Vous êtes sur la page 1sur 62

Using On-line Social Media, and Web

Applications in Regional University


Classroom
Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

1
Assumptions
• Internet is changing. Web is no longer
connecting documents and text. It is
connecting people. It will be connecting
knowledge in future.
• Complex world of networks is changing
our everyday experiences and relations of
power. Some of these changes are
irreversible.
• Adaptation is a quality of all species, and
it determines our survival. We are all here
because of our abilities to adapt.
See video about
• We can master technology better and changing Web
use it for the good.
2
Simply, You.

3
Topics For Today
• Understanding technology and the self.
Are we using technologies? Are
technologies using us? How can we
engage with technologies today?
• Learning and teaching in the age of
computer networks. What was our
experience in learning and what is
learning now? Is it better, worse or just
different?
• Getting our hands dirty with technology.
Trying out some useful Web applications.
4
Background Information about
ICT infrastructure in Latvia

Availability of the internet 50,5


52,8

• In 2008 the internet was 42,2

available to 52,8% 30,5

households.
14,7
• 75,1% households had
broadband connections (only
36,6% in 2004) 2004 2005 2006 2007 2008

5
Internet Use in Latvia
 In 2008 the internet was used by 57,0% 52,2
57,0
(over 1 mil.) Latvians. EU27 (51%). 46,0
 77,3% used the internet at home. 36,3

 75,1% of internet using households have 27,3

broadband connection
 7 of 10 users work with the internet at
least 5 days a week.
 93% of young people (aged: 15-19) use 2004 2005 2006 2007 2008
the internet, but only 9% of the old
people (aged: 60-74) use the internet.
 Largest audiences: 16-24 (93,9%) 25-34
(80,4%), and 35-44 (66,8%)
 80% of Internet users have registered
profiles on social networking portal
Draugiem.lv (Friends).
 Most popular – Google (Search) Inbox
(Email), Draugiem (Social Networking)
Delfi (news portal), SS (adds) 6
What Latvians Use
the Internet For?
Activities % of internet users
in 2008
E-mail 81,6
Information search about products and services 80,1
Internet Banking 63,7
Reading and downloading news, newspapers, journals 53,9
Placing messages in forums, blogs, discussion groups 50,3
and online discussions
Watching or downloading films and short videos 48,9
Listening or downloading music 47,0
Searching information about travel, accommodation and 41,7
other services
Telephone via Internet (Skype etc) 40,1
Searching information about educational opportunities 40,1 7
Understanding Technologies and
The Self. The Concept of
Technological Citizenship
Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

8
Technology and Citizenship

Technology as
instrument

Technology as Technė Technology as


object arena

Technological
Citizenship 9
Barney, D. (2004) One Nation Under Google
Active Technological
Citizenship
1. Technologies as
objects
•What is good
technology?
3. Technologies as
2. Technologies
instruments
as arenas
•Do we exercise Technological • How well can we
use technology to
decision making
over technology ?
Citizenship achieve our goals ?

10
Students should learn, practice and experience technological
Technologies as Objects
Can we make decisions about technologies? Do
we have a choice of different technologies?

Don’t just use Google... try other alternatives!

Integrated on-line office applications


search, email, docs, file
storage, Image storage, maps
video storage, blog platform
Online questionnaire builder

Wordpress
blog platform
11
Technologies as Arenas
What technologies are needed to live a good
life? What technologies can we do without?
Is total reach Don’t put Cheat technology
always a your lives on with technology to
good thing? one stick! save your time!

E-mail
One reader

Rrrringgg!

Many websites.
12
Save time!
Learn, how RSS works. See this video.
Technologies as Instruments
• Which internet application is better for learning?

E-point My own blog wisvaldis.blogspot


University’s e-learning system .com
Punkts.va.lv

or

13
What is a blog? See this video
E-learning Environments
High level of Low level of
self expression self expression
User created Designer defined
environments environments

• Personal media ( Managed Closed information


blogs) collaborative environments (most
• Collaborative media ( traditional university
applications ( PBwiki) e-learning systems)
Google Docs) 14
Discussing Advantages of
Different Applications
University’s e-learning My Blog
system

Wiki
http://valtenbergs.pbwiki.com/ •Open
•Secure •Owner determines
•Good for storing all files logical structure
in one place •Rich media embedding
•Data structure consistent •Collaboration
with course structure possibilities
•Support for submitting on- •Content can be
line tests and written distributed independently
student assignments of format constraints to
other websites

15
See video about bwiki here
Using Personal Media in Classroom

Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

16
Why Do I Keep My Blog?
• Keep students up to date about
personal research topics
• Publish open-lecture presentations,
audio and video
• Post links to relevant articles,
research papers and conferences
• Post my own articles and
conference presentations
• Help students in finding relevant
academic journals
Blog is the
• Give students idea about designing extension of my
their own blog
academic CV!
17
See video about blogging in plain English
What else can you do with
blogs?

Share your expertise Draw for yourself or


Expert blog on beekeeping by request

Share your adventures. Create live experiment


The example of urban The example of economic driving18
trip genre in Latvia
See video about blogging in plain English
What else can you do with
blogs?

Elina Veide talking about her


experience working for the project
19 in
Kazbegi
Advantages of User-created
Learning Environments
• Open and easy to use. Users can easily create
and manage on-line content.
• Self expression. Students can express
themselves creatively.
• Collaboration. Students provide links and
latest entries and bookmarks of their mates.
• Integration. Easy integration of external
content – videos, images.
• Public feedback. Students feel good when
they receive external appreciation.

I have skills
• Greater motivation I feel it is going to be important for me
20
Others care about what I do
Old Classroom
• Organized knowledge
• Centralized delivery of
knowledge
• Centralized access to Few sources of
organized
knowledge knowledge
Knowledge
• Central importance of
the professor Professor
• Universities as houses
University
of knowledge
Students
21
From Libraries to
Smartphones

Internet browsing E-mail access . Remote desktop


Access to online Send and receive and file access and
data bases, e-mail USB storage
papers, wikipedia,
blogs

Nokia e90
Communicator
4 GB, Symbian
Smartphone, UMTS
3G - 3,5 MB/s
Integrated WiFi. 22
New Classroom
• Diverse organization of Many sources of
knowledge knowledge

• Decentralized delivery of
knowledge. Cooperative
learning
• Decentralized access to
knowledge
?
Professor
• Universities as Students
communities of knowledge
(global villages) Knowledge
• Professor does not
disseminate knowledge,
but guides towards 23
knowledge
How do we learn in
New Classroom?

24
Learning in the New Classroom

Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

25
Theories of Learning and IT
Social Cognitive Theories Constructivism Cooperative Learning
(SCT)
What is Learning results from the Process whereby the learner Active engagement of
learning? convergence of environment, actively constructs new ideas and students who work in
personal characteristics and interprets concepts based upon collaboration.
experience current and past knowledge.
Focus on Observational learning, Gradual improvement of skills, Student-centred, not teacher
reproduction of knowledge, students should learn things that centred education.
achieving self-confidence, are slightly above their current Experience of others is just
emotional coping, self ability level. Use learning by doing, as important as personal
regulation show interrelatedness of the world experience. High intensity
learning
Uses of Use video clips of people Demonstrate the use of application Build collaborative website
IT with similar backgrounds, in different perspectives Combine group and
create assignments that are Use instructors blog to encourage individual evaluation
useful in real world, hands-on students to discover the principles
training, sensitive approach for themselves
to failure, feedback from the Use blog evaluation checklist as
instructor self analysis tool

Learning by doing. Greatest


Using space dog Next time this cat enemies
simulator to will take a different driving 26
one
overcome fears approach car
Combining Theories of
Learning

Your teaching
methods
SCTs Cooperation
Simulation. Safe
environment.
Interaction.

Learning by 27
doing.
My Teaching Methods

Hands-on
training

Study groups Learning without


Engagement
technology

Technological
Citizenship
28
Technological Citizenship in
Classroom
How we engage in What are we What values are
technological learning? strengthened?
citizenship?
1. Hands-on skills of using direct experience, self-
training with technology assurance
technology
2. Working in study learning from others, empathy, altruism
groups collaboration, sharing

3. Learning without verbal interaction, social values,


technology conversation, listening, unmediated interaction,
memorizing togetherness

29
When it’s too much of
technology...
• Cognitive deficits. Depth vs.
Breadth of knowledge.
• Socialization deficits. Difficulties
of engaging in direct human
interaction.
• Functional deficits. Difficulties of
maintain focus, low level of
patience.
• Mental health concerns. Addictive
effects of computer games and
web browsing
30
Summary
• There are three leading theories which explain how
people learn. These are: social cognitive theory,
constructivism, and cooperative learning. Each of
these theories emphasize certain approaches of
using technologies for learning
• It is important to combine these approaches to get
good results. For example, it is good idea to combine
hands-on training, with study groups which involves
human interaction
• Teaching methods can be combined to strengthen
our capacities as technological citizens. Our method
should address technologies as objects of our
decisions, arena of our actions, and instruments of
our use
31
• Too much technology is never a good thing
Course Syllabus
Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

32
My Courses
• Internet Resources in Political •E-government and Democracy
Science –Master level. 1st semester students.
– Undergraduate level. 1st semester –Program “Governance and
students. Communication in Public, Private and
– Political science program (4 Non-governmental sectors” (2 years)
years). Focus on governance and –Compulsory, 3 ECTS, 24 hours
public policy analysis. –Students in class: 15-25
– Compulsory, 3 ECTS, 24 hours –Lectures, group assignments
– Students in class: 30-35
– Lectures, group assignments
– Taught by 2 instructors
– Information gathering, filtering,
sharing, collaborating in global
networked information
environment

33
Internet Resources in Political
Science
Increase students’ capacity in information search, gathering,
filtering, sharing, collaborating in global networked information
environment.

1st part. Gathering information (12 h)


Students learn about different sources in the fields of comparative politics,
public management, and political theory that are relevant for conducting
research. They also improve their skills in information gathering by familiarizing
themselves with data bases in different sectors of policy making in Latvia and
other countries.

2nd part. Sharing information (12 h)


Students improve their information management skills by using innovative ICT
solutions that encourage information sharing and collaboration. Students learn
about cheap and effective solutions for communication through internet in non-
governmental organizations, internet media and public organizations. They
also learn basic principles of advocacy and social mobilization. 34
E-government and
Democracy
Familiarize students with different applications of new media in the web
sites of public administration, civil and political organizations, media and
social movements.

1st part. Online Presence as Added Value


Improving productivity. How to do more with less? Students learn about social
media, and different web applications.They complete a set of assignments by
setting up a blog, and documenting their experiences in collaborative platform.

2nd part. ICTs in Governance


Learn basic techniques of informing, consulting, advocacy and social
mobilization in internet environments. Focus on the ICT use in public
administration.

35
When students arrive...
• They are granted personal
university e-mail (@va.lv) and
storage space
• They are given an overview of E-
learning system E-punkts and
University Intranet
• Trained to use
University library data base,
common data base of all Latvian Universities
and
full text academic journal data bases
36
Some observations about first
year students
Knowledge and skills Observed problems
• Word, Excel, Power Point, Email • Trouble focusing on reading
applications (especially long texts in English)

• • Difficulties in extracting meaning


Virtual Social Networking, Online
from the text
video watching, game playing, on-
line humor, downloading • Low awareness about different
types of information sources and
• Students use the Internet news their quality
portals as their primary source of
• Low awareness of the concept of
news.
the information source
• Do not provide references
• Writing gets worse

37
Results of Pre-assessment
Not Excelle
Internet literacy ― good for 2000... enough nt 6%
but not for 2008 Internet 6%
skills
• Know about personal media, but do
not engage with it OK for
me
• Not familiar with Web 2.0 applications 88%
and principles of embedding and
social networking
NA Yes
• Think that their skills are good What
6% 6%
?
enough for them 20%

• but also, eager to learn new things!


No
Are you 68%
blogging?
38
Results from student pre-assessment. N=35
Course Requirements
1. Read compulsory readings 1. Individual work

Individual
3. Complete individual assignments assessment
• Get familiar with Google Docs
collaborative environment
• Set up individual blog and add
content
• Learn and apply useful web TOTAL
applications (maps, forms, social GRADE
networking features)
2. Group work

• Complete and present group


assignment
Group
• Come up with useful group-blog assessment
idea
• Design the blog together using
skills acquired individually 39
Using Tools for Self Analysis

Achievement

Blog evaluation My sample blog


Checkbox

4. ___________
5. ___________
6. ___________

Guidance

40
Student Achievements
• Student blog entries
republished on internet
news portals
• Student blogs noticed by
blogger community
• Students design useful
collaborative projects
• Help local population with
useful online content
41
Student Achievements
Map of local social services.
Example how to use free tools in
improving public websites

Where to eat in
Valmiera? Example of
collaborative student group
work with some original
content
42
Student Achievements
Discovering each other’s
talents
Paintings, art works

Sharing what you have


found
Using Del.icio.us social
bookmarking feature to
show personal and your
friend’s bookmarks
43
Watch social bookmarking in plain English
Student Experiences
Progress takes some time...
“I tried for the first time, and I did not
understand many things, because I
had never done this before, but
now I’m slowly starting to make
sense out of it all.”
Peer support important…
“If there was not for her – our group’s
expert, I never could have
managed.”
Results guaranteed
“For me it was excellent opportunity to
channel my creative expressions
into yet even more interesting
ways.” 44
Learning Web Applications
Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

45
Google Docs Tutorial

Google Docs and spreadsheets


•Creating online documents
Docs.google.com
•Easy collaboration with up to 20 authors
•Latest version always at hand
•No need to send frequent e-mails

Step 1 Register with Gmail


Step 2 Log in
Step 3 Go to our working document
Step 4 Start working on assignments
46
See video Google Docs in Plain English
Using Online Spreadsheet for
Student Grades

47
My student grades always at hand
Collaborating on
Academic Paper

48
Me and my colleague are writing a paper together in Google Docs
Making Your Blog with
Blogger
Blog engine
•Easy to use content management system
•Integrate pics, video, and other third party
www.blogger.com objects
•Customized layouts

Step 1 Register with Blogger


Step 2 Create a simple blog with one entry
Step 3 Add some pictures and YouTube video

49
See video about Blogs
Jot Form Tutorial

Jot Form Form builder


•Create online questionnaire, registration, poll
•Easy distribution by e-mail
www.jotform.com •Real-time collection of results
•Exporting results into Excel
•Form can be embedded in blogs and websites

Step 1 Register with JotForm


Step 2 Create a simple form
Step 3 Paste URL of your form in your worksheet

50
Jot Form Tutorial

Sample form created inJotForm

51
Making Maps

Google Maps
•Great tool for visualization and
orientation

Maps.google.com

Step 1 Create a simple map.


Step 2 Add your destinations
Step 3 Don’t forget to save it and add the link on
the worksheet
52
Social Applications of
Maps
Map of car repairs in Riga

Fix My Street initiative in


UK
People help municipality to
locate streets that should
be fixed
53
Using Maps to Show
Research Results

Using Google Maps to show Map of Accessibility


research results Latvian NGO for the
Sunlight Foundation used Google handicapped “Apeirons” show
Maps to show people how which buildings are accessible
congress allocated budget with wheelchair.
leftovers. Which municipalities
and objects received public 54
money?
Creating Your Own Free
E-learning Environment
Pbwiki
•Share files with users
•Set access controls to pages and
folders
•Monitor who’s doing what
•Add others to project
www.pbwiki.com •Send e-mail notifications

Step 1 Set up your Pbwiki See this seminar outl


Step 2 Explore it’s features Pbwiki
Step 3 Post a link on worksheet
Watch video
55
My Pbwiki

56
Creating Your Own
Teleconferences
Dim Dim
•Record your presentations and audio
•Share your presentation via e-mail or
www.dimdim.com on your blog
•Record and show others your
computer screen
•Conduct real time teleconference

Step 1 Register at dimdim.


Step 2 See sample presentation

57
Conclusions

Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

58
Value of Social Media
 Intuitive and easy tools (Flickr, YouTube,
Blogs)
 Appreciating the value of expression.
Blogs, research drawings, videos, poetry
 Individualized participation and quick
mobilization. Don’t have to be in
organization or political party.
 Creating new communities. Internet
connect people with similar interests
 Productive participation – internet is not Flash mob in
a trash can Stockholm Mall

59
Problems with Social Media
 Emergence of new forms of
power, such as hactivism –
hacking websites, mocking of
public figures, hate speech
 Weakening of collective
identity, that can lead to isolation Whitehouse.org. Not your real
and powerlessness president

 Some organizations and


individuals not able or not
willing to adapt to online
environments
60
Social Applications of
Social Media

Donate things, money,


or your work
Latvian portal Ziedot.lv

Lend money to small business


Micro credits at Kiva.org.
61
Using On-line Social Media, and Web
Applications in Regional University
Classroom
Visvaldis Valtenbergs
Vidzeme University College, Valmiera, 3 Feb, 2009

visvaldis.valtenbergs@va.lv
wisvaldis.blogspot.com

62

Vous aimerez peut-être aussi