Creating Online Presence

1. Creating Online Presence Michael CoghlanTAFE SA TELLS Conference (Brisbane)June 26, 2006

3. Multiple Venue Presentation (MVP) A blending of live online and face to face events

4. MULTIPLE VENUEPRESENTATIONS(MVPs) CLASSROOM/ F2F VENUE remote students guest lecturer public space

5. TODAY’S AGENDA • Notions of presence • Tools for creating online presence • Social Software • eLearning 2.0/Web 2.0 • Connectivism/Networked Learning

6. My Story • ESL classroom teacher 1987 – 1997 • 1997 – went online • Blended ESL teaching 1997 – 2000 • Volunteer teaching for EFI (English for the Internet) founded by David Winet • ESL online 1997 – 2004 • Founding member of the Webheads online English teaching and learning community

7. THE PAST • Presence Identity • Identity based on Relationships • Trust - based almost exclusively on face to face (f2f) contact, or persons you know who refer you to those they have met and trust (relatives, friends, travelling)

8. I don’t want raw data, I don’t want information, I want the judgements of people I can trust. Boone, 2001

9. PRESENCE IN THE PRESENT TIME • Relationships can be forged with people you have not met, and may never meet

10. Presence • In computer and telecommunications networks, presence information conveys a presentity's availability and willingness to communicate (Wikipedia)

11. Garrison & Anderson: elearning in the 21st century

12. COMMUNITY PRESENCE Garrison & Anderson: elearning in the 21st century

13. Social Presence • The ability to present yourself as a real person (Barbara Ganley) ------------------------------------------ • Terry Marler Current Role: Programme Manager, Distance Animal Care & Vet. Nursing; Otago Polytechnic (NZ) Blog: http://travelswithterry.blogspot.com/

14. ONLINE PRESENCE • How do you do it? • Why bother creating an online presence? • My own experience: • Individual presence • Teaching presence • Community or collective presence

15. THE WEBHEADS

16. LEARNINGTIMES • Bit-based presence v atomic presence

18. ONLINE PRESENCE • How do you do it? • “I blog therefore I am.” Weblog search engine Technorati says it is now tracking over three million weblogs, with 8,000 -17,000 new blogs created every single day. That means that a new weblog is created somewhere in the world every 5.8 seconds. Among the less eye-catching stats is the revelation that about 55 per cent of the weblogs are still active three months later. The number of conversations are increasing to over 275,000 individual posts a day. On average, approx 3 blogs are updated every second. http://www.theregister.co.uk/2004/07/13/8000_bloggers_per_day/ (13/4/06)

19. Bee on Blogging BARBARA DIEU has been teaching English as a foreign language to high school students preparing for the French baccalauréat at the Lycée Pasteur, the Franco-Brazilian school in São Paulo, for 23 years, where I also coordinate the Foreign Language Department andbelong to the ICT committee.

20. MEDIA RICH BLOGS http://english-ad.blogspot.com/ by students of Aiden Yeh Aiden is an EFL Lecturer, Wenzao Ursuline College of Languages Kaohsiung, TaiwanShe received her MS degree in ELT (English Language Teaching) Management from the University of Surrey and TESOL Certificate from University of Leicester. She is an active member of TESOL and IATEFL and a die-hard Webhead.

21. “Blogging gives me a sense of infinity. The curriculum relies on ritual and structure, but with blogging, this curriculum is constantly expanding.” (US High School Student)

22. The Internet – more than just a book

23. SOCIAL SOFTWARE Social software lets people rendezvous, connect or collaborate by use of a computer network. (Clay Shirky) Relevance for your students????

24. SOCIAL SOFTWARE • “The overriding point of social software is … conversation. Its applications are not substitutes for real-world interaction, but extensions of it. Its “worlds” are not virtual in the customary sense; they are real media for meeting others online. Designers of social software are … concerned … with how well they connect their users to each other.” An infrastructure for social software (Rockwell, R.) 

25. eLearning 2.0/Web 2.0(Stephen Downes) • Elearning 1.0 was static packaged content developed by content developers such as CD-ROMs and courseware. It had little true interactivity and learner input and very little (if any) contact with a tutor.Best represented by Learner Management Systems. (eg WebCT) Some packaged content and some provided by the teacher. There is more interaction with a teacher and some with peers (through forums and chat).E-learning 2.0 will follow a student-centred model and will be centred around the Personal Learning Environment using social software. Students generate and share content. They interact not only with teachers and their peers, but with anyone in the world they can learn from.

26. SOCIAL SOFTWARE TOOLS • Email • Instant Messaging (Skype) • Virtual classrooms • Flickr (photo sharing) • Wikis(Wikispaces.com) – collaborative workspace • Del.icio.us (social bookmarking) • ELGG (personalised learning environment)

27. Use of Wikis • Full Professor at Universidad Simon Bolivar (Venezuela) Coordinator of the Graduate Programs in Education and Head of the Specialization in Informatics and Education. Besides teaching technology related courses at the graduate level, I also teach English for Architecture and Urban Planning courses. Dafne Gonzalez

30. CONNECTIVISM(George Siemens, Red River Community College, Canada) Principles of Connectivism: • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes (people) or information sources. • Nurturing and maintaining connections is needed to facilitate continual learning. • Ability to see connections between fields, ideas, and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

31. Diagram courtesy of James Farmer

32. ‘pre-technology teaching’ • Sage on the stage (drone on the throne) • Teacher centred:

33. ‘technology teaching’

34. Paradigm Shift #1

35. Paradigm Shift #2? COMMUNITY-CENTRIC

36. Me and Web 2.0 I can store • Written text on my blog • Audio at Podomatic, my blog • Photos at Flickr • Videos at YouTube Whatever I • create • publish • want to keep • wish to share with others There is a place for it that is • free • accessible from anywhere – except behind institutional firewalls!

38. The Motherblog

39. RHIZOMIC NATURE OF THE INTERNET

40. getting your students back from the Internet wilderness is a bit like HERDING CATS

41. The Internet is more than a book. The Internet is not just a passive resource. As someone commented after one of my voice online workshops, “That was amazing! I thought the Internet was just something for getting information.” NOT SO! This view of the Internet ignores the great many opportunities for interaction with others via CMC (computer mediated communication) tools.

43. I don’t want raw data, I don’t want information, I want the judgements of people I can trust. Boone, 2001

44. Ipod therefore I am (Steve Jobs, Apple CEO)