Just filled out a green scrapbook on Google Green – http://goo.gl/IOsth

EDIFICIES Presentation at STEMTech 2010

I had the good fortune to present a concept for web 2.0 usage in the community college online classroom at STEMTech 2010 in Orlando.   The presentation was titled “Rescuing Adult Underprepared Students with Web 2.0 Technologies.”  My co-presenter, Dr. Keith Pratt was an absolute joy.  We presented a framework for incorporating web 2.0 technologies into the online classroom.  Concept: through the use of web 2.0’s intimacy and immediacy, the retention of online underprepared adult students could be raised.

The online community college classroom should be learner centered (Cecerone, 2008; Conole, 2008; Dunlap & Lowenthal, 2009; Garrison, Anderson, & Archer, 2000).  To be learner centered, a futurist epistemology should be embraced with the subsequent futurist model used to develop the online community college classroom.  This futurist approach aids in developing social presence (Siemens, 2006).  With enhanced social presence, AULs feel more comfortable in the online community college classroom (Dunlap & Lowenthal, 2009; Garrison, Anderson, & Archer, 2000; Bambara, Harbour, Davies, & Athey, 2009; Coa, Griffin, & Bai, 2009) which could be a sterile space without taking proper measures to enhance social presence (Bambara, Harbour, Davies, & Athey, 2009; Harrell, 2008; Evans, Mulvihill, & Brooks, 2008; Coa, Griffin, & Bai, 2009).  One way to enhance social presence in the community college online classroom is using the appropriate web 2.0 technology (Dunlap & Lowenthal, 2009; Coa, Griffin, & Bai, 2009; Evans, Mulvihill, & Brooks, 2008).  EDIFICES is a mnemonic for:

• Enmeshment in a community of learners;
• Direction in knowledge accumulation from the facilitator;
• Immediacy in communication;
• Filtering information strategies;
• Individual activities which could become collaborative
• Collaborative activities;
• Experience sharing; and
• Suggestions from other learners about information sources.

Enmeshment in a Community of Learners

The aim is the enmeshment of AULs into a community of learners.  The mode is communal activity web 2.0 technology tools. AULs need to feel they are a part of a larger community in the community college online classroom (Allen 2006; Dunlap & Lowenthal, 2009; Schuetz & Barr, 2008).  Communal activity web 2.0 technologies work to fill the gap; specifically, wikis, social networking, forums, video messaging, instant messaging, and multi-user virtual environments aid in the enculturation into a community of learners through enmeshment.  Schuetz’s (2008) discussion of self-determination theory and Coa, Griffin, and Bai’s (2009) research illustrate the importance of enmeshment.

Direction in Knowledge Accumulation from the Facilitator

The aim is the facilitator providing direction in knowledge accumulation.  The mode is teachable moment web 2.0 technology tools. AULs need for information may land them in a community college online classroom in the presence of a facilitator (Harrell, 2008; Klages & Clark, 2009).  The facilitators can then offer direction which is part of promoting Garrison, Anderson, and Archer’s (2000) teacher’s presence.  The more knowledge a student accumulates in this manner, the deeper their desire to continue with their education (Schuetz, 2008).    Teachable moment web 2.0 technologies such as eportfolios, blogs, vlogs, social networking, forums, video messaging, instant messaging, and multi-user virtual environments help the facilitator direct students on their accumulation of knowledge.  As facilitators use the web 2.0 technology tools with their students, the facilitators begin to help students integrate their prior knowledge with the new information and discover whether or not prior and new information is valid and reliable (eportfolios, blogs, vlogs, social networking, forums, video messaging, instant messaging, and multi-user virtual environments).  Facilitators can also help students begin synthesize, review, and reflect upon information (eportfolios, blogs, vlogs, forums, video messaging, instant messaging, and multi-user virtual environments).

Immediacy in Communication

The aim is the facilitator providing immediacy in communication.  The mode is teachable moment web 2.0 technology tools. AULs need timely feedback such as they would receive in the traditional classroom (Bambara, Harbour, Davies, & Athey, 2009; Evans, Mulvihill, & Brooks, 2008; Dunlap & Lowenthal, 2009; Harrell, 2008; Coa, Griffin, & Bai, 2009).  When facilitators provide timely feedback, they promote Garrison, Anderson, and Archer’s (2000) teacher’s presence.  Teachable moment web 2.0 technologies such as social networking, social bookmarking, forums, video messaging, instant messaging, and multi-user virtual environments help the facilitator provide immediacy in communication.  Dunlap and Lowenthal (2009) demonstrated this well with their pilot Twitter project.

Filtering Information Strategies

The aim is the facilitator providing strategies for information filtering.  The mode is teachable moment web 2.0 technology tools. AULs need to learn how to filter information from noise (Siemens, 2006).  The facilitators can provide strategies which are part of promoting Garrison, Anderson, and Archer’s (2000) teacher’s presence.  Learning how to navigate the tsumani of information available is one of the 21^st century skills discussed by Siemens (2006) and Pink (2005).    Teachable moment web 2.0 technologies such as blogs, vlogs, podcasting, social networking, social bookmarking, forums, video messaging, instant messaging, RSS, and multi-user virtual environments help the facilitator demonstrate information filtering strategies to students.

Individual Activities which could Become Collaborative

The aim is for the student to engage in individual activities that later could become collaborative.  The mode is solo activity web 2.0 technology tools. AULs need to find their voice to share it with others (Schuetz & Barr, 2008; Harrell, 2008).  These activities would include those which enable AULs to find themselves feel empowered.  Bambara, Harbor, Davies, & Athey (2009) saw student empowerment as necessary in their theory of “delicate engagement.”  Solo activity web 2.0 technologies such as blogs, vlogs, photo sharing, mash-ups, video clips, and podcasting provide the necessary outlet for students to express their individuality.  Later, that individual artifact can be brought forth to the community for integration.

Collaborative Activities

The aim is engaging in collaborative activities.  The mode is communal activity web 2.0 technology tools. AULs need to learn how to collaborate in the community college online classroom to ready themselves for the workforce of the future (Pink, 2005).  Collaborative activities also provide a sense of community (Cecerone, 2008; Conole, 2008; Evans, Mulvihill, & Brooks, 2008).  Communal activity web 2.0 technologies work to fill the gap; specifically, blogs, vlogs, photo sharing, video clips, mash-ups, wikis, social networking, social bookmarking, forums, video messaging, instant messaging, and multi-user virtual environments provide a solid foundation for collaborative activities.

Experience Sharing

The aim is sharing experiences with other learners.  The mode is communal activity web 2.0 technology tools. AULs need to share their experiences to learn from each other (Allen 2006; Dunlap & Lowenthal, 2009; Coa, Griffin, & Bai, 2009).  Communal activity web 2.0 technologies work to fill the gap; specifically, blogs, vlogs, photo sharing, video clips, mash-ups, wikis, social networking, social bookmarking, forums, video messaging, instant messaging, and multi-user virtual environments provide avenues to share experience amongst learners.  Dunlap & Lowenthal’s (2009) Twitter project demonstrated the excitement of sharing experiences.

Suggestions from Other Learners About Information Sources

The aim is learning about other information sources from fellow AULs.  The mode is communal activity web 2.0 technology tools. Sharing resources promotes a sense of community (Allen 2006; Dunlap & Lowenthal, 2009).  Communal activity web 2.0 technologies work to fill the gap; specifically, blogs, vlogs, video clips, mash-ups, wikis, social networking, social bookmarking, forums, video messaging, instant messaging, and multi-user virtual environments serve as ways to share sources.

The full PowerPoint presentation which includes a demonstration on the use of EDIFICIES can be found here.

iPad

I was reading an article in Inside Higher Ed on the iPad, iPad and the Risk of ‘Sustaining Innovations’ by Joshua Kim (Jan 27, 2010).  This was before I saw presentation of the iPad by Steve Jobs.  Before I feel in love with the iPad.  I had to agree with Kim, we are adopting technology at such a rapid pace that it hurts instead of helps us, society at large, move forward.  Of course, Kim ended the article wanting an iPad.  And I thought, why?  The iPad does a bit of what a laptop does.  Why give up the laptop?

Move forward to my viewing of Jobs and company.  The design of the iPad is beautiful.  Who would think of a computer as being a thing of beauty?  I could feel this lightweight beauty resting in my hands.  Perhaps I could balance it easily in my lap while I read a book on it or surfed the internet for research articles.  Then I imagined myself at the next residency I attend.  I would be so spiffy with my sleek iPad.  The battery actually holds a charge, so I would not need to plug in.  It is so lightweight, taking with me to sessions would not be a strain.  All my notes would be in one place.  How could I live without this new innovation?

I was weaving a story together in my mind because I was lost in the beauty and utility of the design.  The experience began to remind of my Pink’s (2005) conceptual age.  The iPad absolutely works for left-brain thinkers.  Excellent utility, good price, and easy interface.  However, for iPad to be a slam dunk for Apple, it must appeal to the right-brain thinkers as well.  Here, design was captured, a story was told and it allows for storytelling, and more.  The iPad is high concept and high touch.  It is the epitome of Pink’s conceptual world.  Does the iPad herald the dawning of the conceptual age?

More importantly, do I have to wait 60 days for one?