reification’; ‘autonomy’; and ‘universalism’, as elements of technological determinism. Importantly for our purposes, he also indicates how we can identify when a determinist position is being taken, even if an author or speaker doesn’t make it explicit:

The assumptions of technological determinism can usually be easily in spotted frequent references to the 'impact' of technological 'revolutions' which 'led to' or 'brought about', 'inevitable', 'far reaching', 'effects', or 'consequences' or assertions about what 'will be' happening 'sooner than we think' 'whether we like it or not'.

The resources below contain some language like this, and you will probably start to notice it elsewhere. The relationship between technological determinism and utopian and dystopian accounts is one we’d like you to consider and discuss as you engage in the readings and films during the rest of this week and next week.

Advanced

Dahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3. http://jcmc.indiana.edu/vol9/issue3/dahlberg.html

Now that you know more about technological determinism, you may find it useful to explore two other perspectives that are common in discussions about the web and e-learning. Dahlberg describes three orientations towards the internet:

Uses determination: technology is shaped and takes meaning from how individuals and

Definite reference to the Golden Calf•Technology as Idolatry•Technology as influencing all activity•Humans initiators of new technology•Technology as 'breakable'•Mountain-new technology from?, plain use technology, valley - refuse for old technology

Bendito thoughts:

Ecological implications are that tech progression creates rubbish

1)

Tribal folks have no choice of which tech comes to them, but could they choose not to be obsessively connecting with it?

2)

The tech we see most is like television and shows very evil and 'good' things superimposed. The message is very mixed and is consumed all as one semi poisonous/semi healthful bundle

3)

The semi-randomness of internet connections/dating•Virtual socializing vs in person•Technology as an assistant for those who are socially awkward

Utopian as they both are now making a connection they otherwise may not have, and because technology assists and does not have any ill effect in this scenario

1.

Inbox thoughts:

Bird mimics tech, tech mimics bird•Technology vulnerable /breakable•Technology as bad for nature•Technology as affecting nature•Man and bird forced to look at each other through an accident

Message of the film is that there is a (mostly non critical) connection between a persons environment that has nature and tech influences

1.

People may be living lives that are kind of horrible and routine but easy because of technology- and sometimes fun (space float)

2.

Nature is influenced by technology - but adapts and seems fine

3.

Losses of 'peace', thoughtfulness, gains of ease of life, quality?, jobs, natural environment

4.

Both birds and humans have 'agency' but don't exercise it much.

5.

Thursday thoughts:

No more humans•Some nature and old buildings•Alien machines•Man listening through one of the arms -maybe this is new human way of interacting on the planet not aliens

Similarities to Bendito are abandoned archaic bldgs/technology

1.

Man operating in what may be seen as a grim environment because of technology

2.

Man interacting with technology to his 3.

New Media thoughts:

Week 1: Looking to the PastMonday, January 28, 20139:38 AM

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Now that you know more about technological determinism, you may find it useful to explore two other perspectives that are common in discussions about the web and e-learning. Dahlberg describes three orientations towards the internet:

Uses determination: technology is shaped and takes meaning from how individuals and

groups choose to use it. Technology itself is neutral. An example of this way of thinking

can be seen in the educational mantra: ‘The pedagogy must lead the technology’.

Technological determination: technology ‘produces new realities’, new ways of

communicating, learning and living, and its effects can be unpredictable. This is the

position Chandler explores in detail in our core reading.

Social determination: technology is determined by the political and economic structures

of society. Questions about ownership and control are key in this orientation.

Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?

Dahlberg argues that none of these perspectives, on its own, is enough to explain everything that needs to be explained about the internet. Each is useful, and each is overstated. Depending on the questions we need to answer, different approaches may be necessary. The same could be said about e-learning - that we need more complexity, more nuance, than any one determinist position can offer us. It’s therefore extremely useful to be able to identify these positions, and in particular to know what we are dealing with when grand narratives are told about how great, or how terrible, technology is.

Perspectives on education

Daniel, J. (2002). Technology is the Answer: What was the Question? Speech from Higher Education in the Middle East and North Africa, Paris, Institut du Monde Arabe, 27-29 May 2002. http://portal.unesco.org/education/en/ev.php-URL_ID=5909&URL_DO=DO_TOPIC&URL_SECTION=201.html

In this decade-old speech, Professor Daniel, at the time the UNESCO Assistant Director for Education, offered the view that ‘in all parts of the world evolving technology is the main force that is changing society’ (a model technological determinist position, you’ll observe!). He argued that, despite popular opinion, education was not exempt from these changes, nor should it be. Indeed, technology could solve the three most pressing problems of education: access, quality and cost. His praise of open universities directly prefigures the current fascination with MOOCs, and you will recognise many of the same arguments about economies of scale at play. He asks his audience to be critical in assessing the claims that are made about educational technology and what it can accomplish. Using Daniel’s four “b”s - bias, bull, breadth and balance - what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?

Noble. D. (1998). Digital Diploma Mills: The Automation of Higher Education. First Monday 3/1. http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/569/490

Noble’s piece, still a classic 15 years on, shows just how long debates about the consequences of digital education have been circulating. In contrast to Daniel’s speech, the orientation here is clearly dystopic. Where Noble frames ‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education, and ‘teachers and students’ as being against it, these divisions have never been clear, and they certainly aren’t now. Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?

And there’s more....

You may find it interesting to return to two very well-known pieces of work which have been, in their way, highly influential in the field of online education, and think about them again in terms of the perspectives we’ve been looking at. What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9/5.http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

Sparking extensive debate, while working its way into common usage, Prensky’s metaphor of the native and the immigrant is one of the best-known accounts of the effects of the digital upon education. Offering a narrative of ‘native’ young people’s seamless integration with technology, and the revolutionary changes that information technology has brought, Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners. When reading this paper, try to identify the strategies that Prensky uses to

Similarities to Bendito are abandoned archaic bldgs/technology

1.

Man operating in what may be seen as a grim environment because of technology

2.

Man interacting with technology to his detriment

3.

Finally: There are many utopian and dystopian stories about technology told in popular films from Metropolis to the Matrix. Can you think of an example and describe or share it in the discussion board, on your blog, or on Twitter?

Pasted from <https://class.coursera.org/edc-001/wiki/view?page=DeterminingThePast>

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of learners. When reading this paper, try to identify the strategies that Prensky uses to make his argument - how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?

Wesch, M. (2007). The Machine is Us/ing Us? (4:33)

You will likely have seen this video many times - it’s a now-classic representation of the difference of the digital and the history of the web. Whether you are watching it for the first time or not, try considering it again from the perspectives we’ve been exploring. What is being left out of the story of the internet here, and from what position is this story being constructed?

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http://jcmc.indiana.edu/vol9/issue3/dahlberg.html

Uses DeterminationTechnical DeterminationSocial DeterminationToward non reductionist Research

Key Quotes:To avoid viewing media technologies as either autonomous "things" or amorphous "no-things," it is important to view them as both constituted within and impacting upon social relations and cultural meanings (Sclove, 1992, pp. 140-141). This idea - that media technologies are both socially constituted and constituting - helps overcome the second closely related problem that the three traditions may slip into: the problem of singular causation arguments.

I do not wish to promote any one of these approaches in particular, or for that matter to argue for specific methods (which would be dependent upon the questions at stake). I merely wish to argue that a multi-determinations methodological perspective is needed. Ideally, research would take into account the complex interplay between multiple intersecting and constituting elements. So, for example, research into Internet-democracy practices would want to explore the democratic possibilities afforded by the technical aspects of the medium, user motivations and intentions, and the social structuring of online communications and identities. However, resource constraints may make fully multi-perspectival and multi-dimensional studies infeasible in many cases. Researchers may also wish to follow a particular media technology tradition and/or focus closely on a single relationship. In these cases, researchers must at least recognize the multi-dimensionality of determination, and be reflexive about the limits of their approaches, methods, and findings. While this may seem a rather banal conclusion, the critical examination of Internet research in this paper has shown the necessity for this call for greater sensitivity to the complex interplay between multiple intersecting elements that make up the character of the Internet.

Pasted from <http://jcmc.indiana.edu/vol9/issue3/dahlberg.html#fourth>

Pasted from <http://jcmc.indiana.edu/vol9/issue3/dahlberg.html#fourth>

Internet Research Tracings PaperTuesday, January 29, 20139:09 AM

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http://web.archive.org/web/20121110225939/http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html

The first thing that occurs to me with this article is the question: Why does it matter how much technology conditions social change if you are a technological Determinist. If we have no control over it, isn't this a moot point?

Technological or Media Determinism PaperTuesday, January 29, 20139:14 AM

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http://youtu.be/NLlGopyXT_g

"We need to rethink

CopyrightAuthorshipIdentityEthicsAestheticsRhetoricsGovernancePrivacyCommerceLoveFamilyOurselves …"

About the interconnection between people using the machine, teaching the machine, and becoming part of the machine of the Internet and technology.

The Machine is Us - VideoTuesday, January 29, 20139:25 AM

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Perspectives on educationDaniel, J. (2002). Technology is the Answer: What was the Question? Speech from Higher Education in the Middle East and North Africa, Paris, Institut du Monde Arabe, 27-29 May 2002. http://portal.unesco.org/education/en/ev.php-URL_ID=5909&URL_DO=DO_TOPIC&URL_SECTION=201.htmlIn this decade-old speech, Professor Daniel, at the time the UNESCO Assistant Director for Education, offered the view that ‘in all parts of the world evolving technology is the main force that is changing society’ (a model technological determinist position, you’ll observe!). He argued that, despite popular opinion, education was not exempt from these changes, nor should it be. Indeed, technology could solve the three most pressing problems of education: access, quality and cost. His praise of open universities directly prefigures the current fascination with MOOCs, and you will recognise many of the same arguments about economies of scale at play. He asks his audience to be critical in assessing the claims that are made about educational technology and what it can accomplish. Using Daniel’s four “b”s - bias, bull, breadth and balance - what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?

Noble. D. (1998). Digital Diploma Mills: The Automation of Higher Education. First Monday 3/1. http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/569/490Noble’s piece, still a classic 15 years on, shows just how long debates about the consequences of digital education have been circulating. In contrast to Daniel’s speech, the orientation here is clearly dystopic. Where Noble frames ‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education, and ‘teachers and students’ as being against it, these divisions have never been clear, and they certainly aren’t now. Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?

And there’s more....You may find it interesting to return to two very well-known pieces of work which have been, in their way, highly influential in the field of online education, and think about them again in terms of the perspectives we’ve been looking at. What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9/5. http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdfSparking extensive debate, while working its way into common usage, Prensky’s metaphor of the native and the immigrant is one of the best-known accounts of the effects of the digital upon education. Offering a narrative of ‘native’ young people’s seamless integration with technology, and the revolutionary changes that information technology has brought, Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners. When reading this paper, try to identify the strategies that Prensky uses to make his argument - how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?

Wesch, M. (2007). The Machine is Us/ing Us? (4:33)

Perspectives ResourcesTuesday, January 29, 20139:30 AM

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Wesch, M. (2007). The Machine is Us/ing Us? (4:33)

Pasted from <https://class.coursera.org/edc-001/wiki/view?page=DeterminingThePast>

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CoreChandler, D. (2002). Technological determinism. Web essay, Media and Communications Studies, University of Aberystwyth. Download as PDF.(Please note that this reading is a web essay, but people have been experiencing access problems, so we are providing it as a PDF. An alternative, web-based version is available via the Wayback Machine.)

The assumptions of technological determinism can usually be easily in spotted frequent references to the 'impact' of technological 'revolutions' which 'led to' or 'brought about', 'inevitable', 'far reaching', 'effects', or 'consequences' or assertions about what 'will be' happening 'sooner than we think' 'whether we like it or not'.

Chandler’s web essay explores the concept and history of technological determinism, which he defines as ‘seek[ing] to explain social and historical phenomena in terms of one principal or determining factor’ -technology. Chandler calls this theory ‘reductive’, and points out that as a way of understanding social phenomena, reductionism is often criticised as being overly simplistic. This is especially the case when determinists become ‘technocentric’ - ‘trying to account for almost everything in terms of technology'. He introduces concepts such as ‘reification’; ‘autonomy’; and ‘universalism’, as elements of technological determinism. Importantly for our purposes, he also indicates how we can identify when a determinist position is being taken, even if an author or speaker doesn’t make it explicit:

The resources below contain some language like this, and you will probably start to notice it elsewhere. The relationship between technological determinism and utopian and dystopian accounts is one we’d like you to consider and discuss as you engage in the readings and films during the rest of this week and next week.

AdvancedDahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3. http://jcmc.indiana.edu/vol9/issue3/dahlberg.html

Uses determination: technology is shaped and takes meaning from how individuals and groups choose to use it. Technology itself is neutral. An example of this way of thinking can be seen in the educational mantra: ‘The pedagogy must lead the technology’.

Technological determination: technology ‘produces new realities’, new ways of communicating, learning and living, and its effects can be unpredictable. This is the position Chandler explores in detail in our core reading.

Social determination: technology is determined by the political and economic structures of society. Questions about ownership and control are key in this orientation.

Now that you know more about technological determinism, you may find it useful to explore two other perspectives that are common in discussions about the web and e-learning. Dahlberg describes three orientations towards the internet:

Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?

Dahlberg argues that none of these perspectives, on its own, is enough to explain everything that needs to be explained about the internet. Each is useful, and each is overstated. Depending on the questions we need to answer, different approaches may be necessary. The same could be said about e-learning -that we need more complexity, more nuance, than any one determinist position can offer us. It’s therefore extremely useful to be able to identify these positions, and in particular to know what we are dealing with when grand narratives are told about how great, or how terrible, technology is.

Ideas and InterpretationsTuesday, January 29, 20139:30 AM

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dealing with when grand narratives are told about how great, or how terrible, technology is.

Pasted from <https://class.coursera.org/edc-001/wiki/view?page=DeterminingThePast>

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MachineMe - My Blog! http://machineme.blogspot.com/Tuesday, January 29, 201310:21 AM

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End of Education

"Word Weavers/World Makers'

"Language-centered curriculum"Literacy and the products of literacy are central

Neil PostmanWednesday, January 30, 201310:44 AM

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"Human capital means the individual knowledge and skills that make a person more

autonomous, more flexible and more productive. It is the personal capital that you or I can

invest in finding fulfillment in our lives. It is the formation of competent human beings."

Pasted from <http://portal.unesco.org/education/en/ev.php-URL_ID=5909&URL_DO=DO_TOPIC&URL_SECTION=201.html>

Technology is the Answer PaperWednesday, January 30, 201311:49 AM

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To be respected and trusted1.Follow their own interests and passions2.Create - use the tools of their times3.Group projects (get the slackers out)4.Express their opinions5.Have a measure of control6.Connect with others (globally)7.Cooperate and compete8.Relevant education that will matter9.

Students Want:

Screen clipping taken: 2/1/2013 10:23 AM

http://www.diigo.com/annotated/a3909b817d3fb02ed9988db2a108b251

Changes in Education:Changing StudentsChanging TechnologyChanging Pedagogy

Prensky NotesFriday, February 01, 20139:23 AM

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http://youtu.be/kIzA4ItynYw

Must read: Steps to the Ecology of Mind

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Bateson's Hierarchy of Learning

Week 2 - Gardner Campbell - Ecologies of YearningTuesday, February 05, 20131:45 PM

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http://winternotebook.blogspot.ca/2013/02/edcmooc-questions-raised-by-gardner.html

Screen clipping taken: 2/5/2013 2:56 PM

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Touché

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Harvard also educates only about a tenth of a percent of the 18 million or so students enrolled in higher education in any given year. Any sentence that begins “Let’s take Harvard as an example…” should immediately be followed up with “No, let’s not do that.”

Pasted from <http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/>

That’s because the fight over MOOCs is really about the story we tell ourselves about higher education: what it is, who it’s for, how it’s delivered, who delivers it. The most widely told story about college focuses obsessively on elite schools and answers a crazy mix of questions: How will we teach complex thinking and skills? How will we turn adolescents into well-rounded members of the middle class? Who will certify that education is taking place? How will we instill reverence for Virgil? Who will subsidize the professor’s work?

MOOCs expand the audience for education to people ill-served or completely shut out from the current system, in the same way phonographs expanded the audience for symphonies to people who couldn’t get to a concert hall, and PCs expanded the users of computing power to people who didn’t work in big companies.

Pasted from <http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/>

In the US, an undergraduate education used to be an option, one way to get into the middle class. Now it’s a hostage situation, required to avoid falling out of it. And if some of the hostages having trouble coming up with the ransom conclude that our current system is a completely terrible idea, then learning will come unbundled from the pursuit of a degree just as as songs came unbundled from CDs.

Pasted from <http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/>

Week 2 - Looking to the FutureWednesday, February 06, 201310:27 AM

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Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching - Wired Campus - The Chronicle of Higher Educationhttp://chronicle.com/blogs/wiredcampus/professor-leaves-a-mooc-in-mid-course-in-dispute-over-teaching/42381Screen clipping taken: 2/18/2013 8:14 AM

ResearchWednesday, February 06, 20138:37 AM

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Wednesday, February 20, 2013Digital Artifact Time

This is a CollectionThe nature of my interactions with the EDC MOOC have been non-linear, distracting, disjointed, and chaotic.

The term 'infowhelm' was a feeling reported frequently by EDCMOOC participants in the social media postings. Our experience of wanting to take in all that was being offered in the way of collaborations and information was likened to trying to drink from a fire hose. I'm mostly guilty as charged by Nicholas Carr's Atlantic article titled Is Google Making us Stupid? "...people’s minds [have] become attuned to the crazy quilt of Internet media..." Based on self-observation, I can see that the way our minds have become attuned is not all good. Carr quotes playwright Richard Foreman, ...Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.”. My reaction to that is, "pass the syrup!".

However I've loved every minute of it! By participating in this expedition in learning, I've been allowed to focus on and explore quite a number of topics that I would not have otherwise done. Technological determinism (by the way, I realized I'm not a TD), the nature of what is human, current thinking on utopian and dystopian futures, and so much more.

Just as my journey has been chaotic and disjointed, so too is my digital artifact. I’m declaring - that's okay. Whereas I might have produced one stunning piece of digital genius, as many of my course mates have done, I didn’t – no genius, and no singularity. Instead, I offer several related bits of digital creation courtesy of moi. The first of course is this blog which I created and posted to for the sole purpose of this course. I offer, not so much erudite and educationally referenced information, more a sort of opinion board about some things we’ve been studying.

OfferingAnother offering here is my humorous take on the issues surrounding transhumanism.

Styles and RolesDuring a lot of the course I thought about the role I was playing in this EDMOOC, and how others’ styles and roles were influential to me. So I did a survey using a Google form shown here. Please note that

Posting to MachinemeMonday, February 25, 20137:30 AM

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and roles were influential to me. So I did a survey using a Google form shown here. Please note that one respondent chose to add an additional category onto the form in each question, and then select those. I have omitted that from my analysis (I put them in the categories I felt they fit most closely).

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Analysis

NotebookFinally, my notebook ***for much of my readings, links, and thoughts may be found here: It is a Microsoft OneNote file that contains many great ideas, links, references, and other writings, inspired by this course that did not end up in my blog.

You do need a free Dropbox.com account to access this resource.

Please see my first entry in this blog for information about the EDCMOOC course and what I'm doing on it!

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it!

***This link is not working correctly. I'll try to figure this out. I guess I still don't know a good way of sharing a OneNote notebook without using Microsoft's Skydrive.Posted by Letty Barnes at 11:44 AM 1 comment:

Email ThisBlogThis!Share to TwitterShare to FacebookLabels: #Digital Artifact, #edcmooc, #MOOC Role, #MOOC Style, #Richerd Foreman, #Transhumanism, OneNote

Thursday, February 14, 2013Hackles Up!This got my hackles up!

In his article The Human Touch, Monke (2004) led me down the garden path of agreement only to leave me feeling nearly angry at his conclusions and advice. To begin with he denounces an “uncritical faith in technology itself”. I’m right with you Monke. The uncritical use of technology is terrible and dangerous. He goes on to speak of the uneven allocation of funding in schools to computer technology at the expense of what he calls ‘firsthand experience’ - non-virtual interactions and learning such as music, sports, etc. Right! People need to be holistically educated, they need art and music. I’m right there with you Monke.

Next he speaks of McLuhan’s ideas of technology causing a process of amplification and amputation. The example is something like, if a man were to use a microphone he may lose his ability to develop a robust voice. Uhhh…

Then comes a bombshell statement: He asserts “The general computer skills a youth needs to enter the workplace or college can easily be learned in one year of instruction during high school”. Wait, did I just hear that right? As a person who has devoted the last 20 or so years of helping empower people to participate in the modern world through teaching computer and software use, I’m far from objective. I feel amazed that he thinks teaching IT skills such a simple and speedy process! Not that it is rocket science, but I’m beginning to wonder how few skills he himself may possess if they could all be gained in year. Yup I'm biased because I love my job and I love technology. I keep reading.

Next Monke outright attributes the decline of modern societies’ ethics to computer use:

“In reconstituting learning as the acquisition of information, the computer also shifts our values. The computer embodies a particular value system, a technological thought world first articulated by Francis Bacon and René Descartes four hundred years ago, that turns our attention outward toward asserting control over our environment (that is essentially what technologies do–extend our power to control from a distance). As it has gradually come to dominate Western thinking, this ideology has entered our educational institutions. Its growing dominance is witnessed in the language that abounds in education: talk of empowerment, student control of learning, standards, assessment tools, and productivity. Almost gone from the conversation are those inner concerns–wisdom, truth, character, imagination, creativity, and meaning–that once formed the core values of education. Outcomes have replaced insights as the yardstick of learning, while standardized tests are replacing human judgment as the means of assessment. No tool supports this technological shift more than computers”

But don’t get him wrong, he goes on to say:

“None of this is to say that we should banish computers from all levels of K-12 education. As young people move into subject areas like advanced mathematics and chemistry that rely on highly abstract concepts, computers have much to offer.”

Now I’m almost relieved. He’s made himself out to be a bit of an extremist and I am able to discount his ideas as such. I suspect he is a man who has enormous and paranoid fears around technology. A re-read has me certain of this as I read again about his realization that his students ‘suddenly had more power to do damage to more people than any teenagers in history’.

I don’t want to think of the worst pictures of teen violence and crime, but I’m thinking it didn’t happen because a high-schooler had ahold of an iMac.

What angers me is that he is taking for granted (and asking us to) that technology is the cause of our daunting societal problems. I don’t think it is a major cause, and I know it is not the only solution. Human nature itself is the cause of societal ills. Our use or misuse of technology is just a symptom and reflection of our nature.

Monke, L (2004) The Human Touch, EducationNext http://educationnext.org/thehumantouch/

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Monke, L (2004) The Human Touch, EducationNext http://educationnext.org/thehumantouch/

Posted by Letty Barnes at 11:43 AM 4 comments:

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Monday, February 4, 2013It's Awufl and I Want It!Having just viewed Sight, a film that “the increasingly blurry line between the digital and the material might play out in the sphere of human relationships” (instructors at the University of Edinburgh), my horror is not at the dystopian depiction of this couple’s date, but rather at my own desire to have all that cool technology despite how poorly the protagonist has used it!

See for yourself:

Clearly, I am not a technological determinist in my thinking. I believe that people are influenced very much by current technology and yet, we have the ability to think critically and make choices. We have free will. I’m not much of a gamer, so the apps for dating don’t appeal, and for heaven’s sake I would much prefer to cut a cucumber without trying to gain points! But wow the rest of it looks so cool!!! Do I want a room with no furniture and art other than what is digitally viewed? No. Do I want to see that technology and use it when and where I think it would be good? YES! It’s really only awful if misused –as is all technology.Posted by Letty Barnes at 10:23 AM 3 comments:

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Thursday, January 31, 2013

Being a MOOC StarThe way I see it, there are two principle ways to contribute in an important and/or recognized way to a MOOC. You can:

1) Think great thoughts. Come up with a new take on the issues being discussed that your readers and viewers have never heard of or thought of before.

or

2) Bring the great ideas of others to the attention of your readers and viewers.

People participating in the EDCMOOC that I'm in right now are doing a lot of both - mainly number 2.

I'm not doing either particularly. But I am doing something else - so I guess I'm adding a third category. One that won't make me a MOOC star, but will be a good contribution I think, and that is I'm an encourager. I'm reading and responding to others' ideas and trying to applaud what I think is good and useful.

I'll probably end up focusing on "MOOC identity" during this course, and perhaps in my course artifact. So I'm thinking of a short. simplified taxonomy of MOOC participant roles.

Posted by Letty Barnes at 10:27 AM 13 comments:

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Posted by Letty Barnes at 10:27 AM 13 comments:

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Thursday, January 31, 2013

Being a MOOC Star

The way I see it, there are two principle ways to contribute in an important and/or recognized way to a MOOC. You can:

1) Think great thoughts. Come up with a new take on the issues being discussed that your readers and viewers have never heard of or thought of before.

or

2) Bring the great ideas of others to the attention of your readers and viewers.

People participating in the EDCMOOC that I'm in right now are doing a lot of both -mainly number 2.

I'm not doing either particularly. But I am doing something else - so I guess I'm adding a third category. One that won't make me a MOOC star, but will be a good contribution I think, and that is I'm an encourager. I'm reading and responding to others' ideas and trying to applaud what I think is good and useful.

I'll probably end up focusing on "MOOC identity" during this course, and perhaps in my course artifact. So I'm thinking of a short. simplified taxonomy of MOOC participant roles.

Posted by Letty Barnes at 10:27 AM 13 comments:

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Tuesday, January 29, 2013

Part of the EDCMOOC Machine

The title of my new blog comes from the video called The Machine is Us.

The video has a clear message that the blurring and blending of human and technological activity that we have now on the internet prompts us to rethink:

"...CopyrightAuthorshipIdentityEthicsAestheticsRhetoricsGovernancePrivacyCommerceLoveFamilyOurselves…"So, you and I are part of the machine. We're teaching the machine and we are being taught by the machine. This is very much a part of the focus of study for the eLearning and Digital Cultures MOOC (Massive Online Open Course) that I'm participating in over the next 5 weeks.

Here is what I hope to gain, also known as my learning outcomes:

1) Consume media about eLearning and digital cultures as directed by course instructor team and fellow course-takers, and of course my own happenstance

2) Experience making selections about conversations, tools, feeds, and groups to interact with

3) Reflect on how the experiences of those choices and interactions affect the process of learning

4) Create a list of ideas that I have along the way

5) Create a list of questions raised along the way

6) Create a list of technologies that I'd like to try out, or use more

Thoughts so far... well the pre-course activity was overwhelming in itself. Thirty six thousand students plus were buzzing with tweets, links, blog postings, Google+ postings, etc. I had 'Infowhelm' (a great new term) very quickly. But it is exciting.

I worry that it has been so long since I've done any formal educational writing that I may not have all the nomenclature at hand as I did in the days of doing my Master's in Education at the University of Exeter. Let's face it I could have other worries with this big, unwieldy course, but I'm just going to try to learn and enjoy the ride.

Posted by Letty Barnes at 10:20 AM 1 comment:

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U.S. News & World Report estimated that the current generation of children, with its legions of struggling readers, would experience one-third fewer face-to-face conversations during their school years than the generation of 30 years ago.

Pasted from <http://educationnext.org/thehumantouch/>

Letty Barnes10:47 AM

Do you think this explains a lot of MOOC dropout?

Hersh says he has proof that his system, in particular, works toward this goal. As part of his 2009 dissertation for Argosy University, Hersh studied the satisfaction and completion rates of a sample of 145 students in his “presence”-oriented learning environment compared to a similar sample taking their courses through a “traditional” LMS. That research...Expand this post »

The Human Element | Inside Higher Ed »Douglas E. Hersh's close crop of auburn hair and neatly trimmed goatee are clearly visible in an expandable window on my desktop. So are his light tweed blazer and matching tie. On a table behind his ...

Favorite Quote of the day:“ And generally speaking, anything that the Darwinist finds hard to explain is human” Professor Steve Fuller on the ambiguity of our notions of what is 'human'. http://www2.warwick.ac.uk/newsandevents/podcasts/media/more/tedx?podcastItem=steve_fuller.mp4And generally speaking, anything that the Darwinist finds hard to explain is human” Professor Steve Fuller on the ambiguity of our notions of what is 'human'. http://www2.warwick.ac.uk/newsandevents/podcasts/media/more/tedx?podcastItem=steve_fuller.mp4

Week 3 QuotesThursday, February 14, 201310:52 AM

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Robbie; http://vimeo.com/40524878Gumdrop; http://youtu.be/A7sjoI5QjBYTrue Skin: http://vimeo.com/51138699Avatar Days: http://youtu.be/d9TEdGbvtnc

DISCLAIMER:I am a Christian. To me that means that I believe that Jesus is the son of God, one person of the triune God of the Bible. I believe that he lived, died for our sins, and will come again to redeem believers for eternity. I believe the Bible is true. (Though of course not everyone's, including my, interpretation is wholly accurate. I believe it is true independent from how much or how little we are able to correctly understand how it is true.) This world view, this paradigm, is the principle structure through which I view reality. While you may not agree with me about my world view, are you willing to consider my take on what being human does and does not mean?

The short videos Robbie and Gumdrop are very similar in their messages. Robbie portrays a robot in a very personified way. It proposes that if a machine is intelligent enough it will develop agency. I suggest that free will is one of the most essential elements of what makes humans human, but it is not WHY we are human. In his writing about posthumanism, Neil Badmington (2000) references philosophers desire to identify a common feature of humanity. For Descartes it was the ability to reason. Badminton explains that the Freudian and Marxist decried the idealism of humanism and Cartesianism and its essential human core belief, replacing it with an a-humanist framework.

Badmington, Neil Introduction: approaching posthumanism. Posthumanism. Houndmills; New York: PalgraveDescartes, Rene; Laurence J. Lafleur (trans.) (1960). Discourse on Method and Meditations. New York: The Liberal Arts Press Pasted from <http://en.wikipedia.org/wiki/Discourse_on_the_Method>

The question 'why is there so much suffering in the world if God is good?' must be grappled with by every person who seeks to understand the Judeo/Christian perspective. The answer to that most essential question is that God created man with free will. God prizes free will so much He actually determined that He would teach people about good and evil, sin and righteousness; He would not makeus do what He wants, but allow us to exercise our freedom. This means that we are free to love, to create, to learn and grow, but also to act in selfish and hurtful ways. Robbie reports that he gained self-awareness. To equate self-awareness with agency or will is questionable. To make the quantum leap that a machine, no matter how complex the software can become self-aware in the way of human consciousness, is not credible. Pasted from <https://class.coursera.org/edc-001/wiki/view?page=Reassertingthehuman>

Our EDCMOOC instructor asks us "If Robbie is capable of experiencing loneliness, happiness, faith and friendship, in what senses is he not human?" Pasted from <https://class.coursera.org/edc-001/wiki/view?page=Redefiningthehuman>

Machines can be humanoid, human-like perhaps, human - no. Why, because humans are a creation. They are manufactured as organic/spiritual beings by God, according to His design, with countless individual, unique, and unfathomable characteristics that go beyond the physical. God made other physical creations; flora, fauna, but man is his highest creation because he is made in God's image and likeness. (Genesis 1:27, NIV) We are human because that is how God has made us, not because of what we do, nor the technology that we use. It isn't just that we are created by God, but he made us and

Week 4 - Post HumanismTuesday, February 19, 201310:46 AM

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we do, nor the technology that we use. It isn't just that we are created by God, but he made us and called us 'human'. 'What about the great apes? They are created by God.", I hear you say. Yes, but He didn't make them human. Just because Apple creates a thing, that doesn't make it an iPad. Only iPads are iPads, although there may be similar devices. To answer the question put, the question of in what sense is Robbie not a human. I think this is the sense - the sense that a machine is a machine, created by man, not a human created by God.

True skin leaves viewers with the question of whether a person would still be themselves if their body were destroyed but their entire memory was implanted in another (possibly artificial?) body. If memory is synonymous with humanity, then the answer would be yes. However, as I stated above, to be human is to be created by God as a human.

Badminton (2000) speaks of posthumanism attacking (generally through 'fictive theory') the humanist reign of man. But the Christian world view knows the reign of Christ. So the terms humanism and posthumanism are just schools of thought that will inevitably be replaced by other isms for those who are wrestling with these constructs.

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