Tia Carr Williams

Dierdre,

http://www.worldsinmotion.biz/2007/11/futureplay_2007_researcher_arg.php

You are right there. Consider this article.

http://www.worldsinmotion.biz/atlas/

Check out the Atlas..

Whilst this is not significantly educator oriented, I couldn't resist sharing it with you all as this is the trend of aggregator sites we want to make our online lives easier to manage:

http://www.topnetpix.com/

Cynthia,

You have highlighted two issues that Ian and I discussed about the necessary paradigm shift. Moving from the orthodox linearity of teaching methodologies to incorporate a more flexible flow of engagement between educator and student in ways that the student is already acclimated with is the first.

Clearly educators have formal systemic models to impart and metricate the learning process. However, as someone who has been researching how to map the 'learning curve' to see how online engagement substantively demonstrates transferable skills through gaming, I think it behooves educators to come together and create a 'learning matrix' that charts 'before and after' evidence of learning when using the social media environments and deliverables.

The second is a requirement to explore. Ian has identified from his own experiences the requirement to relinquish certain 'tried and tested' formulae that used to provide relevant benchmarks to evaluate learning. Now, having experimented with a 'wiki' whereby he threw his students a challenge to deploy the space to collaborate and utilize the environment during a semester, I think he was delightfully surprised at the outcome. As with most things, when we invest confidence in young people, they invariably rise to the occasion.

As you are experiencing Cynthia, the willingness to adventure these 'brave new worlds' (with reasonable caveats) must come from faculty.

I hope you enjoy two excellent pdfs on the opportunities for social technologies in Education.
The first paper is focused on exploring the inter-relationship between two key trends in the field of educational technologies.

In the educational arena, we are increasingly witnessing a change in the view of what education is for, with a growing emphasis on the need to support young people not only to acquire knowledge and information, but to develop the resources and skills necessary to engage with social and technical change, and to continue learning throughout the rest of their lives.

In the technological arena, we are witnessing the rapid proliferation of technologies which are less about 'narrowcasting' to individuals, than the creation of communities and resources in which individuals come together to learn, collaborate and build knowledge (social software).

It is the intersection of these two trends which, we believe, offers significant potential for the development of new approaches to education.

At the heart of agendas for change in education are a number of key themes which relate to questions of how knowledge, creativity and innovation are generated in the practices of the 'information society'.Recent commentators have argued that our relationship with knowledge is changing, from one in which knowledge is organised in strictly classified 'disciplines' and subjects', to a more fluid and responsive practice which allows us to organise knowledge in ways that are significant to us at different times and in different places.

At the same time, we see changes in the 'spaces' of knowledge, from its emergence within discrete institutional boundaries, to its generation in virtual and cross-institutional settings.Moreover, the ways in which we engage with knowledge are increasingly characterised by 'multi-tasking', engaging with multiple and overlapping knowledge streams. There are also changes in our understanding of practices of creativity and innovation - from the idea of the isolated individual 'genius' to the concept of 'communities of practice', where reflection and feedback are important collaborative processes.

In this context, educational agendas are shifting to address ideas about how we can create personalised and collaborative knowledge spaces, where learners can access people and knowledge in ways that encourage creative and reflective learning practices that extend beyond the boundaries of the school, and beyond the limits of formal education.

It is in the light of these new educational agendas that we are interested in the emerging practices of social software. Social software can be broadly characterised as 'software that supports group interaction'. The most familiar types are likely to be internet discussion forums, social networking and dating sites. However, applications like massively multiplayer online games and internet messaging can also be seen as social software, as could group e-mails and tele-conferencing.

Applications such as weblogs, wikis and social bookmarking have seen a recent increase in popularity and growing mainstream interest. At the same time, there are other technologies which enrich and enhance these practices, like syndication systems that bring information in a well organised way from one source to another.

New forms of collaboration tools are also emerging, where people can work together to build new documents or products. We are also seeing a shift in the 'modality' of communication away from text alone: podcasting or audio publishing via the net is a growing movement, and it will be a relatively short time before there is also good support for video publication on the net. Locative and geographically mediated activity via mobile phones is also a likely area for growth, seeing people collaborate around different spaces and places.

It is the combination of the technological affordances of social software, with new educational agendas and priorities, that offers the potential for radical and transformational shifts in educational practice.

Today, the use of social software in education is still in its infancy and many actions will be required across policy, practice and developer communities before it becomes widespread and effective. From a policy perspective, we need to encourage the evolution of the National Curriculum to one which takes account of new relationships with knowledge, and we need to develop assessment practices which respond to new approaches to learning and new competencies we expect learners to develop.

At the same time, from a technical perspective, we need to facilitate the development of open systems that allow different social software resources to communicate with each other, the creation of a centralised resource to allow teachers and children to access these tools, and the integration of a range of small social software tools into the desktop operating environments of learners. Equally, it should be realised that interoperability does not necessarily have to be realised through rigid standards, which may be counter-productive to innovation.

As with all programmes of educational change, however, we need to retain a sensitivity to the potential for such change to exacerbate existing social inequalities - as we see the emergence of social software as a potential tool for the creation of new learning communities, we need to ensure that there are not groups of children excluded from these communities by virtue of lack of access to digital technologies. We also need to ensure that such change does not ossify in a centrally managed programme, but instead retains a sensitivity to the specific and localised needs of different groups of learners and teachers.

In schools, we are already witnessing small-scale experiments with a variety of social software resources. For these to flourish we will need to see support in schools for risk-taking, and for dialogue between schools, teachers, parents and children about new approaches to learning that involve collaboration between young people (and others) across different times and spaces.

http://www.futurelab.org.uk/resources/documents/opening_education/Social_Software_report.pdf

This white paper was written as part of a larger grant provided by the John and Catherine MacArthur Foundation in support of what we are calling Project NML (or New Media Literacies). Over the next few years, we will be developing and publicizing a series of projects designed to promote the teaching of media through school based, after school, and informal learning communities. These include: an exemplar library of short digital films focused on creative artists working in a range of different media and the creative, economic, and ethical choices they face in purusuing their work; an ethics casebook faced on the challenges youth face as media makers and participants in online communities; and a series of curricular guides for teaching media through traditionl school content.

The white paper emerged from both the ideas found in Henry Jenkins’s new book, Convergence Culture: Where Old and New Media Collide and a systematic review of existing educational literature on youth and new media. It was released alongside the MacArthur Foundation’s announcement of a 50 million dollar five year comittment to work on youth and digital learning.

Authors: Henry Jenkins is the founder and co-director of the MIT Comparative Media Studies program and the principle investigator on Project nml. Ravi Purushotma, a 2006 graduate of MIT’s Comparative Media Studies program, examines using popular culture/digital media/video games for learning foreign languages. He currently works at The Education Arcade at MIT. Katherine Clinton received her PhD in Curriculum and Instruction with a minor in Games, Learning, and Society in 2006 from the University of Wisconsin-Madison and currently is the educational consultant for the New Media Literacies project at MIT. Margaret Weigel is the Research Manager for the New Media Literacies project in the Comparative Media Studies program at MIT. She earned her advanced degree in Comparative Media Studies in 2002, and writes on new media and visual culture. Alice J. Robison is a postdoctoral fellow in the Comparative Media

Studies program at MIT, where she specializes in new media literacies and in the ethnographic and rhetorical study of the production of digital media, especially videogames

http://www.digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

http://www.toptensources.com/topten/Social-Media-in-Education/

http://www.hypergene.net/talks/keynote-asidic-willis.pdf

Social Media Rings
 Neil and Cameron run down the list of the Mashable social networking blog list 50 of the top social bookmarking sites available. Also, they discuss social media rings, how they can be set up, and security issues.
 
http://www.webmasterradio.fm/Internet-Marketing/Rush-Hour/Social-Media-Rings.htm

Works in Flash format and needs no downloads 2-way live audio/video delivery Whiteboard with Math tools Synchronous Content sharing such as PowerPoint (retains animations and transitions), PDF, Flash files and videos Records all sessions to be played back in Flash format (needs no downloads) Share PowerPoint presentations asynchronously even with narrated audio in slides