It seems as if Wave itself is going to end as a standalone tool; though some aspects are going to be included in other tools.
http://googleblog.blogspot.com/2010/08/update-on-google-wave.html
(We'd just started having some ideas for next academic year when it became part of Educational Apps ... glad that it didn't stop part way through the year!)
Emma
Emma Duke-Williams
Posts made by Emma Duke-Williams
I've just seen that Google Wave now have a number of 'templates' for waves. Not sure that they're *that* good - mostly they seem to be a few useful tips; however, they may well have potential (thinking about the scaffolding in Knowledge Forum...)
I've also got a student who's doing a summer project looking at Google wave & learning & will be building something.
If anyone's interested in providing some ideas etc. email me ( Emma.Duke-Williams@port.ac.uk )
I've also got a student who's doing a summer project looking at Google wave & learning & will be building something.
If anyone's interested in providing some ideas etc. email me ( Emma.Duke-Williams@port.ac.uk )
I've just seen that Google Wave now have a number of 'templates' for waves. Not sure that they're *that* good - mostly they seem to be a few useful tips; however, they may well have potential (thinking about the scaffolding in Knowledge Forum...)
I've also got a student who's doing a summer project looking at Google wave & learning & will be building something.
If anyone's interested in providing some ideas etc. email me ( Emma.Duke-Williams@port.ac.uk )
I've also got a student who's doing a summer project looking at Google wave & learning & will be building something.
If anyone's interested in providing some ideas etc. email me ( Emma.Duke-Williams@port.ac.uk )
In terms of preparing students for the work place, I worry about always ensuring you've got a good balance of students in each group (leaving aside issues of having too many of one 'type' in a class) - as at times individuals will have to perform many different roles - and may be in very unbalanced groups.
I tend to vary between directed groups, random ones & self selected. I think it depends on the nature of the task; the proportion of marks they're going to get for the group element vs. the individual element of the task, how long the task is going to take etc.
I tend to vary between directed groups, random ones & self selected. I think it depends on the nature of the task; the proportion of marks they're going to get for the group element vs. the individual element of the task, how long the task is going to take etc.
One of the things that someone mentioned in the live session was (were?) mashups; i.e. the creative use of multiple online materials.
I've just read a blog post by Graham Attwell including some thoughts on bricolage (i.e. mashups)
He said:
1: How we use that bricolaging (?? is that a word!) skill of the students in the educational world (I suspect many of us in this group are doing that already with innovative assignments - but how do we encourage the more reluctant lecturers to innovate)
2: If we're going to be encouraging our students to use Creative Commons sources - do we encourage them to then re-share the material (esp. if that's part of the CC licence used in the first place). What if they don't? [they forget] What if they don't want to? [They don't want anyone else using their work / they don't think it's 'good enough']
There are also opportunties at times to look at how company A has taken company B to court for using its images/code/whatever on a website (and / or how students feel about their blog postings being "splogged" ) - etc. Do they see that in the same light as academic plagiarism. (And, following on from aspects of culture - are there differences between differing groups of students [be they from different nations/age groups/gender/ whatever]
I've not really looked at this - but as I'm looking at updating a Web design unit for next academic year, I think that mashups (legitimate ones) & less than legitimate use of others work could well be included.
I've just read a blog post by Graham Attwell including some thoughts on bricolage (i.e. mashups)
He said:
Young people today are collecting their treasure to make their own meanings of objects they discover on the web. In contrast our education systems are based on specialised tools and materials.
I can see a couple of aspects of this: 1: How we use that bricolaging (?? is that a word!) skill of the students in the educational world (I suspect many of us in this group are doing that already with innovative assignments - but how do we encourage the more reluctant lecturers to innovate)
2: If we're going to be encouraging our students to use Creative Commons sources - do we encourage them to then re-share the material (esp. if that's part of the CC licence used in the first place). What if they don't? [they forget] What if they don't want to? [They don't want anyone else using their work / they don't think it's 'good enough']
There are also opportunties at times to look at how company A has taken company B to court for using its images/code/whatever on a website (and / or how students feel about their blog postings being "splogged" ) - etc. Do they see that in the same light as academic plagiarism. (And, following on from aspects of culture - are there differences between differing groups of students [be they from different nations/age groups/gender/ whatever]
I've not really looked at this - but as I'm looking at updating a Web design unit for next academic year, I think that mashups (legitimate ones) & less than legitimate use of others work could well be included.