Reflection on Blogging

When I first heard about blogging, I did not understand the need for it nor the differences between a blog spot and a regular web site. Then I realized how dynamic could be effective.

For the past few months, and since I started my interest in web 2.0 applications and its collaborative tools, I became more and more a fan and follower of news, sports and technology bloggers. Because good bloggers always try to update their content, raise new concerns, and share their objective analysis or political debate, including reporting from different countries around the world, the blogging world has a wide variety of content.

Blogging has already changed the world of communication, news and reporting. Baker (2009) stated in his article “Blogging turned traditional publishing on its head, allowing anyone with a computer and modem (or even a smart phone) to gain a global voice for free”. I am amazed by the general web 2.0 applications functionality and usefulness. For a while, educators were looking for tools that they could use in their teaching to promote and encourage teamwork and group participation. Now they have it. Web 2.0 provides an easy to use, friendly, and collaborative environment where students can work together and share knowledge and experience no matter where they live. In his article Yueh-Min (2009) stated, “With the gradual adoption of "Web 2.0" technologies, one of key Web 2.0 technologies, blog, has become a popular and wide-accepted Web application”.

For those who are not technical, it is very hard for them to realize what it takes to create a functional online collaborative tool, like what we see now with Web 2.0 applications. The Web 2.0 tools not only help students learn faster, but more importantly, they enable students to share their knowledge, skills and ideas. For example, I as a web design instructor require students first to submit what we call it flowchart; a blue print and a visual presentation of how web site pages are linked. I have them use Dabbleboard, an online collaboration application with an easy to use interface, to draw almost as naturally as you would on a real whiteboard.  This tool permits students to share their ideas most efficiently.  Consequently, they can create a flowchart for their web site with a minimum of effort.

Mohamed Bahrani

References 

Baker, Stephen. (2009). A Brief History of Blogs. Business Week. Retrieved on August 25th, 2009, from http://web.ebscohost.com/ehost/detail?vid=4&hid=7&sid=fa6d8324-c116-46f6-91ef-b91133f8fd22%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43235274

Yueh-Min, Huang., Yu-Lin Jeng.,Tien-Chi, Huang. (2009). Journal of Educational Technology & Society, 12(2), 163-175. Retrieved on August 25th, 2009, fromhttp://web.ebscohost.com/ehost/detail?vid=6&hid=105&sid=fa6d8324-c116-46f6-91ef-b91133f8fd22%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=38422402

Second Life

As a 3ds Max user and instructor, I thought using a 3d environment like Second Life would be a piece of cake. I was wrong.  The first time I used SL was a counterintuitive experience.

Creating a custom avatar, building objects, navigating, and moving around the software wasn’t that easy. Sanchez (2009) stated in his article “Working in Second Life is very time-consuming. Students were surprised and burdened by the amount of time they needed to spend in order to complete their assignments”.

Despite discovering for myself the proof of Sanchez’s observations, the more I used SL, the more I saw the advantages and benefits for learners. The amount of information and detail available and the opportunity to be part of a 3d live environment where you can meet, share and have fun was amazing. In her article Jarmon (2008) stated “Researchers found that an integrated threefold approach emphasizing project-based pedagogy, technical training and support, and assessment/research was effective in cultivating and understanding learning in SL. Based on research findings, a project-based application of SL that fully accommodates student experiential learning is recommended”.  I visited libraries, educational clubs, and university in SL where they offer and share visual and audio educational content.

In a recent project in which I used a Web Quest to create a table tent for a make-up restaurant, I decided to search for restaurants in Second life. The result was astonishing. I was amazed by the amount of detail in each and every restaurant or Cafe I visited. This is very helpful for students to get new ideas, styles and designs, and more importantly to think out of the box while viewing things from different angles. Furthermore, I visited the International Society for Technology in Education Island in Second Life. They have 85,000 professionals worldwide supporting them with information, networking opportunities, and supervision as they confront the challenge of transforming education.  I found ISTE Island to be very educational and helpful.

Although Second Life is still evolving, the opportunity to use SL in education is unlimited. Many developers are taking advantage of SL not only to learn and have fun, but also to make money. Bell (2009) stated in his article “The emergence of a market economy in Second Life is probably its most remarked-upon feature: an economy founded on user-generated content, in which residents create and sell a variety of virtual objects, skills and services”.

Mohamed Bahrani

References

Bell, David. (2009). Learning from Second Life. British Journal of Educational Technology, 40(3), 515-525. Retrieved on August 25th, 2009, from http://web.ebscohost.com/ehost/detail?vid=6&hid=105&sid=234fcb7c-e51d-4910-aab1eae86ac8e7bd%40replicon103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=37605543%23db=aph&AN=37605543

Jarmon, Leslie.. Traphagan, Tomoko. & Mayrath, Michael. (2008). Understanding project-based learning in Second Life with a pedagogy, training, and assessment trio. Educational Media International, 45(3), 157-176. Retrieved on August 25th, 2009, from http://web.ebscohost.com/ehost/detail?vid=6&hid=6&sid=234fcb7c-e51d-4910-aab1-eae86ac8e7bd%40replicon103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=34291518

Sanchez, Joe. (2009). Barriers to Student Learning in Second Life. Library Technology Reports, 45(2), 29-34. Retrieved on August 25th, 2009, from http://web.ebscohost.com/ehost/detail?vid=6&hid=102&sid=234fcb7c-e51d-4910-aab1-eae86ac8e7bd%40replicon103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=37251469%23db=aph&AN=37251469

Communities of Practice

As they say, it is not what you know, but who you know. In today’s world, networking and interpersonal skills are essential for success. In the early 1990s, when we first used the Internet and emails, we felt that we had the tools that would keep us connected. Now with the development of web 2.0 applications and social networking channels like Face Book, sharing, networking, collaborating and making friends is as easy as sending an email, which is considered now by many Internet users as an old fashion method of communication.

People are different and they belong as members to different social, educational or professional communities. Generally speaking, in each of these communities people are contributing to the good of their community and sharing their knowledge and experience to help others. Having the ability to put these communities on the Internet will definitely help different peoples around the world. It is far easier now for people living in third world countries to learn and educate themselves through online social media means. In fact, in her 2009 writing Sharma stated, “Using online communities of practice, represents the shift from a dominant teacher to an enabling learner.”

The 21^st century world’s requirements and market demands have already changed how we conduct so many things in our lives, such as networking, learning, sharing and searching. Furthermore, economic conditions and global competition raises the bar on how we introduce a new idea or search for a solution or even finding a partner.

West (2009) stated in his article that “The information age entails real economical, technological, sociological, and historical changes. These changes have enabled ubiquitous access to information (through the Internet, public databases, digital media, etc.) and ubiquitous communication, or access to social networks (through emerging social technologies and mobile devices). These two trends combine to create a very different society from previous generations—one that necessitates a different understanding of how people learn and work as communities.”

The new digital generation is adapting easily to new technologies, and specifically to social networking environments, such as FaceBook, MySpace and other Web2.0 interfaces. They are more open to sharing and contributing to these networks. Chatting, texting, and tweeting have become part of their daily routines. It is we, the educators, who need to realize the importance of these social networks and how we should take advantage of such tools to enhance and improve our teaching methods and communicating with our students.

Mohamed Bahrani

References

Sharma, Ramesh. (2009). Constructing identities in online communities of practice – By Leila Kajee. British Journal of Educational Technology, 40(5), 965-966. Retrieved on August 18th, 2009, from http://web.ebscohost.com/ehost/detail?vid=4&hid=102&sid=30e70680-d218-4170-a96a-38e48f33e26c%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43676790%23db=aph&AN=43676790

West, Richard .(2009). What is shared? A framework for understanding shared innovation within communities.
Educational Technology Research & Development, 57(3), 315-332. Retrieved on August 18th, 2009, from http://web.ebscohost.com/ehost/detail?vid=4&hid=105&sid=02caf991-ce34-43f4-a77d-66a221477b7a%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=39767992

Other Resources:

https://www.mja.com.au/public/issues/187_03_060807/mcl10181_fm.pdf

Social Media

By now, people around the world, especially in developing countries, know the impact of the Internet and new technologies on different aspects of our lives, but few realize its impact on many serious global crises.

Even before the advent of new technological tools, smart phones, blogs and other communication tools, I personally believed in the power of the media to change our worldview.   An example is British Prime Minister Gordon Brown mobilizing world indignation about election problems in Iran.  But now the rapid development in Internet application and communication tools has created what we call a social media.   Blogs, digital photos, instant texting etc. have proved to be major factors in the decision making of world leaders

Furthermore, social media changed the way we search for answers, or even search for new opportunities. In his 2009 article, Schawbel stated, “In your job search, social media is the great equalizer. It allows you to connect directly with hiring managers who work for companies you have genuine interest in instead of applying mindlessly through job boards.”

Companies and entrepreneurs are taking advantage of the wide-spread popularity of social media channels to advertise, market, and collect feedback and suggestions to improve their products and services.   In her writing York (2009) stated, “But in this age of personalized web pages, super-sophisticated direct marketing and social-media tools that allow like-minded consumers to share and promote products, that traditional model is evolving at major marketers like General Mills”. Moreover, social media is closing the gap between product and service providers and customers, and more importantly helping establish a communication channel that benefits both parties. Schawbel (2009) also stated in his writing, “You're already using social media tools to communicate, so why not respond when you come across a customer or potential customer who is looking for answers? It's a great opportunity to foster a stronger relationship between you, them and your company.”

It is very hard to talk about the advantages and the importance of social media without talking about its impact on education and learning. For me, and when it comes to learning, the word “sharing” is the key behind what I believe to be the success of social media (web 2.0 applications). Sharing knowledge and experience in a positive and interactive environment creates an informal learning environment that is gaining popularity around the world.  People are constantly struggling to find time and financial support to educate themselves.

Mohamed Bahrani

References

Schawbel, Dan. (2009). Skip Job Boards and Use Social Media Instead. Business Week Online, 14-14. Retrieved on August 18th, 2009, from http://web.ebscohost.com/ehost/detail?vid=4&hid=7&sid=50f4e936-9a42-406a-9d11-071ccefcaa2c%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43474992%23db=aph&AN=43474992

York, Emily Bryson. (2009). Social media allows giants to exploit niche markets.

Advertising Age, 80(25), 3-25. Retrieved on August 18th, 2009, from http://web.ebscohost.com/ehost/detail?vid=5&hid=8&sid=50f4e936-9a42-406a-9d11-071ccefcaa2c%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43404368%23db=aph&AN=43404368

Schawbel, Dan. (2009). Social Media and New Roles For Employees.

Business Week Online, 7-7. Retrieved on August 18th, 2009, from http://web.ebscohost.com/ehost/detail?vid=9&hid=107&sid=290a8974-994c-4e2c-866e-e573e246c223%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43246037%23db=aph&AN=43246037

21st Century Skills & Lifelong Learning

Although new generations are very digitally oriented, they need our help as instructors and educators to guide them through 21st century demands.

Therefore, teaching digital media and technology has become more challenging and puts pressure on instructors to use the right tools and methods to equip this dynamic generation with what the world market needs and demands.

Using new digital technology tools in teaching, such as videos, web 2.0 tools, and visual presentations, helps broaden students’ spectrum and stimulates their creative thinking. New generations need to be challenged to prepare them for 21st century demands. Being good in one thing is not enough in this world.  Creative thinking, hard work, and professional interpersonal communication are recommended and anticipated skills in this market.  In his writing, Ohler (2009) stated, “As our students migrate to new media, we must blend the essential aspects of more traditional media with the offerings of new forms of media. While students may be tech savvy, I have found that they often need help navigating the new-media maze to create narrative that is coherent, relevant, and meaningful, regardless of the media they use. Thus our role as instructors is more important than ever.”

Specifically, web 2.0 changed the world of online learning. It is the tool that will put the new generation where they want and should be. Web 2.0 is a learning environment in which students can learn from each other. Furthermore, web 2.0 opens the door for sharing ideas, team working, developing interpersonal communication skills, and more. Because new generations are digital learners, they learn by seeing. In his 2009 writing, David further stated, “Rather than ignoring this fact of life, educators and education policymakers should embrace it. From video games to social networks, incorporating what students are doing online into the school curriculum holds great, and perhaps the only, promise for keeping students engaged in learning. By integrating elements of digital media literacy into their instruction, teachers can influence how well students critically assess content, both online and offline.”

It is our responsibility as instructors to help students to participate and engage in a learning environment in which thinking out of the box and looking at things from different points of views is the goal. Furthermore, it is our duty to use and search for the right technological tools that will put learners one step closer to their dream.

Mohamed Bahrani

References

Ohler, Jason. (2009). New-Media Literacy. Academe, 95(3), 30-33. Retrieved on August 13, 2009, from http://web.ebscohost.com/ehost/detail?vid=4&hid=102&sid=10e60cfa-81a7-4b5b-bc6b-12cae96a045e%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d

David, Jane L. (2009). Teaching Media Literacy. Educational Leadership, 66(6). Retrieved on August 13, 2009, from http://web.ebscohost.com/ehost/detail?vid=5&hid=9&sid=10e60cfa-81a7-4b5b-bc6b-12cae96a045e%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=36666633

Resources:

http://www.unesco.org/education/uie/pdf/revisitingLLL.pdf

Media Literacy

The development of the Internet, and the wide spread use of computers and digital applications has changed the way we define literacy. Now-a-days, especially in developed countries like the United States, people assume and think that everyone should know how to access the internet and use basic software and tools such as emails or Microsoft’s office applications. Digital media has become part of our daily routine. We cannot live without it. For example, companies have digitalized almost everything from small product bar codes to toll free sensors. Furthermore, almost everything is wireless with dynamic IP. Cell phones, mobile devices, and wireless communication technologies are evolving and invading almost all aspects of our live.

It is not any more a matter of opinion whether to use it or not; it is a matter of surviving in this competitive technological world.

Digital media has become easier to learn as companies compete to offer practical and easy-to-use interfaces. Because of intense competition, many companies offer their applications for free. In his writing, Ohler (2009) stated “But because of inexpensive, easy-to-use, and widely available new tools, literacy now requires being conversant with new forms of media as well as text, including sound, graphics, and moving images. In addition, it demands the ability to integrate these new media forms into a single narrative, or ‘media collage,’ such as a Web page, blog, or digital story”.

The Internet has changed the way we communicate, share and work. It has raised the minimum requirement of how we should define Media literacy. Expectation is high.

In another 2009 writing, David stated that, “Media literacy in the past tended to focus on alerting students to stereotypes, advertising, and propaganda and on protecting them from undesirable influences. Today's digital media literacy encompasses many additional topics, from using search engines, to creating Web sites and online profiles, to participating in social networking. One of the most basic Strands of media literacy emphasizes the skills and knowledge students need to locate and critically assess online content.”

Newer generations are more flexible and accepting of new technologies. They are digital learners, open to new technologies and possessing the gift of multitasking, especially when it comes to computers and digital media. It is now our choice to be part of the digital dynamic movement. 

Mohamed Bahrani

References

Ohler, Jason. (2009). New-Media Literacy. Academe, 95(3), 30-33. Retrieved on August 13, 2009, from http://web.ebscohost.com/ehost/detail?vid=4&hid=102&sid=10e60cfa-81a7-4b5b-bc6b-12cae96a045e%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d

David, Jane L. (2009). Teaching Media Literacy. Educational Leadership, 66(6). Retrieved on August 13, 2009, from http://web.ebscohost.com/ehost/detail?vid=5&hid=9&sid=10e60cfa-81a7-4b5b-bc6b-12cae96a045e%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=36666633

Resources:

http://www.medialit.org/

Learning 2.0

Being a father of three teenagers gives me the opportunity to see all the technological tools and gadgets that they are being used to communicate, play and learn on a daily basis. The computer, phone, text messaging and chat rooms are just part of their daily routine. Their attitude is that they want things yesterday, and they always search for new channels and avenues to communicate. Generally speaking, new generation learners, or learners 2.0, always feel comfortable using new technological tools and Internet applications. For many reasons, they are very digitally oriented, and facile digital learners. They learn by seeing, and they expect to design, develop and create in the future.

The development in Internet applications, like the web 2.0 applications, and the spread and popularity of online education makes the Internet the resource to learn, expand and explore new knowledge. In their writing (Rockinson-Szapkiw & Walker, 2009) stated, “Web-based technologies, specifically Web 2.0 technologies, may afford educators the opportunity to simulate and enhance the strengths of highly interpersonal and interactive methods of face-to-face clinical skill instruction”.

The Internet makes us look like we are living in a flat world. It has already changed the way we communicate, share, and transfer files. Internet users always look for new tools to communicate and to learn, tools that are more stable, practical and collaborative. In her writing, Gordon-Murnan (2009) stated, “This vision of government wholeheartedly embraces Web 2.0 practices that encourage knowledge sharing, transparency, open standards, multiple approaches to problem solving, championing new ideas and innovations, and encouraging everyone to participate, share, and collaborate”.

Web 2.0 will definitely change how people look at Internet education and eLearning, as they break the limit of interactivity and allow smooth team working and collaborations. Furthermore, being able to share knowledge, skills and experience in a live educational environment will definitely speed up the process of learning and production. Moreover, while web 2.0 applications are collaboration applications, and while people from different backgrounds and different educational levels can use these tools, these can play a big role in stimulating the creative thinking of users and have them think and create and design things out of the box.

Mohamed Bahrani

References

Gordon-Murnane, Laura. (2009). Changing the Way Government Works With Web 2.0 Tools. Searcher, 17(7), 26-33. Retrieved on August 6th, 2009, from http://web.ebscohost.com/ehost/detail?vid=10&hid=6&sid=23f72965-1e2c-4778-9ee4921fbd90dde0%40sessionmgr4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=42870439

Rockinson-Szapkiw, Amanda J. & Walker, Victoria L. (2009). Web 2.0 Technologies: Facilitating Interaction in an Online Human Services Counseling Skills Course. Journal of Technology in Human Services, 27(3), 175-193. Retrieved on August 6^th, 2009, from http://web.ebscohost.com/ehost/detail?vid=5&hid=103&sid=23f72965-1e2c-4778-9ee4921fbd90dde0%40sessionmgr4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43428815

Resources:

http://www.readwriteweb.com/archives/e-learning_20.php

Web 2.0

Watching the 2.0 videos made me realize how much I do not know about Internet applications, and how 2.0 changed the way we interact and communicate using the Internet! Two months ago, as far as I know, Internet interactivity could only be created by using technologies like AJAX, JavaScript or Flash. So far, and after trying multiple web 2.0 applications, I noticed that they share few common characteristics, such as a user-friendly interface which is easy to navigate and loads quickly. More importantly, web 2.0 applications are addressing many Internet user needs, in particular to do things faster such as communicate, organize, transfer, and share content in a collaborative environment. This will lead to better and more accurate results that can be accessed by multiple users from any computer with Internet connections around the world.

Although Internet users tend to use applications that they are used to using, in my opinion and based on the quality and speed of some of the web 2.0 applications that I tested and used, it is no longer a matter of Internet users choosing whether or not to use 2.0 applications. In his article Orlowski (2009), stated “Many people were so keen to believe that Web 2.0 would make the world fairer that they rejected any evidence to the contrary”.

Web 2.0 skeptics thinks that sharing personal or work related projects on the Internet is dangerous.  In her article Luckin (2009) stated, “Whilst most expressed an interest in using online technologies to support familiar school activities, such as presentations or for communication, learners seemed cautious about other values associated with Web 2.0 tools, such as the shared construction of knowledge in a public format”.

Internet users are spoiled! They always look for the better and the easier. They demand the latest in technology, anything that can move them forward. Furthermore, globalization, the development in technology, and world competition raised the bar on both application developers and users. Consequently, Internet users now more than anytime before need new tools, tools like 2.0 applications, tools that can help them compete in the 21^st century. 

Mohamed Bahrani

References

Luckin, Rosemary., Clark, Wilma., Graber, Rebecca., Logan, Kit., Mee, Adrian. & Oliver, Martin. (2009). Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11-16-year-old students. Learning, Media, & Technology, 34(2), 87-104. Retrieved on August 6th, 2009, from http://web.ebscohost.com/ehost/detail?vid=7&hid=8&sid=23f72965-1e2c-4778-9ee4921fbd90dde0%40sessionmgr4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=42208900%23db=aph&AN=42208900%23db=aph&AN=42208900

Orlowski, Andrew. (2009). "We were so keen to believe that Web 2.0 would make the world fairer that we rejected all evidence to the contrary". New Statesman, 138 (4947), 34-35. Retrieved on August 6th, 2009, from http://web.ebscohost.com/ehost/detail?vid=8&hid=9&sid=23f72965-1e2c-4778-9ee4-921fbd90dde0%40sessionmgr4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=38705953%23db=aph&AN=38705953