1. Obtain a basic understanding of network technology.
2. Craft your network identity.
3. Understand network intelligence.
4. Understand network capabilities.
So are there limits to the network approach? The famous “Dunbar’s number” suggests that people have the cognitive capacity to keep about 150 relationships in their heads. Hoffman thinks that concept is outdated. “One hundred and fifty relationships might be the limit for our short-term memory — our RAM, if you will — but under that lies a hard drive that has much more capacity.”
Back to the “wall”: How to use Facebook in the college classroom, by Caroline Lego Muñoz and Terri Towner. First Monday, Volume 16, Number 12 - 5 December 2011
Abstract: The evolving world of the Internet — blogs, podcasts, wikis, social networks — offers instructors and students radically new ways to research, communicate, and learn. Integrating these Internet tools into the college classroom, however, is not an easy task. Therefore, the purpose of this article is to examine the role of social networking in education and demonstrate how social network sites (SNS) can be used in a college classroom setting. To do this, existing research relating to SNS and education is discussed, and the primary advantages and disadvantages of using SNS in the classroom are explored. Most importantly, specific instructions and guidelines to follow when implementing SNS (i.e., Facebook) within the college classroom are provided. Specifically, we show that multiple types of Facebook course integration options are available to instructors. It is concluded that SNS, such as Facebook, can be appropriately and effectively used in an academic setting if proper guidelines are established and implemented.
Emerging Practice in a Digital Age explores how colleges and universities are embracing innovation and using emerging technologies to enhance learning in a climate of economic pressure, changing social circumstances and rapid technological change.
Aimed at those in further and higher education who design and support learning, the guide draws on recent JISC reports and case studies to investigate how the emergence of new and more powerful technologies together with an increase in personal ownership of these technologies are changing the way we connect, communicate and collaborate, and how these changes can benefit learning. The focus of this guide is on emerging practice rather than emerging technology.
The case studies describe a series of exploratory journeys through the themes of:
- Working in partnership with students
- Developing students’ employability potential
- Preparing for the future
Working in partnership with students
1) Supporting student transition through reflective video sharing. University of Ulster
2) Engaging students as agents of change. University of Exeter
3) Students as partners in blending learning. University of Wolverhampton
Developing students’ employability potential
1) Developing professional practice using simulations. Peninsula College of Medicine and Dentistry, Universities of Exeter and Plymouth
2) Moving into virtual worlds. University of Derby and Aston University
3) Springboard TV: enhancing employability. College of West Anglia
4) Assessment and Learning in Practice Settings (ALPS). Universities of Leeds, Bradford and Huddersfield and Leeds Metropolitan and York St John Universities
Preparing for the future
1) Linking learning to location. University Campus Suffolk
2) Mobile Oxford: opening access to information. University of Oxford
3) Creating the culture: a holistic approach to technology-enhanced learning. Gloucestershire College
Francisco, B., Hanna, D., & David, I. (2010). Educational Research and Innovation The Nature of Learning: Using Research to Inspire Practice. OECD.
Jones, B., & Goff, M. (2011). Learning to live with data deluge and what that means for educators. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 12(1), 9–27.
Mills, K. A. (2010). A Review of the “Digital Turn” in the New Literacy Studies. Review of Educational Research, 80(2), 246.
Heimeriks, G., van den Besselaar, P., & Frenken, K. (2008). Digital disciplinary differences: An analysis of computer-mediated science and ‘Mode 2′ knowledge production. Research Policy, 37(9), 1602-1615. doi:16/j.respol.2008.05.012
Hofer, A. R., & Potter, J. (2010). Universities, Innovation and Entrepreneurship: Criteria and Examples of Good Practice [pdf]. OECD Local Economic and Employment Development (LEED) Working Papers.
Giones Valls, Aina; Serrat i Brustenga, Marta (2010). «La gestión de la identidad digital : una nueva habilidad informacional y digital». BiD: textos universitaris de biblioteconomia i documentació, juny, núm. 24.
A · Saber comunicarse bien
> Lectura crítica y reflexiva
> Interpretar la información y los medios de comunicación
> Escritura argumentativa
> Utilizar e intercambiar diferentes códigos
> Debatir y contrastar puntos de vista
B· Dominar las nuevas tecnologías
> Buscar y evaluar críticamente la información
> Organizar y crear contenidos digitales
> Comunicarse y trabajar a través de redes
> Participar en la vida pública a través de internet
C · Ser creativos e innovadores
> Espíritu crítico
> Apertura a perspectivas nuevas
> Hacer preguntas y plantear hipótesis
> Originalidad e inventiva
> Expresividad artística
D · Conocer cómo funcionan los negocios
> Trabajo en equipo
> Negociación de metas y proyectos
> Flexibilidad y resolución de conflictos
E · Ser multiculturales
> Conocer otras culturas y valores
> Implicarse en la comunidad
> Dialogar y negociar
F · Conocerse a sí mismo
> Expresar las propias emociones
> Entender a los demás
> Ser responsables y confiables
– Michele Boldrín y Pablo Vázquez para FEDEA (Vía ABC)
… Michael Wesch, who pioneered the use of new media in his cultural anthropology classes at Kansas State University, is also sceptical, saying that many of his incoming students have only a superficial familiarity with the digital tools that they use regularly, especially when it comes to the tools’ social and political potential. Only a small fraction of students may count as true digital natives, in other words. The rest are no better or worse at using technology than the rest of the population.
Writing in the British Journal of Education Technology in 2008, a group of academics led by Sue Bennett of the University of Wollongong set out to debunk the whole idea of digital natives, arguing that there may be “as much variation within the digital native generation as between the generations”. They caution that the idea of a new generation that learns in a different way might actually be counterproductive in education, because such sweeping generalisations “fail to recognise cognitive differences in young people of different ages, and variation within age groups”. The young do not really have different kinds of brains that require new approaches to school and work, in short.
La mayoría de jóvenes no son “nativos digitales” sino “huérfanos digitales”. Crecen en la red sin sus padres.
Becta, the UK government agency promoting the use of information and communications technology in the British education system, has published a new report reviewing the evidence of the impact of digital technologies on formal education, which demonstrates their positive impact on measurable learning outcomes.
The so-called hard evidence is supplemented by softer observational evidence, which has an important role in explaining why the positive outcomes have or have not accrued.
Conventional wisdom about young people’s use of digital technology often equates generational identity with technology identity: today’s teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth’s social and recreational use of digital media. Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.
Integrating twenty-three different case studies—which include Harry Potter podcasting, video-game playing, music-sharing, and online romantic breakups—in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Outis distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis.
This book was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.
This is a follow-up to my recent research about Teaching and Learning in the Digital Age. I’ve spent considerable time thinking about how to alter the classes I teach to re-center them on a core of flexible learning. In all of my classes this semester, students will be completing a variety of learning projects that involve alternative ways to learn (e.g. blogging, making mindmaps, teaching a lesson, making a video presentation, or designing a non-digital game).
The difficult part about including these alternative learning methods is teaching the students all the necessary technology skills first. Most of my students are the traditional freshman-level age-range (18-25). For the most part, they “get” technology (cell phones, facebook, video games, and gadgets), but they haven’t been taught how to do anything productive with technology - at least, not with regards to learning or career skills.
If America wants to continue to be a world-leader, we can do it with a technology advantage - but only if we actually know how to leverage that technology to continue to be more productive.
So, I began to write out a list of the tech skills that I think students should learn before they leave college. Ideally, these are skills that would be integrated throughout K-12 and college curricula.
Basic Web Stuff
1. Basics of HTML (bold, underline, italics, special characters)
2. How to use EMBED code or make a live link
3. How to make and share a screenshot
4. How to make and share a short video explaining something or asking for help
5. Learn basic abbreviations and emoticons (e.g. ROFL, IMHO)
6. How to build a landing page for your web-based stuff (e.g. iGoogle, NetVibes)
7. How to add gadgets or plug-ins for various sites
8. How to make a simple website (e.g. Google Sites)
9. Build a clickable resume / digital portfolio
10. How (and when) to use collaborative documents or spreadsheets
11. How (and why) to create tags and labels
12. How (and why) to use URL-shortening sites (e.g. TinyURL)
13. How to set up a web-based calendar and use it to manage your time
14. How to set up and manage an RSS reader
15. How to find a common meeting time (e.g. Doodle)
16. How to set up a communication aggregator (e.g. Digsby, Trillian, TweetDeck)
17. How to manage email
18. How to write a good “first-contact” email
19. How to write a good subject line
20. How to write a good email response
21. Texting etiquette (when it’s appropriate, when it’s not)
22. How to summarize your thoughts in 140 characters or less
23. How to use Twitter (reply, retweet, direct message)
24. How to determine whether you should share it in a public forum (will it affect your future job prospects, your current employment, etc.)
25. How to manage an online meeting
26. How to give an effective webinar
27. What are the differences between various social networks and how they are used? (e.g. Facebook, Ning, LinkedIn)
Finding and Managing Information
28. How to use web-based bookmarks
29. How (and when) to use library search databases
30. How (and when) to use an image-based search engine
31. How (and when) to use alternate search engines (e.g. Clusty)
32. Who writes Wikipedia articles and when can they be trusted?
33. How to build a custom search engine
34. When can you trust the information you find?
35. How to use article citations to find better references
36. How to manage a bibliography online (e.g. Zotero)
37. How to set up web alerts to track new information (e.g. Google Alerts)
Privacy, Security, and the Law
38. Creative Commons – what is it and how to choose appropriate license?
39. How to read the legalese that tells you who owns it after it is shared online
40. What should you share and how does that change for different audiences?
41. How to manage usernames & passwords
42. How to find and tweak the privacy settings in common social networking sites (e.g. Facebook, MySpace, and Twitter)
43. How do data-mining sites get your information? (e.g. participating in FB quizzes)
44. What are the security concerns with GPS-based tracking systems?
45. How to determine the audience and appropriate length for your presentation
46. Good presentation design principles
47. Principles of storytelling
48. How to share a set of slides on the Internet
49. How to build a non-linear presentation
50. How to build a flashy presentation (and when to use it)
51. How to find high-quality images that can be used in presentations (with appropriate copyrights)
52. How to find audio that can be shared in a presentation (with appropriate copyrights)
53. How to create a captioning script for a video
54. Ways to caption an internet-based video
55. How (and when) to use a virtual magnifier with your presentation
Ways to Learn
56. How to build an interactive mindmap to organize ideas
57. How to use a blog to track your learning process
58. How to find good sites, blogs, and other online publications for the topic you are learning about
59. How to cultivate a personal learning network (PLN)
60. How to participate in a live learning chat (e.g. TweetChats)
… Un artículo de Wired, “Clive Thompson on the new literacy“ introduce, partiendo de las investigaciones de una profesora de Stanford, el concepto de new literacy: una explosión de la producción cultural y escrita nunca vista desde la civilización griega, derivada precisamente del hecho de que los niños actualmente escriben mucho más, pasan mucho más tiempo escribiendo que antes, y consideran la escritura una de sus formas fundamentales de relación.
El Stanford Study of Writing es un estudio longitudinal de cinco años que ha recogido y analizado más de catorce mil escritos de estudiantes entre 2001 y 2006, incluyendo trabajos de clase, ensayos, correos electrónicos, entradas en blogs y sesiones de chat; y que apunta precisamente a ese renacimiento en la habilidad para escribir. Uno de los cambios fundamentales emerge, precisamente, del uso de los medios sociales: los niños de hoy en día escriben muy habitualmente para una audiencia, algo que hace diez años no hacían prácticamente nunca, y eso les lleva a adquirir la habilidad de pensar en términos de dicha audiencia y adaptar su forma de escribir y expresarse a ella. Son perfectamente capaces de escribir en lenguaje SMS, pero no confunden el contexto en el que pueden usarlo con aquel en el que deben evitarlo salvo en los niveles culturales más bajos…