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  1. Think about the key media and contexts
    1. See All themes knowledge base brainstorm
  2. Think about all the core readings
    1. for each media category
    2. maybe for each context
    3. For knowledge communities, knowledge building, etc.  (Slotta, in press; Scardamalia, 02; Yotam Hod, 2016 - learning communities and future learning spaces)
  3. Move the wiki over to BC  (Jim will help export/import)
    1. experiment with BC Confluence (it may be updated, or not?)
    2. experiment with blogs (can we have a group blog?)
    3. think about resources - so many resources listed on these themes.  
      1. sometimes 20 or 30 for one theme for one year, and another 5 or 6 each year after that
      2. some of these resources are old and not even working anymore (see the Silver Tsunami example below - probably half the projects there are dead)
      3. Some of them are out dated
      4. the formatting of them is quite varied  - some are just links on a page, some have their own page.
    4. experiment with pages - keywords  (can we make a page of resources that auto-fills according to keywords)
    5. pedagogical approaches...
      1. some are organized by "syllabus"  - i.e, the page names are actually things like "Oct 12, 2013" - so that isn't very good.
  4. Create page for orientation

 

Goals: figure out the structure of the course for 2017-18

Learning Communities

Digital Media

Social Media

  • for education (formal and informal, K12, higher education)
  • for lifestyle (health)
  • for commerce/culture (cities, sharing economy)

 

Part of the story:  We want to expose students to the core ideas (media, design, epistemology, culture)

  1. send all enrolled students an invite to:
    1.  register for the wiki, 
    2. review examples of knowledge media (maybe from: education, lifestyle, and culture)
      1. add new ideas using edit
      2. add reflections
    3. read a learning communities paper (Scardamalia, 02; Slotta & Quintana and Moher, in press)
    4. add a personal page...

Part of the story: We want students to push into their domains of interest, to search the Web, to bring their own knowledge and associations

 

Main pedagogical approach:  

  1. students form leadership teams.  they create themes, then design the materials, activities, and documentation/knowledge base
  2. students engage in design (different teams, peer review, etc)

 

 

  • what themes would we use?
  • what pedagogical approach?
    • last year (2015) I changed the approach to include 4 main themes: informal learning, formal learning, sharing economy (Uber, Jackrabbit, Airbnb,), lifestlye, cities, etc
    • question:  I could run this whole course just on cities.  I could also run it just on education.
    • Eric can read scardamalia 2002 (i will send)
    • Eric can read about Lave and Wenger and help me find a CoP paper that makes sense about:
      • Digital media are embedded in practices, which define communities, etc.
      • CoP perspective is that you really have to engage with the media (in practice) to understand them, and how those practices within any community can be affected 
    • Central issue of knowledge building community:
      • "can't really know" where its going beforehand.
      • Have to define the themes of interest
      • build on what others have offered 
  • what outcomes and deliverables (for syllabus)

The main goals for students who come in - for any given theme - would be:

  • find relevant resources
  • understand the previous pedagogical approaches (what did their predecessors do in those earlier themes)
  • see designs from previous students

TO DO

  1. Write out all the themes you can find... (smart spaces, health, social media,) .....  
    1. make a list here and some notes next to each about:

      Name (include link)YearMain topic and pedagogical approach (add any main readings or resources)Summarize additional Resourcesrelevant themes (list all that apply): 1.education (formal and informal) 2. Lifestyle (health and entertainment) 3. Culture (politics, sharing economy,Evaluation - what was good or not so good
      silver tsunamiFall, 2007Main topic - the issues of e-literacy, inclusion and accessibility associated with e-learning to seniors Pedagogical approach - pre-class activities (article reading: about seniors and their difficulty with technology), pre-class assignment (a case study: find one senior, and help them learn to use a new technology that is interesting to them, provided some questions), in-class activities (video watching, group discussion - linked to four different pages, each one had several media sites or projects to compare, and included instructions. This was maybe before Google Docs!)Lots of resources - Web pages about elders Examples of sites Bibliographyknowledge communities technology for aging gracefully (TAG) - lifestyleThis was cool because it actually made students work closely with an elder and watch them learn about technology
      Smart Spaces and Augmented RealityWinter, 2016Main topic - characteristics of smart spaces, implementations of smart spaces & augmented reality Pedagogical approach - create an immersive environment for learning (bring a smart space into classroom)
      • Capturing the essence of a smart space by having the class engage in practices that help to contribute to a body of knowledge
      • The classroom space manages the students in the class using a 'Wizard of Oz' type scenario where people act as sensors or extensions of the space
      • Bringing in tools that enable and create smart spaces (Nintendo Wii is a simple example)
      • Because of mobile devices, the design approaches should be precise and concise. It should help readers grasp the essential content accurately and efficiently
      Many child pages under the main pageEducation 
      Mobile and Ubiquitous learningFall, 2013Main topic - characteristics of mobile and ubiquitous learning, applications/implementations in classrooms, impact Pedagogical approach - The kinds of engaging activities for the class could involve:
      • Exploring physical environments (field trips) with the assistance of mobile devices
      • Capturing life experience with mobile devices
      • Remote collaboration and collaboration on-the-go using mobile devices and collaborative software
      • Creating lesson plans and strategies using digital devices and apps that facilitate mobile and ubiquitous learning
      Many resources - papers, books, reports, demos, websites.Education & Lifestyle 
      Tangible and embodied interactionsFall, 2015Main topic - TEI Media (examples of current TEI applications), reflections, evaluations and ideas for the future Pedagogical approach -
      • Co-construction of understanding what comprises a "tangible" and/or "embodied" interaction for learning.

      • Shared reflection on the role TEI plays in personal learning.

      • Investigation of if/how TEI within a learning context leads to deeper learning.

      • Discussion around challenges facing teachers/instructors/learning leaders attempting to utilize TEI4Learning.

      • Examination of any existing neurocognitive evidence relating to TEI4Learning.

      • Brainstorming potential future applications of TEI4Learning within existing traditional learning environments.

      Lots of resources - organizations/conference, papers, books, videosEducation (question) 
      Layered Information SystemsSpring, 2011

      a) Have a better understanding of layered systems and examine different types of layered systems. For example: http://tinyurl.com/6dcexv4http://nyc.everyblock.com/ orhttp://mycitylives.com/.

      b) Have participated in an activity that allows you to understand the different tools within Google Earth and make a simple mashup using Google Earth cartographic templates, photos, video and text. We will also be discussing successes and constraints of this tool and how could Google Earth enhance a class or would you use Google Earth at all.

      c) Participate in a layered system through Google docs, which incorporates online discussion as the 'lesson' progresses. This allows for the community to interact with each other on two levels. Here is our 'chat': Day 1 - http://screencast.com/t/Ediamnnfo4xg, Day 2 - http://screencast.com/t/PdUwhMuuG7f.

      d) Explain the advantages of using GIS or other mashups as a pedagogical tool. Good paper to read to see different examples of mashups and their potential in the classroom: http://www.springerlink.com/content/u351076557471482/fulltext.pdf or http://ijdlt.nctu.edu.tw/download.php?dir=papers&filename=00052010-02-_ijdlt3-6_.pdf

      e) Forecast future uses of GIS software.

      Lots of resources - articlesLife/culture ?