Mark Pesce is an inventor and commentator on how being interconnected online is going to impact on our future.
View his blog to read some of his detailed analysis about what it means to be part of the human network and about his other publications and regular articles.
Use of mobile devices for the transmission and the creation of content in a learning environment. Listening to podcasts or viewing vodcasts is very Web 1.0, introduce ability to comment on and to create to build interaction.
Sending content from your Mobile:
At its simplest, this means posting updates to social networking or microblogging sites through services like Facebook Mobile or Twitter Mobile.
LocoBlog and Moblog. Earfl allows users to phone in stories and later link them to an image. A more general service is provided by Zannel, which lets you post text, images and video to a blog as well as to sites like Facebook, Twitter and Flickr. Leonard Low’s slideshow, An introduction to moblogs in education, contains ideas for educational uses of moblogs.
Hipcast: http://www.hipcast.com/
Offers the ability to create podcasts and vodcasts and to load them to your page area using mobile device applications or the web. Audio and Video Tools and Blogcasting Service. Has ability to post to a range of social networking sites (Facebook, Twitter or your blogs) and the potential to index. Says it takes the worry out of converting your casts for a range of devices.
GPS and Social Mapping to Augmented Reality
New generation social mapping services like Aka-Aki and Loopt, – these use GPS to identify people and places that may fit your interests and that are in your general area. There are then options for setting up communication based on your settings. Review of businesses etc.
Build into augmented reality – services like Wikitude, offering the ability to see where your friends physically are (through geo tagging) and will be offering informaiton about special coupons etc. Where you are is overlayed with wikipedia content. “By using the camera, simply hold up your smartphone and explore your surroundings. Wikitude will overlay the camera’s display and the objects you look at with additional interactive content and information – really cool!” While Wikinear can show Wikipedia pages relevant to your location, tracked through your mobile device.
Augmented Realities: Involves mixing the real world with the augmented world. Harvard example based on using the cell phone (considered to provide equity) http://isites.harvard.edu/icb/icb.do?keyword=harp. Students set mathematical problems to solve in the real world based on alien landing scenario and informatin given to them online.
Junaio – http://www.junaio.com/
Talks about their role in the development of Optical tracking software that will allow real 3D objects to be recognised by mobile devices and linked to online information about them.
QR Codes: generated with the Kaywa service. Other services which generate QR codes include Trakqr and QRcards. Common apps for reading QR codes include ScanLife. Takes user to specific web page content linked with the topic/object where the QR code appears in the real world.
Retrieved: http://e-language.wikispaces.com/m-learning on 25/09/11
MoBlogging and Pedagogy
Definintion of Moblogging: A mobile web log; a site you own and control and can post content to through your mobile device. A way to get students to reflect on how their area of study is part of life generally. Can also be used as a means of documenting a specific process or towards assessment. Group blogs allow chat and commentary and collaboration. (See example, Advertising students and HongKong group site).
“Pedagogically speaking moblogging favours situated and exploratory learning in a social constructivist framework”
Definition of Locoblogging: Moblogging combined with a record of the location of each sound, photo or video which can then be saved and retrieved chronologically or by geographic location. (Good for history, geography, forensics etc). Useful if location adds relevant context to the media (see www.locoblog.com or manually geotag your images in Flickr).
Reference: Slideshare presentation by Leonard Low: http://www.slideshare.net/leonardlow/an-introduction-to-moblogs-in-education-102029 Retrieved 27 September 2011
Retrieved: http://e-language.wikispaces.com/m-learning on 25/09/11
Facebook has released a new site titled “Facebook for Educators” which provides an introduction to how and why Facebook should be used in an educational context. It is being promoted as a tool for facilitating 21st Century learning as it is able to support; collaborative learning, encourages student interaction, is student centred, supports authentic learning (being in a medium students use?) and can allow learning on demand.
The site encourages the importance of establishing online ettiquette and responsible practice guidelines and the tools and functions within Facebook that allow appropriate acces levels to be established.
It also promotes the use of the “Groups” function and “Pages” area of two alternative ways to communicate on facebook without the need to become someones friend and so maintain privacy between teachers and students.
Retrieved: http://e-language.wikispaces.com/social-networking on 29 August 2011.
The launch of the Facebook for Educators Guide is blogged about in Edublogger noting the date of its release in May 2011.
They provided a summary of how to set up pages and groups for use in an educational context and difference between them was outlined in this chart.
Here is a chart that hopefully will make the differences (and similarities) a bit more clear:
I think Pat McCullough sums it up best in his comment below, “My sense is that people would take more ownership of activity in a Group than a Page. In terms of what the two features signify to users, my impression is that a Group implies that the students are creators of content, while the Page places the instructor more prominently as the ultimate mediator of content.”
Retrieved on 29 August 2011
Sal Humphreys began work at the University of Adelaide in February 2009. She completed her PhD on online digital games at QUT in 2005 and subsequently was awarded a 3 year position as post-doctoral research fellow on an ARC linkage grant through QUT.
Sal’s research interests centre on digital media, digital games, (online games in particular), and social networking sites, with a focus on the effect of these new media on cultural institutions such as intellectual property, governance, citizenship and rights.
Refereed Journal Articles
2010 with Axel Bruns ‘Research Adventures in Web 2.0: Encouraging Collaborative Local Content Creation through edgeX’ Media International Australia 136: 42-59.
2008 with John Banks, ‘The labour of user co-creation. Emerging social network markets?’ Convergences 14(4): 401-418.
2005 with Axel Bruns, ‘Wikis in Teaching and Assessment: The M/Cyclopedia Project’, in Proceedings International Wiki Symposium, ACM, San Diego.
2003 ‘Online multi-user games: Playing for real’ Australian Journal of Communication Vol 30 (1) pp. 79-91 1997 ‘Bodies,
representations and spatial practices in Cyberspace’ in Woods, Claire, ed. Image Text Persuasion, Centre for Professional and Public Communication, Adelaide. Pp. 49-58
Ref: http://www.adelaide.edu.au/directory/sal.humphreys on 25 August 2011
Web 2.0 and E.Learning 