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Sample E-learning Bookmark

E-learning

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Social Bookmarking

1. Reflections on the process of learning about the tool

I chose to use the social bookmarking tool, Diigo and my decision to do this was based on some online reviews that I came across and Richardson’s comparison of it with Delicious in the text. I had before hand heard of Delicious and the bookmarking capability that it offered, but had always left made a ‘mental note to self’ that someday soon I was going to explore the site. Sadly, that mental note never made it on my to-do list, but now that I am covering the topic of bookmarking in this Web2.0 course and I am required to use a tool, I chose Diigo.

Of course, for me, it was a breath of fresh air to create a Diigo account, just create a user name, enter your username and password and you are ready to start using the service. For the most part, using Diigo was like participating in a ‘guided learner’ environment as Richardson in sharing with us all the cool features of the tool, took the fun out of my exploration and ‘aha’ moments.

I just need to work out the dynamics of this bookmarking tool and see how best it works for me. I have started bookmarking some pages and following some persons. I must say clicking that “Follow me” button gave me an unnerving feeling.....It just feels weird to have total strangers follow me or for me to be following them, -it’s a Twitter feeling that I just haven’t been able to shake yet. Since I installed Diigo, I at times get an Internet Explorer error that tells me it has to close the page. Although the page is bookmarked, it is frustrating to keep launching Internet Explorer. I am thinking that maybe that’s something that has to do with the settings on IE. When I have some free time I will attempt to correct this problem.

2. Discussion of the tool in terms of my own personal learning

Social bookmarking, what in the world is that? I know what book-marking is, so if it’s done electronically, why isn’t the name electronic bookmarking? Social bookmarking, that just sound like it’s a kind of bookmarking that involves interactions with other people, but then why should it? These were some of the initial questions that I had when I saw the topic – prior to my exploration of social bookmarking. Well now that I have done the readings and created my own Diigo account, I have come to appreciate and understand the concept of social bookmarking.
Now, I have bookmarked web-pages before, I always do, but then I don’t usually use it as a point of reference. I just happen to stumble on some of these pages when I am bookmarking other pages and then I would say “Oh, this is where I had placed it”.

Well, in exploring Diigo, I realized that I could import other bookmarks that I had created, and that’s just what I did. More importantly, I realize that, it’s not just about bookmarking, I need to go a step further and organize all the information that I have bookmarked. As we spoke about in our group discussion, we constantly have to sift through a pile of information – unless we categorize this information, it will just make our lives more complicated and force us to waste time sorting through all the bookmarks that we have made.

As a graduate student, I am now working on my thesis and social bookmarking comes in quite handy where accessing resources online are concerned. I immediately started bookmarking pages that relate to my research topic. It not only helps in that respect, but I can also see other articles that individuals with similar interest have bookmarked and choose from those list, and they can do the same from my public lists. I thought to myself that the only thing that Diigo falls short of is referencing, that would go along perferctly with book-marking, especially for my thesis (it would be great having a ‘Refworks’ of my own). Then when reading I discovered a tool that offers both functionalities- Connotea. That is definitely a tool that I will be toying with in the very near future.

It really gives another dimension to collaborative work. We are regularly placed in groups to work on different tasks and this usually involves sending emails back and forth, with documents attached or sending links. There is just so much more that can be done with Diigo as we can highlight text that we need group-members to take note of and even leave sticky notes (now how cool is that?).

3. Discussion of the tool in terms of teaching and learning
“There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.” (Wesch, 2009).

After reading Wesch’s article, I reflected on just how this explosion of data has really thrown out the door, the notion of ‘teacher’ as the source of knowledge. The author entitled the article “From knowledgable to knowledge-able” and this play on words sends the message home to the reader. The new technologies that now exist allow students to have new and ground breaking research at their finger-tips that they are ready to share in the classroom, research that their teachers may not even know exist.

When reading about what social bookmarking has to offer, I question what will become of librarians? Will their skills still be needed and how functional will they be when everyone can now tag and ‘shelve’ their research according to specific titles? Wastay suggests that librarians of the 21st century will have the following roles:
•Cultural Role
•Teaching Role
•Providing Access to Information
•Space Provision
•Act as Information Advocates
•Advising Role
•Information Organisation and Retrieval
•Knowledge and Digital Management
•Information Mining

I think of the teacher in the classroom and the tensions that may arise, if they introduce their students to ‘social bookmarking’. How do they get their students to improve or develop their research skills when at the click of a button students can pull a list of resources that other persons have already researched and made readily available?

These Web 2.0 technologies are constantly raising the bar and changing the parameters within which teachers and students interact. While many administrators have embraced this and are encouraging educators to factor this in their delivery of content, the methods of assessment seems to still depict a traditional way of thinking. In recent times, the style of teaching has changed – the teacher is no longer sage on the stage but a guide on the side, the teaching aids have mostly become ‘technological’ in look and feel, but the assessment seems to still be stuck in the ‘achievement test’ mode. Curricularists and school boards will need to review their processes, and the objectives and tests that are being set need to start reflecting ‘a climb’ towards the higher order skills that Bloom’s taxonomy depicts. (Trivia: I just read that the page that I researched on assessment and bookmarked was first bookmarked by Will Richardson :) )

Discussions of social bookmarking in terms of teaching and learning...I see numerous potentials for this tool in the classroom, but I am left with more questions than answers about how it will really impact the dynamics that occur within classrooms.

References

http://lib.tkk.fi/ifla/IFLA_Science_Portals/Presentations/Wastawy.pdf
http://www.apa.org/ed/new_blooms.html

http://www.cartoonstock.com/
http://www.dlib.org/dlib/april05/lund/04lund.html
Wesch, M. (2009). From Knowledgable to Knowledge-able: Learning in New Media Environments. Retrieved from http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able

Video Sharing

1.Reflections on the process of learning about the tool

In using the video-sharing technology I had to learn to firstly create a video and secondly, post it to You-tube. I have had experience creating videos from a digital camera and a video, but creating it from a digital photos was new to me. I have also done recordings for electronic tutorials using Camtasia, but I was never involved in the editing of the tutorials. For this assignment, I started with Picasa 3 as I had previously downloaded it for the photo-sharing assignment, but I was having some challenges when trying to add music files. The application required mp3 or .wma files and I didn't have any of those files on my computer. I tried to download some mp3 files and needless to say I was not enthused to create new profiles. So, I decided I was going to create a 'voiceless video'. But then I remembered that while I was viewing some You-tube videos online someone had recommended using Windows Movie Maker (which usually comes with your computer).

I went in search of that Movie Maker and found it in no time. Creating the video was a "breeze" for the most part. I dragged and dropped picture and sound files unto the platform and then did whatever editing that was needed. It was my first hands-on editing experience and it was actually less intimidating than I thought it would be. I was able to pull a sound file that was already on my computer and blended it in the video. It sure makes a difference when you can hear some sound in the video. After I published and viewed the video, I decided it was time to post it to my blog. I created a new post and uploaded the video and it was on-screen.

The next step was to post the video in You-tube. I created an account which was quite quick (thank goodness Google bought You-tube some years ago :)...cuts the account creation time in half ). After uploading the video, I must say I felt 'published' :) :) .....and then, I went logged out of You-tube and went back in to search for my video and I could not find it. I made certain that I gave it a unique name but, that still didn't work. It wasn't until I did a search on my username that I found my video Online.....at least I found it.

2. Discussion of the tool in terms of my own personal learning

While it is great to learn how to create and edit the videos, personally, I would have a problem with sharing my videos with the world, especially videos of my family and friends. I deliberately chose to show just some pictures from West Edmonton Mall where the dragon blows fire every couple of minutes (feels less threatening). There isn't much of a drive for me to create these kinds of videos regarding my peronsal life, and even though some educators and authors would have an issue with my view, I would rather err on the side of caution. If I produce family videos, I would restrict viewing to just persons that I know

Ironically, although I have not previously produced You-tube videos, I have definitely consumed quite a number of those videos that have been posted online. I remember leaving Jamaica last August and thinking that I would be unable to get all the highlights of what was happening there while our runners were performing in the Beijing Olympics later that month. I was so estactic when I went on You-tube and saw all the videos of the celebrations and excitement that was taking place in Jamaica, it felt as if I was at home. Every day of the games that Jamaicans participated I was online checking to see if anyone had uploaded videos of what was taking place 'back home' and I was not disappointed. Although I was tempted to create a 'voiceless video', I am glad that those who uploaded those videos hadn't made them 'voiceless'. A video clip becomes real powerful when you can both see and hear what is taking place. For me the voice in the video is what gives it 'character'.

There are contractions that exist in my mind where video-sharing is concerned, if I see people that I know in videos on You-tube I feel some amount of connection (for whatever reason), still yet, I am not open to putting my self out there for others to feel that connection. I think the fear factor is in the thought that once you have posted a video 'it is always out there' even after you have deleted it.

3. Discussion of the tool in terms of teaching and learning

Video-sharing can be a great tool or a daunting tool within the classroom. I think of it as a coin -having two different sides. The teacher's/learner's experience with this tool can vary depending on how the coin is flipped - 'heads you win, tails you lose'.

(Younger) learners who are more adept to exploring and employing technology in their everyday life are usually more open to using this technology to create a 'work of art'. Many of these learners have cell-phones, lap-tops, i-pods and a host of other gadgets that we as educators/teachers never had when we were their age. In years past the means of communication was limited to pay-phones and snailmail, today those have faded in the distance. A 2006 McKinsey survey of 4 leading online video-sharing sites in Germany revealed these as the top three reasons why users uploaded videos; 1. I seek fame; I want the world to see my videos 2. It is fun and 3. I want to share my experiences with my friends. Video-sharing has opened up a whole new way for individuals to not only communicate with family/friends but with the world. I found the number one reason quite interesting and wondered whether the whole business of 'reality tv' was the reason for this(mmh?). Well, it's 'heads you win, tails you lose' - maybe that's just it, if persons post enough videos or the right videos they just might win(become famous).

Adult learners are not usually as enthused about using newer technologies as 'digital natives' are. On one of the blogs I visited it was pointed out that this can be for a number of reasons. 1. The technology that adults use at work aren't used in a similar manner in the classroom. Most adult learners that use technology in an office environment, perform duties that are relevant to their work. For the most part this might involving using Microsoft applications, sending e-mails and faxes and printing/photocopying documents. If a learner leaving this environment attends an evening class where he/she is required to do an assignment using a video-sharing technology....that's a whole new ballgame for them. It will require more time commitment and possibly extra tutoring to become comfortable with the technology and then to use it to complete an assignment.

2. Their motivations for being in the classrooms are different from that of young learners. I would say the motivations are different, period. Adult learners are at different points in their lives and the reason for them being in the classroom affects their adaptability to these technologies. While a non-adult learner will seek to know the video-sharing technology so that they can post videos for their friends to see, an adult learner might be in the classroom so that they can learn about the new technologies that they need to teach with

3. Time (or the lack thereof) is usually one of the reasons adult learners do not readily embrace the technology. Adult learners are generally more pressed for time as most of them are either in full-time jobs or are parents or are spouses or are contemplating a career change (or are having to juggle numerous hats). Teaching or learning with technology require learners to invest more time. The saying 'practise makes perfect' is quite applicable here as users of the technology need to dedicate more time to exploring the different features that a tool has to offer.

Kop (2008) states "over the past decades technological change has instigated a debate about the future of adult education. A dichotomy has appeared between the position of adult educators and that of learning technologists on the need for and nature of change under the influence of technology." Although there is not a wide body of research into adult education and the effect that these Web2.0 technologies will/has had on this discipline, Kop alludes to discussions that are taking place on the matter. Her statement raises two questions in my mind: Will adult educators still be in needed in the classroom (virtual/otherwise) to guide adult learners as they chart new/different courses in their life? Will the new models proposed by learning technologists be able to raise consciousness and engage adult learners in critical thinking?

Exciting times ahead...'heads you win, tails you lose'.

References

Kop, R. (2008) Web 2.0 Technologies: Disruptive or Liberating for Adult Education? In Gateway to the Future of Learning, Proceedings of the 49th Annual Adult Education Research Conference,pg 222-227. University of Missouri, St.Louis, Missouri, USA.

Bughin, J. (2007). How Companies can make the most of user-generated content. The McKinsey Quarterly.

http://college2.ning.com/forum/topics/706361:Topic:13667?page=1&commentId=706361%3AComment%3A26666&x=1#706361Comment26666

http://www.otan.us/tdlsymposium/handouts/dlNutsBolts_3hr.pdf

Photosharing using Picasa - Discussion of the tool in terms of teaching and learning

Photo-sharing provides great opportunities for teaching and learning within the classroom for both students and teachers alike. I never realized that individuals could do a search on Flickr for photos that have been tagged, (until I went through the readings) which is quite a handy feature. Although I do not know if Picasa offers a similar feature, I can see how individuals can feel a sense of satisfaction and pride when they are doing a search on a website and their photo comes up in the results.
Picasa can be used in the classroom to make topics come alive. After interacting with it these past few days I see where students are able to upload web images, print pictures, create collages, send pictures directly to their blogs and even create movies. While younger students may not be all that interested in using the photo-shop features of tool, that feature may be an enticing one for older students or for teachers who are interested in further exploration of the tool. I saw the Geo-tag feature and instantly thought of how useful that would be in a Social Studies/History class where students could tag specific locations on Google Earth with the pictures that they have uploaded. Students who are writing stories on their summer vacation could make posters or a collage using Picasa. Picasa makes for an exciting tool where everyone in the classroom can be actively engaged in doing an activity. In my studies I have often come across the term ‘edutainment’; Wikipedia states that “Edutainment (also educational entertainment or entertainment-education) is a form of entertainment designed to educate as well as to amuse.” I would certainly classify Picasa and other Web 2.0 tools as sources of edutainment.

As an educator I see two challenges which learners/teachers using this tool may face, and I have chosen to frame this as two questions: Who do I turn to? Who now has the rights?

Who do I turn to?
Although it was pretty easy for me to use the tool, the one hitch that I encountered was uploading the photo album to my blog. The first time I tried and previewed my blog, I noticed there were pictures, but they were not mine. So I thought to myself that it could not be that hard, since there was actually a photo album which was being displayed on my blog, the only problem was, it was not mine. Then I went at it again until I figured out that I needed to change a default in the settings from ‘keyword’ to ‘album’.
Now, in a classroom setting a student who was having that sort of difficulty could easily say this to their classmate and have their peer or even their teacher investigate what the problem was, but for a student who is at home or at the library by themselves encountering such a problem, who do they talk to? Taking it a little further, if I am a teacher who is exploring this technology, I would prefer to ask my peers or the IT person at my school than my students, but what if I am in a situation where only my students are available when I have that encounter? Or if I am home alone working at midnight and I am having difficulties, who do I turn to?

Who now has the rights?
If students have uploaded these photos that they created for public viewing/use, who now has the rights to these photos? Even though the photos may be tagged with who they belong to, the reality is that persons can download and edit these photos, then tag and upload them as their own. Photos can also be downloaded and used for advertising purposes while the original creators of the photos are in no way recognized or compensated for their ‘property’. Additionally, when different students have uploaded their photos and created a collage that they have posted on the web, who now owns it - the students who completed the assignment, the teacher who gave the assignment, or the school which employs the teacher?

This issue extends to much more than photo-sharing tools. In my mind, I think that online collaboration will at worst – silence the issue of property rights or at best - radically re-define property rights as we now know it.

Photosharing using Picasa - Discussion of the tool in terms of my own personal learning

My personal learning was enhanced in using this tool and I think my open-mindedness or my ‘need’ of this kind of application made it easier for me to learn how to use Picasa.
I have had pictures of various events that needed to be uploaded but, it was never that urgent or sometimes in trying to avoid the whole sign up process, I preferred to zip my pictures and email them or use Hi5 (a social networking site) to upload them. While Picasa 3 is great and offers numerous functionalities, I seem to seek a ‘one-stop shop’. For example, when I am using Hi5, I can get most things done at one stop - I can talk to my friends/family online, see all their updates and post my updates and pictures online – that works well for me.
Strangely, now that I am reflecting on it, I think the more I am required to sign up or download something before using an application, I get so turned off from doing so. It’s not a hard task, but it just feels so overwhelming to always be ‘signing up’ for most of these sites, plus synchronizing my numerous usernames and passwords to ensure that I get in the next time that I log on.

Photosharing using Picasa - Reflections on the process of learning about the tool

I was eager to get started on using a photo-sharing tool, as for quite a while I had some photos that needed to be uploaded to the web. I chose Picasa, simply because I was more familiar with that name, as most of my friends who had uploaded their photos to the web had used this software. Additionally, I had uploaded some photos to one of my friend’s wedding album on Picasa, after she had sent me her username and password.
To begin the process I ‘googled’ the term and selected their homepage. I realized there was a ‘Download Picasa 3’ button and selected it and proceeded to download it. It took a fairly short time to be downloaded, but then after that was completed, something really ‘cool’ happened. The application organized all the pictures that were on my hard-drive, and I thought to myself ‘this is super’.
Before I was able to upload any photos to the web I was required to log in or create a username and password. Since I already had a Google account, I was able to just log in and I immediately posted a private album to the web. I didn’t have any difficulty in using this application, I just initially hated the idea of having to download an application, but then with the numerous functionalities that Picasa 3 offers, I’m pretty glad I did.