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Today we are going to focus on learning spaces through the lens of learning theory. We will be breaking you up into your teams to do some short readings that you can grab in the Yammer space. In your teams you will be given an hour to read and then construct a 30 minute discussion around the assigned reading. When we finish that up we will work to clarify the responsibilities for the remainder of the semester.

We will be seeing you at the TLT Symposium on Saturday so we will not be holding class next week, but we have some things we'd like to see you do. In general, we are getting set to turn the next portion of the semester over to you to lead in your teams. We will explain what is going on so we are all on the same page.

Out of Class

  • Each team will have time to share and discuss their weekly posts about community
  • Attend the TLT Symposium
  • Individually write a reaction to the Symposium (Julie can summarize the other posts)
  • The team who owns the week of April 3, 2012 will need to choose and assign readings for your team's week of leading the class by next Tuesday (3/27) evening. The focus will be on Identity

Some Interesting Things to Read

First, we are in the Krause Innovation Studio, at last. Second, no Cole today. We will marshall on without him, but we still have plenty to talk about. There are (as usual) some opportunities that have arisen as part of the work we are doing with Occupy Learning, and I want to poll the class on those. We have the second synthesis post to discuss and an activity to engage you in that. Finally, we have the new Occupy Learning posts to admire and see where we are in the process of our movement. This coming week brings a community themed post for the two teams and week one of the next two week cycle for Occupy Learning posts. 

  • Occupy Learning 
    • New Occupy Posts
    • Commissioned work in Learning Spaces
    • Journal article for Journal of Learning Spaces
  • Three Themes/Synthesis Posts

Next Class
  • Community Themed Posts
  • New Occupy Classrooms
  • Wenger pg. 230 - 277

We'll start with a simple check in on where you are with your next two Occupy Learning assignments. Also, are we prepared to publicize our #occupylearning assignment to the Internet? From there, we'll switch gears and do the following:

Break off into your teams and craft a reaction to the following guiding question and post it to the class blog:

  • What does it mean to be an intellectual mash-up artist?

We'll react to your posts and then take a break ...

When we get back we will switch up the physical arrangement of the room ... Cole and Scott will occupy the back of the room. Letting you drive a discussion using the following as guiding questions:

  • Do learning spaces have an identity?
  • Is there a "core" identity that we have that is somehow community independent? How easy is it to change your identity?
  • Brokering is something that makes us valuable from one community to another. We are all brokers to some degree. Is one of the ways we recognize boundaries (and communities) by their reaction (interaction) to/with us around the same information (boundary objects)?
  • If we (as teacher) ask students to participate in ways that are in conflict with their "core" identity in order to become part of a community of practice is that ethical?
  • Often Wenger's notions of communties of practice are interpreted as a theory that indicates some kind of reform of classrooms as they are not "authentic" communities of practice. If not, then what are they?
  • [Related to the above are the issues with the apprenticeship model - teachers are not practitioners of the field they are teaching to their students, we may want students to have learnings and experiences that are in areas that they will not be direct participating members in so that they can make other civically important decisions (not all school needs to be something that students will "use" directly).]

Out of Class

  • Next week is spring break -- no class
  • Finish the Occupy Learning posts
  • Read Wenger pages 188 - 229
  • Read Don Norman, The Design of Everyday Things -- available in Yammer.
  • Post your team synthesis posts

The Occupy Learning posts are truly amazing ... such a huge improvement. We have shared them around campus and on Twitter to lots of people and the feedback has been very positive.

Today we are going to explore the web as a learning space and as a platform to extend the walls of the classroom. To that end we are going to do some relatively different kinds of things today. We'll open with a reflection of your Occupy Learning posts that we will record and share openly ... we'd like to design an assignment for the open web and invitation for others to join the Occupy Learning movement (yeah, I just called it a movement). Speaking of it as a movement, how would we construct this so that it does emerge as a social movement? Should we "brand" the rooms we've occupied with codes that allow people to instantly be taken to the posts? Should we have t-shirts? Perhaps that should be an explicit expectation of the larger assignment?

We'll then introduce you to the Cluetrain Manifesto and ask you to read the introduction and 95 theses. In your teams you will pull out the three that resonate most with your teams and post them along with a reflection of the web as a learning space. You'll want to frame that around the things we've been reading. You'll then come back and share your posts.

To help frame up the web as a learning platform we'd like you to watch two of Michael Wesch's videos. Dr. Wesch is an Associate Professor of Cultural Anthropology and is the Coffman Chair for Distinguished Teaching Scholars at Kansas State Unviersity. His award winning videos have been viewed millions of times. He was the keynote speaker for the 2010 PSU TLT Symposium as well. The first is from five years ago called, "Web 2.0 ... The Machine is Us/ing Us"

The second Wesch video is a little newer and is titled, "A Vision of Students Today."

In Class

  • Reflection on Occupy Learning
  • Design an open assignment inviting the web to participate in Occupy Learning
  • Read the Cluetrain Manifesto introduction and the 95 theses
  • Post a reflection of the three theses that matter most to your team relating them to the themes of the course
  • Present posts and open discussion

For Next Week

  • Read Wenger pages 164-187
  • Chapter 11, by Jim Slotta from, "Classrooms of the Future" ... posted in Yammer

Occupy Assignments for Two Weeks Out

  • Team Dragon will occupy 8 Mueller
  • Team Tiger will occupy 202 Chambers

Happy Valentines Day to everyone! Today is the first rotation through the Occupy Learning assignment, so we'll spend some time reviewing those entries. It is also the first time both teams stepped out onto the edge with their weekly posts in a different format ... let's work to unpack what you each decided to do and what this means for our ability to collectively make meaning from the posts.

In Class

  • Present your first Occupy Learning artifacts.
  • Lessig thoughts
  • Get in groups ... outside the room and discuss Wenger and the weekly posts
  • Come back and share your posts and overall thoughts

Out of Class

  • Focus on Identity this week.
  • The next round of Occupy Learning kicks off with two new classroom assignments. Team Dragon will occupy 8 Mueller and Team Tiger will occupy 202 Chambers.
  • Read Wenger 103-163 & two chapters from Classroom for the Future

So we are not able to be in our classroom today ... we will hopefully find a group study room to hang out in. What we feel like we really need to do is start some discussion about what we've been reading and where that is taking us collectively. We've been reading your posts and are interested in talking through your ideas.

Occupy Learning Check

  • How's it going?
  • Any early insights to share?

The Videos

Let's watch this 10 minute video ... take note this has quite a bit of explicit language in it. There is a reason for this.


Some talking points:

  • What's being disruptive in the video above?
  • How did you view the production of your own videos as an educational task?
  • Did you prepare or think about the task differently than a traditional written assignment?
  • What is it about the youtube medium that deserves different types of thinking?

From McLuhan (The Medium is the Massage, 128) ... "The main cause for disappointment in and for criticism of television is the failure on the part of its critics view it as a totally new technology which demands different sensory responses. These critics insist on regarding television as merely a degraded form of print technology."

consider that in the context of our course conversation and do a little editing ...

"The main cause for disappointment in and for criticism of [youtube] is the failure on the part of its critics view it as a totally new technology which demands different sensory responses. These critics insist on regarding [youtube] as merely a degraded form of [television]."

Do you find this as out of control as we do?

We'd like you to revisit your videos and within the context of what we've discussed and see how you might reconsider your design.

Break

Synthesis Presentations

Consider this as a synthesis ...


In Class

  • Discuss the video assignment
  • Discuss progress on your first Occupy Learning assignment
  • Share your synthesis of the three themes.

Out of Class

Welcome back (to Scott and Cole). Hopefully you had a productive week last week in your teams. Videos and blog posts were up and commented on, so now on to the tasks for the day. We need to look over the rubrics you developed for the course assignments, as well as the initial models for Occupy Learning. These will be critical as we move forward in the class. We also have a lot to discuss with Pea, Rogers, Mcluhan and Fiore, and Gee all being read since the last time we talked. We have completed blogs on community, identity and design, and this week you have to think about synthesis. It is a big week and we are excited to be back.

  • A rubric for the team writings and comments: Each team will have time to present and discuss their rubrics. We will then ask you to cart one agreed upon final rubric that will be used.
  • Each team will have time to present their videos. We will take time to react to them in general.
  • Watch Town Hall on Instructional Space Intro
  • Occupy Learning assignments

Five Worst Classrooms on Campus (Onward State)
Five Best Classrooms on Campus (Onward State)
Out of Class

  • Readings are Wenger (pages 3-41) and danah boyd. Both readings are found on the Yammer site.
  • Team post with a focus on synthesis. This means how you see the three themes of community, identity and design being connected.- Each team should have one.
  • First Occupy assignment - Each team should have one.

In class the next week (week 5):

  • Discuss Wenger and boyd and share your synthesis of the three themes.

Both Cole and Scott will not be able to be in class today, so we are asking you to work within your teams to construct a couple of artifacts. In addition to the weekly readings and team post, we want you to start working on the rubrics that we will begin to use to asses the weekly team-based posts and the associated comments. We are also interested in you creating a model post that we will use as a framework for the coming Occupy Learning artifacts. During what would be class time, each team will produce:

  • A rubric for the team writings and comments
  • A model Occupy Learning outcome using the KC classroom as the model. Plan to interview both of us, others in and around our classroom space, and perhaps each other. A goal is to make each of these multimedia in form, so be prepared to take pictures, shoot video, record audio, etc to illustrate what the room is really like. Think critically about what both the positive and negative aspects of the space are. Talk about potential areas for improvements. Think about the learning space itself. (keeping in mind that future will not be the rooms we will be working in). Also, make sure your team asks about what kinds of instruction the classroom supports.

Out of Class

  • Readings are Pea and Rogers. Both readings are found on the Yammer site.
  • Team post with a focus on design. - Each team should have one.
  • Rubric for team based posts - Each team should have one.
  • Sample Occupy web frameworks. - Each team should have one. This should illustrate a vision for how these artifacts should be shared.

In class the next week (week 4):

  • Present videos
  • Present the rubrics
  • Present the framework
  • Discuss Pea & Rogers (Diffusion)

Hi everyone ... we have quite a bit to get working on today in class. The first thing we will do is get you into your teams. We used a very complicated method to make sure we had perfectly balanced teams -- trust us, we use quite the method. We will then move to a discussion about our readings from last week that will move into the generation of your team's first operational definition of community. We will turn you loose in the Knowledge Commons as teams for 30 minutes to work towards a single blog post that we will then share out in class.

Scott will then lead a discussion of about disruptive technologies as we begin to frame it in relation to our primary themes of the course. The remainder of class will be yours to work on your team video assignment.

Week 2: 1/17/2012 (Focus on Community)

  • Discussion of the readings.
  • Team-based work on your first definition of community
  • Introduction to Disruption (Presentation and Discussion)
  • YouTube activity: Exploring Technology

Out of Class Assignments

  • Exploring Technology team assignment posted to YouTube and embedded in the Course Blog
  • Readings: Gee (1999), Chapters 2 &3 and McLuhan & Fiore, The Medium is the Massage. Both readings are now available in our Yammer space.
  • Your first team blog post with a focus on Identity.

Spring 2012 Syllabus

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Course Description

This course is different from your typical graduate course. We approach this course as a grand experiment and look forward to watching it evolve and grow over the semester. Our goal is to create an interesting and challenging blend of academic rigor within the context of applied technology. We will look at technologies that could be viewed as disruptive to typical classroom practices, but we will investigate them to uncover the emergent opportunities for discovering pedagogy. In other words, we will not only kick the tires, but we will strip the whole vehicle down, understand how it fits together, and rebuild it with a new ability to see its potential.

This is a face to face course that will take advantage of all sorts of digital tools and online spaces. One of our goals is to press you into uncomfortable waters where you will need to be an active participant in order to thrive. Our best students are ones who are willing to take risks and make mistakes with us along the way. We strive to create more than a classroom experience -- we work to create a learning community.

The last thing we feel important to mention is that while this syllabus only shows details for the first three weeks, the course is fully designed. We like to adapt the order things are exposed, assigned, and discussed based on the natural progression of our work together. We also appreciate the ability to make on the fly changes to the design based on your work, thoughts, and feedback -- so please be a very active participant in the overall design of the course.

Course Faculty

This course is co-taught by friends and colleagues, Dr. Scott McDonald and Cole Camplese. This is the third time we are teaching this course and have made quite a few changes to the overall structure, but the core tenants remain. Meet Scott and Cole.

Readings

This is not a complete list of the readings as we will add additional readings based on how the course progresses. As readings are added, we will list them in the week by week overviews, in the "Class Today" blog post for each day we meet, and in the list below.

Assignments

Team Video Assignment

One of your first tasks as a team will be to produce a video that focuses on a technology of your choice. We would like you to pick a technology that you feel is disruptive and make a case for why it is in a video format. You will post this video to YouTube and you will be asked to view the other team's video before coming to class on Week 3. We will have access to the Media Commons outside of the classroom in the Knowledge Commons, so you should have lots of support and resources to accomplish this assignment. This will count for 20 points of your grade.

Weekly Readings, Synthesis Posts, and Comments

You will do much of the work in this course as part of a team. One of your team's weekly assignments will be to post responses / reflections on the readings that you are doing. These responses will focus around the three themes of the course: Community, Identity, and Design -- culminating with a synthesis of the themes. Each week your team will focus energy on one of the themes. We will cycle through the themes three times during the semester and at the end of each cycle you will attempt to connect the three themes in a synthesis posting.

The idea is for you to start to build up a strong theoretical foundation for the way technology should be used in teaching and learning and the implications of the affordances of various technologies. You will also be asked to post comments to the responses/reflections of the other team in the class.

When you are satisfied with your team's weekly writing, ask one member of the team to post the reflection to the course blog by no later than 5 PM on Sunday prior to the following week's class. Between Sunday at 5 PM and Monday at 5 PM you are required as individuals to leave a comment on the other team's post for the week. This means as a team you will make one reflective post per week and as individuals you will leave one comment on the other team's post.

We will provide you with several platforms to perform this work in. You are asked to utilize these technologies:

  • We will create shared folders in Google Docs for you to easily share work. Google Docs provide online and collaborative tools -- word processing, presentations, spreadsheets, and forms. Any document placed in this online folder (or as Google calls them, Collections) will be instantly editable by the members of your team.
  • There is a private group in Yammer that Cole and Scott will add you to. Yammer is an enterprise social networking service that Penn State is currently piloting. Yammer is being used by many of the Fortune 500 companies as a place for employees to engage in work related sharing that is simple like Facebook. Yammer has private and public messaging, collaborative document editing, and other features that will allow us to work together as a class and in your smaller teams. We will learn about how Yammer works to support us together.
  • You will be added to this blog space as an author so you can easily create new posts and comments.

During the first several weeks of the course Cole and Scott will harvest the top posts (measured through a complex algorithm related to interestingness) and will facilitate a discussion in class.

There will be 12 weekly team posts, each worth 20 points for a total of 240 points. There will be a total of 12 comments made by each individual at 10 points each for 120 total points.

Occupy Learning

We have turned the lemons of not being able to meet in the Krause Innovation Studio until March into the lemonade of considering space as part of our investigations of technology, teaching and learning. During the course of the semester, we will be asking you to attend various learning spaces on campus to better understand the affordances of these spaces related to teaching and learning. We are loosely calling this activity "Occupy Learning" and we will aim to deliver thoughtful reactions to these spaces throughout the semester.

Over time we will ask you to do small reports on each of the assigned spaces, by organizing digital images, audio, and video into blog posts. One of our goals is to present all these reviews on a google map of campus. We will begin this task in week four. Each report will be presented in class to spark discussion.

Each team will complete 4 reports worth 50 points each for a total of 200 points.

Synthesis Presentations

At the culmination of the first two thematic cycles (weekly writings on community, identity, and design) we will ask each team to prepare an artifact that will be shared with the class:

A synthesis presentation that will guide us through your team's thoughts and reflections. In the presentations any forms of technology can be used to expand upon your post. It is really up to you and we actually expect some creativity to engage the class and get beyond death by powerpoint. This should include a reconsideration of your current definitions of the core concepts: community, identity and design.

At the culmination of block three, we will be asking you to prepare and present an overall course level synthesis that is fully enriched with the technologies you have investigated. These presentations should be an hour in length and thought of as activities designed to engage the class and drive high levels of conversation and discussion.

The first two synthesis presentations are 50 points each for a total of 100 points. The final synthesis presentation is worth 100 points.

Class Participation

This is an area where we will continue to explore and expand as you begin to move into additional teaching and learning spaces throughout the semester. What that means is that we will measure your overall participation in very broad terms -- contributions to blog posts, comments in class, tweets, bookmarks added, and more will be taken into account as a measure of your overall participation in the class.

We have allocated an additional 100 points to this aspect of the course and it is has proven to be the tipping point for students in the past.

Point Totals

  • 1 Team Video Assignment @ 20 Points = 20 Points
  • 4 Team Occupy Learning Reports @ 50 points = 200 Points
  • 12 Weekly Writing Assignments @ 20 Points = 240 Points
  • 12 Individual Comments @ 10 Points = 120 Points
  • 2 Synthesis Presentations @ 50 Points = 100 Points
  • 1 Final Synthesis Presentation @ 100 Points = 100 Points
  • Various Class Participation @ 100 Points = 100 Points

Total Points in Course: 780

Weekly Schedule (Subject to Lots and Lots of Change!)

Week 1: 1/10/2012

  • Introductions and course background
  • Syllabus review
  • "Enabling the New Classroom Conversation" (Presentation and Discussion)
  • Break
  • Meet our technology: Diigo, Twitter, Google Docs, Setting up Yammer, and the Blogs at Penn State
  • Fill out the account form. If you do not have accounts at all the listed services please get them prior to filling out the form. It is best to use the same username across these services where possible.

Out of Class Assignments

Week 2: 1/17/2012 (Focus on Community)

  • Discussion of the readings.
  • Team-based work on your first definition of community
  • Introduction to Disruption (Presentation and Discussion)
  • YouTube activity: Exploring Technology

Out of Class Assignments

Week 3 (Focus on Design)

In addition to the weekly readings and team post, we want you to start working on the rubrics that we will begin to use to asses the weekly team-based posts and the associated comments. We are also interested in you creating a model post that we will use as a framework for the coming Occupy Learning artifacts. During what would be class time, each team will produce:

  • A rubric for the team writings and comments
  • A model Occupy Learning outcome using the KC classroom as the model. Plan to interview both of us, others in and around our classroom space, and perhaps each other. A goal is to make each of these multimedia in form, so be prepared to take pictures, shoot video, record audio, etc to illustrate what the room is really like. Think critically about what both the positive and negative aspects of the space are. Talk about potential areas for improvements. Think about the learning space itself. (keeping in mind that future will not be the rooms we will be working in). Also, make sure your team asks about what kinds of instruction the classroom supports.

Out of Class

  • Readings are Pea and Rogers (Chapters 1 & 2). Both readings are found on the Yammer site.
  • Team post with a focus on design. - Each team should have one.
  • Rubric for team based posts - Each team should have one.
  • Sample Occupy web frameworks. - Each team should have one. This should illustrate a vision for how these artifacts should be shared.

Week 4

We need to look over the rubrics you developed for the course assignments, as well as the initial models for Occupy Learning. These will be critical as we move forward in the class. We also have a lot to discuss with Pea, Rogers, Mcluhan and Fiore, and Gee all being read since the last time we talked. We have completed blogs on community, identity and design, and this week you have to think about synthesis. It is a big week and we are excited to be back.

  • A rubric for the team writings and comments: Each team will have time to present and discuss their rubrics. We will then ask you to cart one agreed upon final rubric that will be used.
  • Each team will have time to present their videos. We will take time to react to them in general.
  • Watch Town Hall on Instructional Space Intro
  • Occupy Learning assignments

Five Worst Classrooms on Campus (Onward State)
Five Best Classrooms on Campus (Onward State)
Out of Class

  • Readings are Wenger (pages 3-41) and danah boyd. Both readings are found on the Yammer site.
  • Team post with a focus on synthesis. This means how you see the three themes of community, identity and design being connected.- Each team should have one.
  • First Occupy assignment - Each team should have one.


Week 5

Today is the first rotation through the Occupy Learning assignment, so we'll spend some time reviewing those entries. It is also the first time both teams stepped out onto the edge with their weekly posts in a different format ... let's work to unpack what you each decided to do and what this means for our ability to collectively make meaning from the posts.

In Class

  • Present your first Occupy Learning artifacts.
  • Lessig thoughts
  • Get in groups ... outside the room and discuss Wenger and the weekly posts
  • Come back and share your posts and overall thoughts

Out of Class

  • Focus on Identity this week.
  • The next round of Occupy Learning kicks off with two new classroom assignments. Team Dragon will occupy 8 Mueller and Team Tiger will occupy 202 Chambers.
  • Read Wenger 103-163 & two chapters from Classroom for the Future

Week 6

Today we are going to explore the web as a learning space and as a platform to extend the walls of the classroom. To that end we are going to do some relatively different kinds of things today. We'll open with a reflection of your Occupy Learning posts that we will record and share openly ... we'd like to design an assignment for the open web and invitation for others to join the Occupy Learning movement (yeah, I just called it a movement). Speaking of it as a movement, how would we construct this so that it does emerge as a social movement? Should we "brand" the rooms we've occupied with codes that allow people to instantly be taken to the posts? Should we have t-shirts? Perhaps that should be an explicit expectation of the larger assignment?

We'll then introduce you to the Cluetrain Manifesto and ask you to read the introduction and 95 theses. In your teams you will pull out the three that resonate most with your teams and post them along with a reflection of the web as a learning space. You'll want to frame that around the things we've been reading. You'll then come back and share your posts.

In Class

  • Reflection on Occupy Learning
  • Design an open assignment inviting the web to participate in Occupy Learning
  • Read the Cluetrain Manifesto introduction and the 95 theses
  • Post a reflection of the three theses that matter most to your team relating them to the themes of the course
  • Present posts and open discussion

For Next Week

  • Read Wenger pages 164-187
  • Chapter 11, by Jim Slotta from, "Classrooms of the Future" ... posted in Yammer

Occupy Assignments for Two Weeks Out

  • Team Dragon will occupy 8 Mueller
  • Team Tiger will occupy 202 Chambers

Week 7

We'll start with a simple check in on where you are with your next two Occupy Learning assignments. Also, are we prepared to publicize our #occupylearning assignment to the Internet? From there, we'll switch gears and do the following:

Break off into your teams and craft a reaction to the following guiding question and post it to the class blog:

  • What does it mean to be an intellectual mash-up artist?

We'll react to your posts and then take a break ...

When we get back we will switch up the physical arrangement of the room ... Cole and Scott will occupy the back of the room. Letting you drive a discussion using the following as guiding questions:

  • Do learning spaces have an identity?
  • Is there a "core" identity that we have that is somehow community independent? How easy is it to change your identity?
  • Brokering is something that makes us valuable from one community to another. We are all brokers to some degree. Is one of the ways we recognize boundaries (and communities) by their reaction (interaction) to/with us around the same information (boundary objects)?
  • If we (as teacher) ask students to participate in ways that are in conflict with their "core" identity in order to become part of a community of practice is that ethical?
  • Often Wenger's notions of communties of practice are interpreted as a theory that indicates some kind of reform of classrooms as they are not "authentic" communities of practice. If not, then what are they?
  • [Related to the above are the issues with the apprenticeship model - teachers are not practitioners of the field they are teaching to their students, we may want students to have learnings and experiences that are in areas that they will not be direct participating members in so that they can make other civically important decisions (not all school needs to be something that students will "use" directly).]

Out of Class

  • Next week is spring break -- no class
  • Finish the Occupy Learning posts
  • Read Wenger pages 188 - 229
  • Read Don Norman, The Design of Everyday Things -- available in Yammer.
  • Post your team synthesis posts

Week 8

Spring Break ... No Class!

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Week 17

Edit

The second half of today is up to team 3. 

For the first half we will spend our time on:

  • The hype and the hate around the iPad
  • Your developing intellectual projects
'Nuff said.

Other things you all want to talk about, just drop them in the comments for this post.

See you in class.
We are really coming down the home stretch with only a few weeks left.  Please make sure you are keeping up with the schedule as it is laid out on the Course Syllabus.  We've arrived at the stage of the course where Scott and Cole will be peeling back and letting you dictate much of what goes on from here on out.  We'll still have things we want to discuss, but the onus is now going to be placed on you to drive the intellectual work of the course.

We will drive the first half of class and then turn it over to team two.

Symposium Debrief

We'd like to take a little time to debrief on the TLT Symposium.  Then in your teams, take some time to discuss these questions and be ready to share your thoughts.

  • Did you get a sense that there was a clear TLT community based on your interactions with the people there?  What sort of evidence can you state as to whether it is a community?
  • You've all been to traditional conferences, did the use of social media change the experience?
  • What are some takeaways as it relates to your own future learning environments?
Transition to the Final Synthesis Activity

Based on your own intellectual pursuits and within the broader context of this class we'd like you to stake out an intellectual project.  The overall goals of this activity are to encourage your teams to come to a shared position and introduce us all to a wider selection of literature.  Each of you will work individually to discover and annotate resources that will be used as a major component of your team's final synthesis presentation.  You can present the final output for this in any form you would like (video, audio, text, digital story, etc), but it must be represented in some tangible artifact for the final synthesis.

Our goal is that this work be grounded in research, but move beyond the intellectual foundation we've provided through the readings we have assigned.  Over the next several weeks, each of you must post at least one resource a week with annotations to support the citation.

Team Two will lead the second half of the day.

Today is Team Synthesis day, so Scott and I will mostly be sitting back and interacting based on your designs. After your teams are finished presenting we'll want to have an open discussion related to the readings we completed the last couple of weeks.

Some Guiding Questions

  • Given the ideas presented in Small Pieces, what about Jon Mott's vision for bridging the gap between the LMS and the Personal Learning Environment jumped out at you?
  • Thinking of the technologies we are using in this class, can you envision an environment where the LMS/CMS is not the digital hub to the teaching and learning landscape in today's classrooms?
  • Now that you have an understanding of Wenger's notion of Identity, how does it contrast or align with Gee's?


Readings

  • Between now and the next time we meet we'd like you to finish reading Wenger.

So it looks like we'll be turning over much of the class to Team 1 today to lead us through a discussion of the readings and our overall reactions to them. It should be interesting and we expect you to speak up -- both in the face to face space and online. Scott and I will take a cut at the first half of class, take a break, and then turn it over to Team 1. Here are some of the things we will want to talk about:

Schreyer Meeting

  • Our thoughts related to their reaction to our course design ... we looked like radicals.
  • How should we be thinking about assessment as it relates to distributed contributions and the nature of participation?
  • What does it mean to do instructional design at a big place like Penn State and how do instructional decisions get made?

ANGEL and our Collective Thoughts on Design


tweet.jpg

  • Let's take some time and look at how we try to make good decisions at the University as it relates to some of our (potentially) most important tools.
  • Could we roll our own LMS? Ever heard of Small Pieces Loosely Joined?
  • The rise of Google Sites ...

Readings

Classis on the adoption of technology broadly construed.

Diffusion of Innovations

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Today we are going to explore the relationship between identity and community in a very specific context - intellectual and…
Class Today 02/17/2010
Once again I will be solo, so Tweeting out to Cole would be appreciated.Last week we had synthesis, so what…
Class Today 02/02/2010
Include Cole via TwitterTechnology of the day: DeliciousUse a tag ci597Repository (unlike Twitter, which is ephemeral)Discussion of iPad (How can…

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