tarina.blogging.fi
SOSIAALINEN MEDIA KORKEAKOULUYMPÄRISTÖSSÄ
TEEMU ARINA Twitter: tar1na
LUMETODELLISUUS
Ref: Charis Tsevis, WSJ
IHMISTEN RAJAT HÄMÄRTYVÄT
KAUPUNKIEN RAJAT HÄMÄRTYVÄT
ORGANISAATIOIDENRAJAT HÄMÄRTYVÄT
JOHTAMINEN ON ENNUSTAMISTA.
W. Edwards Deming
Plan
Do
Check
Act PDCA
NEWTON
F=ma
LIIKE- ENERGIA(ENNUSTETTAVISSA)
VUOROVAIKUTUS- ENERGIA (ENNUSTAMATON)
NYTVUOROVAIKUTUSENERGIA ON LISÄÄNTYNYT
IHMISTEN JA ORGANISAATIOIDEN VÄLILLÄ
TEOLLIEN TYÖ VERKOSTOTYÖ
LOGIIKKA Toisto Tilannekohtaisuus
LÄHESTYMISTAPA Yksi ratkaisu Useita ratkaisuja
YMPÄRISTÖ Strukturoitu Itseorganisoituva
TAIDOT Toistettavissa Erikoistuneet
OPPIMINEN Just-in-case Just-in-time
MITTARITNopeus ja yhdenmukaisuus
Merkityksellisyysja diversiteetti
TYÖN RAJAT HÄMÄRTYVÄT
“What's the most pressing need in public education right now? Shut down the public education system.”– Alvin Toffler
"We don't need to reform the system; we need to replace the system."– Bill Gates
http://www.edutopia.org/future-school
OPPIMISYMPÄRISTÖJEN
RAJAT HÄMÄRTYVÄT
Ref: Tim Hand, 2007
INTERNET = PILVI
INFRASTRUKTUURI
ALUSTA
SOVELLUSKERROS
KÄYTTÖLIITTYMÄ
GoogleApp Engine
Amazon EC2
Google Apps
Google Chrome Android iPhone
SalesforceForce.com
Apple App Store
Amazon Web Services
Amazon S3
PILVILASKENTA JA -PALVELUT
Teknologia-alustat
Kommunikaatio-käytänteet+
Hajautetut ja läpinäkyvät
TYÖKALUT KULTTUURI
PILVIORGANISAATIOT
KOMMUNIKAATIOPARADIGMAN MUUTOS
LINEAARINEN TYÖMIKÄ KETJU?
ENNEN
• Point-to-point• Lineaarinen• Etukäteen määritelty• Ennustaminen
LUOVA TYÖMIKÄ KONTEKSTI?
NYT
• Kontekstipohjainen• Temporaalinen• Emergentti• Responsiivisuus
MEDIADIGITAALINENSOSIAALINEN
DNA
ANALOGINEN MEDIA
MEDIADIGITALINEN
TAUSTAKANAVA-TIETOISUUS
AALTOVAIKUTUKSET
AKATEEMISTEN TUOTOSTEN MENESTYMISEN MITTAAMINEN
SOSIAALISEN MEDIAN ARKKITEHTUURI
HAJAUTETUTSISÄLLÖT
SOSIAALISENMEDIAN HUBIT
TWITTERKÄYTTÄJÄLISTAT
KESKUSTELUN AGGREGOINTI
SOSIAALISEN MEDIANOHJEISTUKSET SAMASSA
KOULUTUS
OHJEISTUKSET
ESIMERKIT
PELISÄÄNNÖT
KÄYTTÖEHDOT
REKISTERÖINTI
KESKUSTELU
UKK
TUKI
DUKE DIGITAL INITIATIVETECHNOLOGY INITIATIVES IN SUPPORT OF TEACHING & LEARNING
PHASE I PHASE II PHASE III
!e Duke Digital Initiative (DDI) is a multi-year program of experimentation, development and implementation of new and emerging technologies to explore their e"ective use in support of the university's mission. !e goals of DDI are to promote innovative and e"ective teaching, to use technology in support of curriculum enhancement, to develop our technology infrastructure and to share knowledge about e"ective instructional technology strategies. CIT sta" have provided project management, consulting, training and technical assistance to faculty participating in DDI programs.
E X P E R I M E N T& TA R G E T
T R A N S I T I O N & E VA L U AT E
I N T E G R AT E & S TA N DA R D I Z E
Phase 1 Projects are intended to be exploratory and have specific programmatic goals. !ey are usually targeted to a specific group of faculty who either volunteer or are recruited to be part of the pilot program. !ere is close support between the faculty and a CIT project lead and individualized documentation and training. !e purpose of a Phase 1 project is to see how the technology is being used in a closely monitored setting and collect as much data as possible to continue to evaluate its e"ectiveness in the teaching and learning environment.
Phase 2 Projects take e"ective Phase 1 projects and begin to tackle the issues involved in making the technology more pervasive and the support more streamlined. !is includes providing centralized documentation and support, centralized circulation processes and collateral management, general promotion and advertising (instead of recruitment for adoption of use), and a continued emphasis on data collection. All of this is in an e"ort to see the program become a Phase 3 institutionalized o"ering.
Technologies which are in Phase 3 are fully institutionalized and embedded in existing systems for general use. !e equipment is just “there”. !ese are technologies that are still extremely useful in assisting in teaching and learning, however are no longer particularly innovative anymore (due to widespread acceptance/integration). !rough the first two phases, there is enough data collected to justify it’s use, so data is no longer collected or evaluated as part of the DDI. Support, documentation, circulation, management and training are all standardized and centralized. Essentially these o"erings are not considered part of the DDI anymore.
REMOTE COLLABORATION
VOICETHREAD
WORDPRESS
MICROPROJECTORS
MOBILE DEVICES
CIT program leads will work in conjunction with technical and administrative leads in OIT to establish WordpressMU (Multi-User) as a flexible publishing platform that can be used for teaching and learning activities at Duke. Under the pilot program, a
targeted group of courses, faculty, and/or programs will be identified and will be provided support and consultation.
Potential Use Cases: Website as course administration tool including syllabi, course materials, etc.; collection of individual or group-created student materials, a blogging platform for faculty or students; presentation tool; portfolios.
During brown bag sessions with selected faculty, the group will discuss the experiences of the active participants, discuss actual or potential issues with using Twitter (e.g. FERPA, logistics), demonstrate techniques, features and applications and try to generate new ideas
regarding how Twitter can enhance teaching and learning. It is possible that the Twitter program will have one or more joint meetings with the Mobile Devices program.
Potential Use Cases: Polling students within a class; sending/receiving information to/from a professor from/to students; passing along links to course related research/materials; following experts in the field.
FLIP CAMERAS!is program provides loans of simple-to-use Flip video cameras for undergraduate faculty and students, mostly for use in their courses. A mix of standard definition and high definition Flip cameras (300+ devices total) are
available for loan from the Link Service Desk. !ere is no reservation required.
Use Cases: Short documentaries; class assignments; recording interviews; recording “digital diaries”; recording group activities and presentations.
Featured Case Study: !ree DukeEngage students, for example, documented their eight-week independent-study project at the SAI Sanctuary nature preserve in southern India on their “Jungle Blog.” !ey produced a series of short films focused on environmental issues, including one about their work constructing a biogas plant, which turns cow dung into cooking fuel.
HEADSETS WITH MICROPHONESDDI has a number of tools to help make recording and remote collaboration easier. !e Logitech
Webcams come with a stand or can clip onto your computer. !ey work well with web conferencing software such as Skype or Adobe Connect and video chat or can be used to make recordings. Webcams are available to undergraduate students and instructors teaching undergraduate courses for four week periods from the Link. Headsets with built-in microphones and USB speakerphones are also available. Help learning how to use these tools is available at the MPS labs or for instructors, by appointment, from CIT.
Use Cases: Web or phone conferencing; voice-overs for video production.
IPOD WITH MICROPHONES!ese iPods can be used as medium-quality digital audio recorders and for typical iPod functions of music, photo and video storage and playback. iPods
can be checked out from the Link for a semester by anyone with a Duke card. Support for using the iPods is available at the MPS labs or for instructors, by appointment, from CIT.
Use Cases: Recording class lectures, guest lectures, or presentations; recording assignments in foreign languages; dictating notes while in the field; subscribing to content delivered through iTunes U.
MINI-DV CAMERAS & TRIPODSDDI o"ers several di"erent types of digital video cameras for faculty and student use. !ese cameras are available
for four week periods from the Link. If you need help learning how to use your camera, you can go to the MPS lab -- or if you're an instructor, you can make an appointment with CIT. MiniDV cameras are available in both standard- and high-definition. Tapes must be purchased separately and can record about an hour of footage each.
Use Cases: Recording class lectures, guest lectures, or presentations; video productions including documentaries, narratives, or adaptations; recording in conditions where an optical zoom or wireless microphone is preferred.
Featured Case Studies:
HARD DRIVE CAMCORDER KITS!is program provides a mix of high-definition and standard-definition video recorders with higher quality than
Flips, but relatively easy-to-use due to being hard-drive based rather than tape-based. Cameras (20 devices total) are provided at the Link Service Desk for check out by faculty and students for course work. !e hard drive cameras record to internal storage, thus negating the need for DV tapes and providing faster workflows.
Use Cases:
switching a tape is not possible.
WEB CAMS!is program provides loaner USB web cams (and through a separate program borrowers can also borrow USB headsets). !e web cams are provided at the Link Service Desk for checkout by faculty and students for course work.
Use Cases:
Featured Case Studies:
independent study in Kenya
IPOD TOUCHDDI's 20 iPod Touch devices will be loaned out as part of the 2009-2010 Phase 1 program for mobile devices, to a small class to investigate the uses of mobile devices in teaching. If no class has been identified by mid-semester fall 2009, the iPod
Touches could be loaned out individually and/or for other purposes.
Use Cases: Developing applications for the iPod Touch; music department iMixes for course listening materials; digital flashcards; accessing Duke on Youtube or Duke Mobile application; integration with Google maps.
We’ll explore uses for mobile devices in teaching by connecting people who are interested in using mobile devices in teaching, and providing opportunities for experimenting with low-barrier classroom techniques.
!e goal is produce standardized practices for those who are interested in using these devices in their teaching.
Potential Use Cases:
!is program would focus on synchronous collaboration via various collaborative technologies such as web and video conferencing
to support faculty and students with one-on-one, one-to-many, many-to-many meetings/interaction, and group collaboration on and beyond campus.
Potential Use Cases:
connecting two or more classrooms/sites together.
Voice!read is a third-party application which allows users to easily add text, audio or video comments to images or video media. It provides students and faculty a venue for secure group conversation and collaboration - with no
software to install. For 2009-2010, 400 licenses will be available to Duke faculty and undergraduate students to use in course-related activities.
Use Case:
reactions and to view contributions from their classmates.
!e DDI purchased a few microprojectors to evaluate the leading models on the market and determine whether any of these o"er functionality or benefits for teaching that standard projectors do
not. Projectors will be tested with the DDI iPod Touch devices to see if they could form a mini-“kit” for teaching.
Potential Use Cases: Ad hoc classroom - turn any wall into a presentation space; bring the classroom to the subject; outdoor applications; bring display to previously inaccessible areas in the field/abroad.
MORE QUESTIONS?
Contact a DDI Representative by email at
More information is available online at
www.duke.edu/ddi
HÄRVELIT HÄIRIÖTEKIJÖITÄVAI OPISKELUVÄLINEITÄ?
ESTÄMMEKÖ VAIKOTUEMME?
MOBIILI ON PRIMÄÄRIKÄYTTÖLIITTYMÄ
OPISKELIJAT HUONOSTI KÄYTETYINRESURSSI SISÄLLÖNTUOTANNOSSA
KURSSI ILMAN SEINIÄMASSIVELY OPEN ONLINE COURSE (MOOC)
YKSILÖ
ORGANISAATIO
ASIAKAS
YHTEISKUNTA
WIN-WIN-WIN-WINMITÄ MINÄ TÄSTÄ HYÖDYN?
MITEN ORGANISAATIO TÄSTÄ HYÖTYY?
KETÄ KIINNOSTAA?
MITÄ MERKITYSTÄ TÄLLÄ KAIKELLA ON?
PRIORITEETIT JA TAVOITTEET
OHJEISTUKSETHYÖDYT JA
RISKIT
PELISÄÄNNÖT
Iteratiivinensuunnittelu ja toteutus
UUDET TYÖKALUT
UUDET SILMÄT
UUDET TOIMINTATAVAT
ITERATIIVINEN HYÖDYNTÄMINEN
TOMAATTEJA.
VCARD PUHELIMEESI:
TEEMU ARINA
“This is not about what I produce. It’s all about what others receive.”
– Daniel Donahoo (2009)
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