Friday, January 23rd, 2009
I’m at this wonderful event. For more information see the wiki. My commentary is in brackets tagged – MM.
10:15 – Ruth on Facebook for induction, social cohesion
10: 22 – Perceived Benefits – meeting people before it started. Managing expectations.
“Talking to people makes it more real…”
10:25 – Know the students before they arrive, they’re not brand new. Additional level of contact.
10:26 – “I don’t like facebook”, not everybody wants to join. Not an academic space. How much intervention?
10:28 – Served a very specific purpose. Use stopped after induction. (Task focused? – MM)
10:29 – More next time. Multimedia competition. More detail, understanding student unfamiliarity.
10:30 – Charlotte Carey on Twitter and Delicious.
10:21 – The great migration.
10:32 – What are you doing? Had only met Jon via Twitter, now they’re writing a paper.
10:34 – Following small business network. Giving students access to role models. Getting them into social circles.
10:37 – Student to Alumni to Professional. Feeding in.
Chris Ringrose on blogging in children’s literature course.
10:45 – Blog space on Blackboard (not sterling interface design – MM). Students are talking about their reading and research.
10:48 – Using audio feedback. (Very interesting idea – MM)
10:49 – Prompts, exercises. (Seeding the conversation, very wise – MM)
10:50 – Assessed blogs. Engaging with material over course. Writing and feedback on how they write. Time consuming to mark. Needs assessment as stick to make students do it.
10:53 – Word limit? Blog overload? Not scholarly?
Matt Gee on Webcorp’s new annotation wiki.
Derek Littlewood on Using it.
10:59 – Used in Irish writing module. Annotating interesting language use, highlighting elements.
11:03 – Pink tags for questions. (Accessibility issue? Wonder what fallbacks? – MM)
11:05 – Linking to audio.
Sonya Andermahr – Blogging
11:10 – Prompts. Choose which they use. 6 tasks to get students writing. (Avoiding the tyranny of the blank page – MM)
11:13 – Design to develop a particular skill. (Very good, task-focused interaction design approach, work back from the aim to the tasks you create. – MM)
11:14 – Again, work intensive marking as a downside. 40 students x 6 blogs, can be work. editing tool not ideal (Again, institutional choices of VLE can be a big interaction problem – MM)
11:15 – Issues. Level of formality. Academic writing difficult in blogs? (Maybe move to Wiki and get others to edit posts with regard to academic style? – MM) . Word pasting problems. Missed deadlines.
11:17 – Source + Referencing improvements.
Ruby Renning- Second Life.
11:18 – MSc eLearning. Second life “It’s the one most people know about”.
11:20 – Virtual Campus. Bringing staff together.
11:22 – Avatars and chat. Savable. Authenticity.
11:26 – Chat room…
11:27 – Identity. Potential of Roleplay to address. (Should show them the Steal Away Jordan Storygame if they’re interested in this – MM)
11:30 – Interlopers. Being polite.
Monday, November 26th, 2007
Again, very stream of consciousness. Apologies for typos and lack of coherent grammar.
Dr Stuart D Lee, Oxford University. Facebook for IT staff gathering. Gartner as the Bible… Disruptive technology. Interact where we have to as “advisors and guardians of IT”. Competitive, if it’s free, why are we paying internally? Burden on services. 1/7th of email from Facebook. Changing user expectations. Question of “Why are we paying IT?” Thema (master students usage survey). Possession of networks issues “Facebook and IM, it’s our network”. Use existing rules. Rate my professor. If you bring up issues, students are generally fine about it. Interesting problem: people using university id and password for 3rd party apps, high security risk. “Snooping on students” with facebook, fines, education on privacy in public way. The social/formal clash. Corporate identity with Web 2 issues, second life “waste of money”, misinformation, “who gave you the right to…” Who is accountable? Explore provision. Use the tools! Good point, if you don’t use them, how can you know how to manage them?
David Harrison, University of Cardiff. Disclaimer-tastic! User-centric vs organisation-centric, transcending boundaries. Users who want new things vs central services who want to control/support/secure. Primacy of the Acceptable Use Policy… Learning to relinquish sole responsibility. Practising safe IT, advice on usage. Safe IT event at student’s union. Identity control, lack of training in how to behave. IBM guidelines for blogging and so on. Roo Reynolds. Realms, a good breakdown of types and approaches to using blogs: Personal (but not corporate). Personal or group (work related). Group internet Presence (external collaboration in independent space). People are good at adapting to situation. Be supportive, not preventative. If you get in the way, you lose employees. Embracing work-life balance.
Monday, November 26th, 2007
A day of talks on the use of blogging in education, with live Second Life feed, web-cam and blog chatter… How very trans-literate! What follows is stream of consciousness:
Starting with some nice general overview from Brian Kelly, covering intro and general issues.
Next, Stephen Clarke, University of Birmingham. Managed blogging environments. Looking at risks. IT department risk aversion. Some blog comparisons: a poor institutional blog, erasmus blog and facebook abuse. Conclusions: good blog: safe, secure, reliable, controlled, acceptable use. Claims universities best places to hold these… Not something I’m convinced of, assumed university has technical quality, knowhow to provide quality web facility and that they have a right to control the student’s content. Why use a managed blog I cannot control, when I can join wordpress and have control? Plus copyright issues, who owns my content on a university blog? Overall negative view and lack of engagement with community.
Following on, Melissa Highton, University of Leeds. Using Elgg. Leeds University Values and how they marry up with Web 2. Wonderful Facebook community concept of “Lecturers should have their own entrance music”. Engagement with user groups. User research on management of information! “I know who knows”. Networking is already present, communities of practice, strong feeling of delineated zones, “student’s know the difference”. Feeling part of something an important aspect of the work. No promotion of the “better” content as promotional tool.
Alison Wildish, Edge Hill University. Aim to establish reputation online and off by word of mouth. No publicity is bad publicity? People will always talk, better you know what they’re saying… Blurring boundaries. Making it easy to contribute to social tools. “Use the tools that will compliment your teaching”, open approach. WordPress blogs, support environment, managing expectations, use for publicity, assistance. Use of external blogs, linked in to central site. Facebook integration of VLE and applications. Seen as just another channel. Appropriate use of technology. Not all good. Problems with false allegations made on Facebook. Used reporting tools. Quick response. Educate students! (and staff!) on managing an internet identity. Positive feedback: “bring back maturity … break down barriers between staff and students” Adopt use of APIs/aggregation, use tools to spread word. Netvibes-like university portal, though they do use lots of AJAX, which obviously will have implications for accessibility. Overall a very positive sounding approach with strong engagement with the real stakeholders.
Tom Milburn, The Student View. Behavior on Facebook is “leaving it on in the background”. 1400 freshers of 2000 in a Facebook group before at the University. Peer support, manage worries about appearing stupid to staff. 24hr, direct, informal contact, mentoring schemes. Usage for gaining survey responses for final year research. Problems with closed communication channels “not related to university”, difficult to deal with consequences of online actions. Used Facebook flyers to promote advice on security and identity management. 7000 flyers 160 clicks… Blogs less important, harder to find, lack of updates, harder “recruitment”.
Unsurprisingly, put in effort, get results. Don’t barge into other people’s social spaces.