Wikis

Languages Show-and-Tell

Today I attended a Language Centre show-and-tell organised by Hervé Didiot-Cook and attended by teachers from the LSE as well as our good friends from Columbia University Language Resource Center – Bill & Stéphane.

Challenges/Risks of Second Life

Tamy Zupan, the LSE’s SL evangelist (!) talked us thru’ some of the challenges we are going to face as we look at introducing Second Life.  These include an interface with a steep learning curve, negative attitudes from staff and students, a lack of narrative (as it’s a virtual world not a game), unclear moral & ethical boundaries and some cultural challenges and of course the pedagogy: how to take advantage of the potential that it offers for for language teaching and how to assess this.  CLT will be supporting the Spanish teachers in a pilot which, for now, will very much be an opt-in for students who are keen to explore the use of SL in their Spanish studies.

Columbia Wikis

At a meeting with Columbia University’s Center for New Media Teaching & Learning (CCNMTL)we talked a lot about wikis. They offer their staff wikis for teaching through an externally hosted service – wikispaces – which is one of several good-looking hosted wiki services currently available (others being pbwiki & wetpaint).

There are 100 wikispaces at Columbia though not all are active. However I did get to see a couple of really good ones, unfortunately they are not available for public viewing as they involve assessment.

March 11th, 2008|Tools & Technologies|Comments Off on Columbia Wikis|

Another eportfolio

Has anyone looked at Expo LX or any of the other tools produced by LearningObjects.com? I came across it at IoE Learning Technology Unit. It currently only integrates with Blackboard though the website states that integrations with Moodle and other systems are “on the roadmap”. It’s essentially a tool for creating personal sites including blogs with permissions built-in so it can be used for eportfolios. It might also be of interest to the web team for personal & group sites e.g. for academics, researchers & research groups.

I’m going to download & take a look. No, I’m not, it only appears to come as a Bb building block, so forget that!

Also on the LTU site were some ‘technology tasters’ which included this list of educational uses for wikis which is better than the one I had for our last workshop!

February 13th, 2008|Blogging, Teaching & Learning|Comments Off on Another eportfolio|

Emerging Technologies and Careers

I’m travelling back from Harrogate and the AGCAS “Emerging Technologies and their use in Careers” event and am taking advantage of the free wireless on the new National Express East Coast service. Excellent!

My sessions were well received and I felt the whole event went really well with a great set of speakers today building on my introductory tour from yesterday: blogs, feeds, podcasts, screencasts, social bookmarking, social networking, e-portfolios & PLEs, virtual worlds and wikis… and they all stayed awake thru it all 😉

I used a wiki for an evening homework activity which worked really well. The AGCAS Harrogate wiki also contains all of the presentations from the two days.

A word about the wiki

I looked at three free wikis for this: wikispaces, pbwiki and wetpaint. I rejected wetpaint first as I felt it was too busy and I wanted something cleaner. I initially went with wikispaces but I wasn’t happy with how it dealt with simultaneous editing which was an issue for this particular exercise so I selected pbwiki as it locks the page when someone is editing it. The delegates who in the main were using a wiki for the first time were very positive about it and I was very pleased with both how the exercise went and the performance of pbwiki itself.

January 11th, 2008|Conferences|1 Comment|

Good looking wiki

I was sent this today (Thanks Tamy!) which has renewed my enthusiasm for wikis (if not SL!)
http://sleducation.wikispaces.com/educationaluses It has convinced me that wikis can look good, so I’ve revisited wikispaces. As well as the basics you’d expect, you can restrict editing to named people, lock pages and use widgets to embed lots of social software stuff – a delicious feed, flickr slideshow, YouTube video etc.

I’m planning on using this, rather than just a del.icio.us list for a future workshop. The idea being that as well as the resources I’m providing / demonstrating it will be a workspace for a hands-on wiki exercise and possibly a resource that gets added to after the event but that might be expecting too much. The only downside I’ve come across so far is the Google ads although they are quite discreet.

I’m also wondering if there is a area of our website that it might suit… for demo purposes if nothing else.

November 7th, 2007|Social Media|2 Comments|

Web 2.0 is evil?

Yesterday evening at the “Towards a social science of web 2.0” conference we witnessed an extremely interesting ‘debate’ between Charles Leadbetter and Andrew Keen; the former advancing a number of arguments that web 2.0, user generated content and open source development are essentially positive and good for the development of knowledge on a number of levels. His arguments were fairly balanced and well structured presenting both how web 2.0 could have both positive and negative effects on quality, democracy and the equality of access to information, especially in the developing world. But it has to be said his argument presented a definite positive outlook.

Andrew Keen was essentially the pantomime villain and played up to the role with a passionate diatribe against user generated content and virtual worlds such as Second Life. His argument was that most of the content created by non-professionals, or amateurs is garbage and not worth paying for and that the availability of this free content will eventually endanger quality content provided by experts that we have traditionally paid for. He also has a big problem with San Francisco “hippy” counterculture and makes the point that while the founders and proponents of the current Web 2.0 phenomenon are essentially against government intervention they are also very pro-market by virtue of their libertarian worldview. His arguments as presented this evening did seem to jump around from one point to another, almost as some sort of taster to the arguments presented in his book which he shamelessly plugged during his speech. I am almost tempted to buy a copy to find out what he was actually trying to say but I’m not sure that I should for fear that I will have fallen into some sort of perverse marketing trap. He did present some interesting and positive opinions on the value of media literacy in response to a question from the audience; in that we need to educate our children on the interpreting of media to discern where there is bias, commercial interest or just plain incompetence.

A good point was made by a fellow delegate while chatting over dinner; that both speakers presented a number of obvious truths amongst their more questionable arguments and so it was fairly difficult to establish any truth from the polemic. Overall these were two excellent speakers at least from an ‘entertainment’ point of view. It’s only a shame that Charles Leadbetter had to get a train halfway through the session so we weren’t treated to a full debate between the two.

Collaborative Software and Web 2.0

The University of Edinburgh Information Systems working group has recently produced a report with the above title.

Quoting from its conclusion

Collaborative technology such as IM, Wikis and blogs are fast becoming ubiquitous, and it is quite clear that the University, through Information Services and its partners, needs to act to ensure that it makes best use of such tools.

The report is well worth reading. It can be found here

Following on from the report is the University of Edinburgh’s Web 2.0 action plan. It is here

Teaching with Technology

Over coffee this morning a couple of us were discussing Mark Prensky‘s chapter on How to Teach with Technology (PDF), part of Becta’s Emerging Technologies for Learning: Volume 2. In his chapter which, it must be noted, is focused on secondary rather than post-secondary education, Prensky suggests that teachers shouldn’t be taught how to use the latest technology that should be left to the students. Instead energy should be re-focused:

“teachers must learn what these technologies are and can do, and understand them, but without necessarily becoming proficient in their use… …Teachers also need to help students apply technologies wisely to real problems, and to reflect and search for the deeper issues that the technologies raise, and to bring up and discuss these issues with the students…”

He goes on to give four examples based around wikipedia, podcasting, Instant Messaging and mobile phone cameras. The chapter is well worth a read if only for some of the great quotes he has from students! And then to consider if it applies to HE too…

March 28th, 2007|Teaching & Learning|Comments Off on Teaching with Technology|

Some thoughts on Virtual research environments

I have been thinking about virtual research environments.

In this context I’m not so much interested in all singing all dancing high-end research environments but rather the provision of a set of tools that will assist academics in the kind of research collaboration I believe many of them are engaged in.

We have recently been asked to set up a WebCT course so that a group of academics worldwide can edit a book. We set up a wiki link to a web site for a European wide research project. Anthropology want some kind of virtual research environment to work with colleagues in China and elsewhere. We’ve also had several requests for blogs and wiki is linked to groups a PhD students or research groups. I also suspect that a number of academics are exploring the research potential of the Google suite of tools.

An Essay Evolves

Lynn Reynolds, a student and ‘Writing Mentor’ at London Metropolitan University is attempting to write an essay online over the next 3 weeks at http://evolvingessay.pbwiki.com/ Lynn writes:

The prospect of tackling an academic assignment is often daunting and anxiety-provoking, even for students who already know a lot about the topic in question. Being given model essays and model answers can actually make the problem worse; it often seems as though the writers managed to produce perfectly coherent, fully-formed arguments from thin air. “That never happens to me,” we think, and already we have that sinking sensation of failure. Model essays just make us feel inadequate. We don’t know where to start. And what’s more, even if we do get going, how do we know if we’re on the right track with the content of our assignment?

This experiment aims to shine a light into all of these dark corners.

It’ll be interesting to see how this develops… Lynn is also blogging her experience

February 12th, 2007|Blogging|Comments Off on An Essay Evolves|