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    Helen Keegan

    hkeeganHelen is a UK National Teaching Fellow and Senior Lecturer and researcher at the University of Salford, MediaCity UK. Her expertise lies in educational and curriculum innovation through social and participatory media, with a focus on creativity and interdisciplinarity. Helen is known for her work on digital identities and cultures, specifically with regards to learning and teaching through participatory media and working across disciplines. As a committed advocate for the development of digital literacies and professionalized online presence in the STEM disciplines, Helen has a particular interest in disciplinary cultures and pedagogical/epistemological beliefs.

    Helen works across sciences and media arts, developing partnerships and creative approaches to learning and collaboration both in the UK and overseas. Alongside consulting and advising institutions on the use of social technologies in Higher Education, she has worked with organizations including the BBC, UNESCO and the British Council. As a regular international speaker on learning innovation and digital cultures, Helen has delivered keynotes and seminars across Europe, the US and Canada, Australia and New Zealand. She has published in journals and edited collections including the European Journal of Open and Distance Learning, Selected Papers of Internet Research, A Manifesto for Media Education and the Handbook of Research on Social Software and Developing Community Ontologies.

    For the past 10 years Helen has been engaged in open curriculum-level collaborations with Universities across Europe, New Zealand and South America. In recent years she has focused on open global collaborations based specifically on mobile filmmaking and transmedia literacies, taking a hybrid approach to open course development where learners work openly and collaborate globally, across levels and disciplines, while receiving accreditation from their home institutions. For more info see http://www.acoustics.salford.ac.uk/profiles/keegan

    twitter @heloukee | www.flickr.com/photos/h-l-n | http://heloukee.wordpress.com |

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      Anne Balsamo

      Balsamo_AnneIn her recent book, Designing Culture: The Technological Imagination at Work (Duke, 2011), Anne Balsamo offers a manifesto for rethinking the role of culture in the process of technological innovation in the 21thcentury.  Based on her experiences as an educator, new media designer, research scientist and entrepreneur, the book offers a series of lessons about the cultivation of the technological imagination and the cultural and ethical implications of emergent technologies.  In 2012, Dr. Balsamo was appointed the Dean of the School of Media Studies at the New School for Public Engagement in New York.  Previously she was a full professor at the University of Southern California in the Annenberg School of Communication and the Interactive Media Division of the School of Cinematic Arts.  From 2004-2007, she served as the Director of the Institute for Multimedia Literacy at USC where she created one of the first academic programs in multimedia literacy across the curriculum.  In 2002, she co-founded, Onomy Labs, Inc. a Silicon Valley technology design and fabrication company that builds cultural technologies.  From 1999-2002, she was a member of RED (Research on Experimental Documents), a collaborative research-design group at Xerox PARC who created experimental reading devices and new media genres.  She served as project manager and new media designer for the development of RED’s interactive museum exhibit, XFR: Experiments in the Future of Reading that toured Science/Technology Museums in the U.S. from 2000-2003.  Her earlier book, Technologies of the Gendered Body: Reading Cyborg Women (Duke UP, 1996) investigated the social and cultural implications of emergent bio-technologies.

      designingculture.new/blog | twitter@annebalsamo

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        W. Gardner Campbell

        Gardner Cambell

        W. Gardner Campbell is Vice Provost for Learning Innovation and Student Success and Associate Professor of English at Virginia Commonwealth University. Before coming to VCU, Gardner was Senior Director for Networked Innovation in the Division of Technology-Enhanced Learning & Online Strategies (TLOS) at Virginia Tech, where he also served as an Associate Professor of English.

        Prior to his appointment at Virginia Tech, Gardner was founding Director of the Academy for Teaching and Learning at Baylor University, as well as Associate Professor of Literature, Media, and Learning in the Honors College. He also served as Professor of English at the University of Mary Washington, where from 2003-2006 he was Assistant Vice-President for Teaching and Learning Technologies.

        Gardner received his B.A. in English from Wake Forest University, and his M.A. and Ph.D. in English from the University of Virginia. He is a Fellow of the Frye Leadership Institute (2005), was chair of the Electronic Campus of Virginia from 2006-2008, and has served on program committees for both EDUCAUSE and the EDUCAUSE Learning Initiative. From 2009-2012, Gardner was on the Board of Directors of the New Media Consortium (Vice-Chair, 2010-2011, Chair 2011-2012). A past member of the ELI Advisory Board (2007-2011) and the Advisory Board of the National Institute for Technology in Liberal Education (2011-2013), Gardner currently serves on the Editorial Boards of the Journal of Interactive Technology and Pedagogy and the Journal of Information Fluency.

        @GardnerCampbell | www.gardnercampbell.nettwitter

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          Mia Zamora

          zamoraMia Zamora, Ph.D. is Associate Professor of English, Director of the Kean University Writing Project, and Coordinator of the World Literature Program at Kean University in Union, NJ.  Dr. Zamora is a faculty leader committed to encouraging lifelong reading and writing.  Her passion for literature is rooted in her belief that reading and writing are essential to communication, learning, and citizenship.

          Zamora is a scholar of Electronic Literature (literary works that originate in a digital environment and require digital computation to read.)  She is a digital humanist and she writes about how digital technologies are transforming education in the 21st century.  Dr. Zamora is an educator who embraces #ConnectedLearning as she advocates for open networked education.  She is currently launching a University Makerspace – a site for interdisciplinary campus collaboration and an outreach hub for students and teachers throughout the state.

          Mia Zamora has won the Kean University Presidential Excellence Award for Teaching, she is a Fulbright scholar, and she is a past President of the New Jersey College English Association. Her research interests in Comparative Literature, Postcolonial Literature, nationalism, and cultural studies are reflected in her book entitled Nation, Race, History in Asian American Literature: Re-membering the Body and her Postcolonial Studies Book Series.  Dr. Zamora completed her M.A. and Ph.D. in Comparative Literature at the University of Wisconsin-Madison, where she was a fellow of the Center for Southeast Asian Studies.

          twitter@MiaZamoraPhD | http://worldliterate.com

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            Michael Wesch

            Mike Wesch

            Dubbed “the prophet of an education revolution,” Wesch won the highly coveted “US Professor of the Year” CASE/Carnegie Foundation Award for Advancement in Teaching in 2008. After two years studying the implications of writing on a remote indigenous culture in the rain forest of Papua New Guinea, he turned his attention to the effects of social media and digital technology on global society. His videos on culture, technology, education, and information have been viewed over 20 million times, translated in over 20 languages, and are frequently featured at international film festivals and major academic conferences worldwide. Wesch has won several major awards for his work, including a Wired Magazine Rave Award, the John Culkin Award for Outstanding Praxis in Media Ecology, and he was named an Emerging Explorer by National Geographic.  After years of experimenting with social media and praising the learning potential of these tools, Wesch realized that they don’t automatically establish either genuine empathy or meaningful bonds between professors and students. Using social media is but one of the many possible ways to connect, but the message that Wesch’s experimentation brings is that only genuine connections may restore the sense of joy and curiosity that we hope to instill in our students.

            twitter@mwesch | http://mediatedcultures.net |http://michaelwesch.com | http://youtube.com/user/mwesch

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              The Digital Media and Learning Research Hub’s mission is to advance research in the service of a more equitable, participatory, and effective ecosystem of learning keyed to the digital and networked era. Located at the system-wide University of California Humanities Research Institute at UC Irvine, we are an international research center that is committed to promoting compelling research collaborations about best participatory learning practices, applications, programs and their assessments that engage digital media. To learn more about our work please visit us at dmlhub.net

              CONTACT DETAILS

              DML Research Hub

              University of California Humanities Research Institute
              4000 Humanities Gateway
              Irvine, CA 92697-3350

              (949) 824-8180

              (949) 824-2115 (fax)

              Email: dmlhub@hri.uci.edu

              Stay Connected

              Subscribe to our Mailing List

              http://bit.ly/dmlhub-l

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              Spaces and Places
              This year’s ALDinHE Conference took place in – and was facilitated by Huddersfield University: http://www.aldinhe.ac.uk/news/6/aldinhe_conference_2014:_registration_closed.html?p=7_6
              There was a full programme of workshops, events and fabulous Key Note speakers, including Lesley Gourlay and Etienne Wenger-Trayner – on the topics of:
              • Who owns Learning Development?
              • Changing Staff and Student Identities: the impact of Learning Development
              • Addressing the Marginalisation of Learning Development
              • Working Collaboratively to support Learning Development.

              Communities of Practice?
              Like many people in Education I have been aware of Etienne Wenger-Trayner (EWT) and his Communities of Practice arguments in theory and for many years. EWT in practice and in person was a revelation: warm, inspiring and profound in his outlining of the learning trajectory which takes us from peripheral encounters into the centre of various communities of practice – and various learning identities.

              EWT locates his theory in studies of apprenticeship practice. Apprentices especially at the beginning rarely interact directly with a ‘master’ but engage more in apprentice-to-apprentice interactions. In this way learning is ineffably located in the group and in our group interactions: learning is social, embodied and whole person.

              For EWT, learning experience models this apprenticeship trajectory. He described ‘learning’ as circled by complementary processes involving community (which offers belonging and a meaningful cadre with which to negotiate and define competence); practice (what we do – and how meaningful and valuable it is); meaning(that is rooted with relevance in the now – and not deferred to some indefinable point in the future); and identity(who we are becoming). In this model learning is not the transmission of a corpus of knowledge nor even a process or set of processes with which to engage with a corpus of knowledge; learning is how we negotiate a range of processes of becoming – that oscillate between the individual and the group.

              Becoming
              The EWT model allows us to see learning as becoming: it involves a realignment of competence and experience; it is socially defined – but personally experienced. Learning involves negotiating identity in a complex dance in complex landscapes of practice that navigate multiple tensions and meaning.  It is identity-construction in a time of super-complexity: it is a learning relationship between the social world and the personal.

              The community is the curriculum
              As one who is still part of the ongoing MOOC: #rhizo14: the community is the curriculum, I could not help but see parallels between the EWT model and the rhizomatic model of learning espoused by Dave Cormier – and as poetically described by Deleuze and Guattari (1997, 2005) in A thousand plateaus. Cormier - who spoke at last year’s ALDinHE in Plymouth - gave birth to our radical un-MOOC. In #rhizo14, learning is/emerges from the connections, contingent or purposeful, between the participants in the different learning spaces we inhabit – Forum, FaceBook, Google+, Twitter, Blogs, Zeega… - and which are fruitfully complicated by the diversity and complexity and internationality of the participants. It is a tricky trickster idea – but actually very helpful when we take back to our classrooms whether F2F or virtual: for to enable learning to happen we must at the very least foster human relationships between the participants.

              ‘I Robot’? Voices from the margins: narratives of LD in a Digital Age
              Following on from EWT, and after Julia Dawson and Peter Bray speaking on ‘Peer Support reaching out beyond the institution’, from Plymouth, it was our presentation where we asked: What are the stories that students and staff tell themselves and each other about studying at University?

              ‘We have developed creative blended learning practice and embedded this within our Becoming an Educationalist and its paired Peer Mentoring in Practice modules. We and our students write reflective learning logs and online blogs to engage with our materials - to write to learn - and to struggle with narratives of the self in times of transition… We wish to share narrative extracts from these places of struggle, voice and play (Winnicott 1971) and discuss the lessons that we can learn about our students and our own blended practice. We also want to explore how we can celebrate and sustain such creative practices.’

              How cool is that?
              We were very happy to follow on from Wenger and his arguments about learning as a process of becoming – and to talk about our Becoming module and its various practices which we think facilitate these processes: Role playing and simulations; creative and visual learning strategies; Inquiry Based and Problem Based Learning; Reflective learning; Visual practices development; Poetry and Prose analysis and discussion; Analysis of Case Studies; Real research and other projects; Digital artefact and resource development; Peer-to-peer learning: both face-to-face and virtual; Student contribution to the University’s annual student-facing Get Ahead conference; Blogging and other Social Network activities to support learning (Becoming Educational blog: http://becomingeducational.wordpress.com/and
              Learning Development Blog: http://lastrefugelmu.blogspot.co.uk/).

              Spaces and places/fissures and cracks
              Our students swim in educational currents composed of the over-riding narratives of assessment, SATs, League Tables, OFSTED, moral panics about plagiarism – and the ‘dumbing down’ of education – for which they are personally blamed: There are Mickey Mouse students for whom Mickey Mouse degrees are quite appropriate (Starkey 2002/3). They are caught on a cultural cusp (Medhurst in Munt) negotiating tricky academic space which is more of a trickster space for them – for just how far are they supposed to lose themselves and become another in this alien landscape; and who gets to choose the transformation – and where do the boundaries lie?

              Why writing? The essay – The blog
              Arguably the academic essay as a genre exemplifies academic writing per se: it is non-polemical - yet invites certainty of argumentation. It is ‘your’ argument whilst excluding ‘you’: the personal, the emphatic, the confused, the flippant and the humorous. In many ways it can be seen as a metonym for the academic world our students have entered: implacable, reified, classed. It is the space where they most feel like ‘a fish out of water’.

              We want our students to succeed in academic writing for it is the sine qua non (http://en.wikipedia.org/wiki/Sine_qua_non) of the University experience. But we wanted writing that was not the ultimate erasure of the self. We wanted a space where students could have something to say, could have their struggle to achieve authorship; but without the ‘jostling voices’ (Carter et al. 2009) asking them to ‘write and reference properly’ and to ‘be more academic’ – and less like the passionate, engaged and committed whole people that they are. We suggested blogging and wanted their blogs to be a powerful virtual tool – a quasi-academic, multimodal, public space in which to perform the self as it becomes academic – and to perform that more wholly than in an academic essay.

              A little bit of Deleuze will do ya
              Blogs especially can constitute the cracks – the boundaries – the borders - the space for disruption, irruptions and eruptions: the place of collision and encounter. Those representations become where space and time collapse – compressed – intensified – because finite – become finite – existing in a fixed place and time. Their composition emerges from a compressed space, time and setting: meaning and communication become one narrative. And as Deleuze might argue this offers an opportunity not to re-trace the compilation of the sign – but a moment – just before it becomes fixed – when all the potential and possibilities still exist. A moment of and for transformation – for recognition of the self… A crack in space and time to re-territorialise educational spaces – to become educational nomads.

              And our student voices said:
              ‘Week 9 was all about my nightmare….drawing!
              My drawings always mock me:
              “Ha! I have defeated you! You may have many words, but give you a pencil, and watch the intelligence disappear! That’s not how you wanted it to look, is it? Is that a person or a tree? Dumbo!’’
              In a class of five year old children, I am quite happy to display my ridiculous sketches. I explain to the children that drawing is not my strong point, and they assure me that I have done a very good job of representing the characters, props and scenery in the storyboard. However, if someone were to come in, they would be quite convinced that the children had drawn the pictures – and not the most artistically gifted children, either!
              At the moment, I feel afraid of failure, but I have to remember that I have been here before. In 2011, I graduated with merit at the Barbican, from a Foundation Degree in Education: Primary Pathway. So I need to keep three things in mind:
              Keep taking risks!
              It will be worth all the hard work!
              There are people to help me on my journey!’
                                   
              ‘In this week’s lecture, we were subjected to a 10 minute free writing exercise. If we stopped writing, then we were to write the reason why we did so on a separate piece of paper. Seemed easy enough, but the question given was very ambiguous to us: Winnicott (1971) argued that play is necessary to           counteract the implicit threat of transitional...
              “What?” I asked myself. “Who is Winnicott? What does he mean by play? Implicit threat?” I started writing, even though I had no idea what the question was asking. It took three attempts to get my writing flowing.’

              ‘Today has been so proactive that I hardly had the time to take down any academic notes and just kept on listening. There was a guest speaker today, Chris O’Reilly, who spoke to us about the presentation and making of a short 3 minute film and what kind of research and methods go into making and preparing for it. I was so intrigued and fascinated throughout the whole piece that it just had given me so many ideas. I was bursting to how these ideas could relate to my research project Report.’ 

              Nomads all!

              Talking of re-territorialising: do we want a Learning Development MOOC?
              And so to Andrew Doig, Becka Colley, Carol Elston, David Mathew, Sandra Sinfield and our workshop on the nuts and bolts and why and ‘what fors’ of a Learning Development MOOC. The session had a great energy and buzz - and we are hopeful that a positive working group will emerge from those present – and from others in the LDHEN if they want to join in.

              cMOOC, xMOOC, SPOOC – OOD??
              There seemed to be two main approaches to our potential open online course emerging:
              * Set the context: Where a group of us gather together to design and devise a course with quite formal and defined Aims and Outcomes. Different elements of the course might be 'owned', developed and delivered online by different people.

              * What might be called the 'bring your own context' approach: a group gathers together and sets up a course that may or may not have formal aims and learning outcomes - but that can be experienced differently by participants depending on their own contexts, wants and needs. In this model, some participants may want to explore the philosophy, pedagogy and epistemology surrounding elements of the course - whilst others may just want a 'pick up and teach’ set of strategies...  Different elements might be delivered online by different people, with participants bringing as much to the table as the person 'running' the course that week/fortnight/month. I think that this community can manage that! 

              To me this latter more of a #rhizo14: the community is the curriculum approach; and in actual fact, I do not think that these two approaches are incompatible if framed in a participative way.

              Watch the www.jiscmail.ac.uk/ldhen list for developments - and if people are interested in taking part – could they email Andrew Doig: Andrew.Doig@solent.ac.uk ?


              End Notes: There was more, so much more to ALDinHE – but I reckon that this is enough for a blogpost. So if anybody else has blogged – can you put the link in the Comments below – and perhaps we can have a conversation of sorts to keep the LD flag flying?

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              I was at the American Education Research Association (AERA) Annual Meeting in Philadelphia this past week, and in addition to meeting a whole slew of amazing scholars, particularly in the field of the Learning Sciences, I was greatly encouraged by the research and work being done with technology in support of student learning. Interest in educational technologies is growing fast, and is gaining a lot of momentum due to large philanthropic organizations like the Bill and Melinda Gates Foundation and the Macarthur Foundation, both of which seem to be fueling a rapidly innovating field. This is exciting. In years past, it seems that much of the research being done in education technology surrounded behaviorist theories of cognition and learning, and focused heavily on the concept of “transfer” – being able to apply the knowledge gained in one domain in other areas. Nowadays, it seems that “learning as participation” has garnered a lot of attention, placing a much-needed focus on student autonomy, authority, and the production of learning artifacts. These form much of the basis of student-centered pedagogies, and are part of the growing popularity in interest-driven learning, such as maker-spaces and digital media hubs, and even “gaming*”.

              *I put the word “gaming” here in quotes, because typically, the term “educational game” inspires a lot of suspicion and skepticism, and belief that “gaming” is synonymous with “entertainment”. A lot of media attention and venture capital have been given to educational games that fit this description, and while this is great for Silicon Valley, such games have questionable value for education on the whole (test preparation, maybe, but critical thinking, collaboration, civic action?). But while these entertainment games seem to dominate our perception of gaming in school, there has been considerable research done on what aspects of games actually foster learning, and promote engagement, persistence, and reflection. Anyone familiar with James Paul Gee’s work for instance, will tell you that education has a lot to learn about gaming, without watering down content, or sacrificing rigor, in favor of entertainment.

              A great primer on the “participation as learning” approach is Henry Jenkins’ work on “Participatory Culture”. Basically, this approach to learning suggests that by engaging in community-based practices, such as collaborating on a media project together, contributing to the knowledge of fan forums (such as the Minecraft forum), remixing songs or other cultural artifacts, we are in a sense, learning by doing – coordinating distributed knowledge resources (people, tools, websites, etc.) across multiple multimedia, jointly solving problems (especially community-based problems), appropriating materials to remix them for an audience, apprenticing people into the valued practices and ways of thinking about the world around us.

              A central part of this type of learning is developing literacies across multiple domains, and applying those literacies in ways to empower our students and ourselves. Nichole Pinkard, whose work focuses on youth-based programs for developing digital literacies. Through the use of mentors to learn various digital tools, students in Pinkard’s Digital Youth Network who develop a strong passion for a medium can then go on to mentor younger/less-experienced students with similar interests.

              Another significant aspect of this type of learning, and one that seems to be just finally gaining some legitimacy in schools, is social networking – building connections across settings to access knowledge resources. Facebook and Twitter come to mind as obvious examples of social networking, and these have largely been used for un-academic purposes. But that does not mean they are not powerful tools for things like mobilizing political action (remember the Arab Spring?), or building connections with professionals and experts in a field (see Jen Lavenberg’s post on Personal Learning Networks).

              These areas of participation and learning are invaluable for our children, especially since many of them are already doing these things. The trouble is that many children might not see the connection between participating in digital ecologies and “what counts” as learning in school. The question we need to start asking, is how we can legitimize their participation as a valued part of learning, and how we can incorporate the vast range of resources we now have access to into ways of teaching that actually empower students.


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              Dear friends like you know already from my previous post I will be teacher trainer in a Erasmus Plus Course conceived by me in partenership with Euneos : Curation Social Media Master Class in Semantic Web 3.0 http://educuration.wikispaces.com/Main+Page . I must told you that I discover more than 100 presentation tools, Power Point alternatives and I want to share all  these apps you can use to emaze your audience . What app you like , use to share your awesome presentation ? Please leave a comment also if I missed a killer app to emaze a global  audience . 



              Powered by emaze


              Because in 1st Ipad by Apple was relased on 3 april 2010 and since then this mobile device evolve and now are 500.000 apps in store I will share daily all april mounth here in my blog Top 10 Ipad apps in all of kind of categories, and in last day of april Top 100 iPad apps to take notes in the class  :) 


              View on Flowboard - Presentation software for iPad




              For more edtools follow @web20education

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              Syllabus – Topics and Readings

               

              Week 1 (13 January 2014) – Introduction to the Course

              The first lecture introduces the course content, rationale and requirements of the course.

              Relevant Book

              Kotler, P. & G. Armstrong (2013). Principles of Marketing. Harlow: Pearsons.

              Core Readings

              Humphreys, L. (2005). “Cellphones in Public: Social Interactions in a Wireless Era.” New Media & Society 7 (6): 810–833.

              Additional Readings

              Kujovich, Mary Yeager. 1970. “The Refrigerator Car and the Growth of the American Dressed Beef Industry.” The Business History Review 44 (4): 460–482.

              Wei, Ran, and Louis Leung. 1999. “Blurring Public and Private Behaviors in Public Space: Policy Challenges in the Use and Improper Use of the Cell Phone.” Telematics and Informatics 16 (1): 11–26.

              Related Reading

              Selinger, E. (2013). How not to be a jerk with your stupid smartphone. The Atlantic (November).

               

              Week 2 (20 January 2014) – Marketing and Technology

              Public debates about technological innovation often talk about the ‘revolutionary’ impact of new technology. There are myriad examples for this phenomenon: “the internet revolution”, the “social media revolution” or the “Twitter revolution” to name but a few. These discussions principally argue that technological developments are shaping how we conduct our affairs, including how we organise our daily interactions as well as how we conduct marketing activities. At the same time, these discussions often ignore the political shaping and relevance of these technologies. This lecture explores the textbook premises of the relationship between marketing and technology. It sheds light on different perspectives on how technology is interwoven with marketing theory and practice.

              Core Readings

              Constantinides, E. (2006). “The Marketing Mix Revisited: Towards the 21st Century Marketing.” Journal of Marketing Management 22 (3-4): pp. 407–438.

              Additional Readings

              Bartels, R. (1986). Marketing: Management Technology or Social Process at the Twenty-First Century? In Marketing Management Technology as a Social Process. Edited by George Fisk. New York et al.: Praeger, pp.30-42.

              Marx, L. (2010). Technology: The Emergence of a Hazardous Concept. Technology & Culture, 51(3), 561-577.

              Möller, K. (2006). “The Marketing Mix Revisited: Towards the 21st Century Marketing by E. Constantinides.” Journal of Marketing Management 22 (3-4): pp. 439–450.

              Related Readings

              Friedman, T. (2009). Tweeting the Dialectic of Technological Determinism. FlowTV http://flowtv.org/2009/06/tweeting-the-dialectic-of-technological-determinism  ted-friedman  georgia-state-university-atlanta  /

               

              Related Books

              Robertson, D., and B. Breen. 2013. Brick by Brick: How LEGO Rewrote the Rules of Innovation and Conquered the Global Toy Industry. Random House Business.

              Stone, Brad. 2013. The Everything Store: Jeff Bezos and the Age of Amazon. Bantam Press.

              Week 3 (27 January 2014) – Technology, Interaction and Networks

              Over the past few years, social relationships are increasingly being described as networks. We find public discourse about networks, social networks, the network economy, network society and others. This lecture begins with a discussion of social interaction before moving on to concepts of market relationships and networks. It will form the basis for subsequent lectures concerned with online communities

              Core Readings

              Kaplan, Andreas M., and Michael Haenlein. 2010. “Users of the World, Unite! The Challenges and Opportunities of Social Media.” Business Horizons 53 (1): 59–68.

              Additional Readings

              Bernoff, J., & Li, C. (2008). Harnessing The Power of The Oh-So-Social Web, MIT Sloan Management Review, 2008, 49, pp. 335-342.

              boyd, d. (2010). “Social Network Sites as Networked Publics : Affordances, Dynamics, and Implications.” In Networked Self: Identity, Community, and Culture on Social Networking Sites, ed. Zizi Papacharissi, pp.39–58. Abingdon: Routledge.

              Ferguson, R., (2008). Word of mouth and viral marketing: taking the temperature of the hottest trends in marketing. Journal of Consumer Marketing, 25(3), pp. 179 – 182.

              Watts, Duncan J, and Steve Hasker. 2006. “Marketing in an Unpredictable World.” Harvard Business Review.

              Watts, D.J., 1999. Networks, Dynamics, and the Small-World Phenomenon. American Journal of Sociology, 105(2), p.493-527.

               

              Related Books

              Papacharissi, Zizi (2008). Networked Self: Identity, Community, and Culture on Social Networking Sites. Abingdon: Routledge.

              Rainie, L., & Wellman, B. (2012). Networked: The New Social Operating System. Cambridge, MA: MIT Press.

              Week 4 (3 February 2014) – Wessel van Rensburg (RAAK) – Inequality in Networks (working title)

              @wildebees 

               Week 5 (10 February 2014) – Social Networks and Reputation Management

              At the same tome as social media and social networking has risen in importance for marketing practitioners new challenges have emerged that for example impact the ways in which companies’ reputation can be impacted by the use of these new media. This lecture draws on a few recent examples to explore some of these challenges to companies’ reputation and discusses ways in which companies might manage their reputation when using social media and social networking sites for their marketing communications.

              Core Readings

              Hennig-Thurau, Thorsten, Caroline Wiertz, and Fabian Feldhaus. (2013) “Does Twitter Matter? An Investigation of the Impact of Micro Blogging Word of Mouth on Consumers’ Adoption of New Products.” http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2016548

              Additional Readings

              Gruzd, A., B. Wellman, and Y. Takhteyev. 2011. “Imagining Twitter as an Imagined Community.” American Behavioral Scientist 55 (10): 1294–1318.

              Hamilton, K. & P. Hewer. (2010). Tribal mattering spaces: Social-networking sites, celebrity affiliations, and tribal innovations. Journal of Marketing Management, 26(3), p.271-289.

              Hennig-Thurau, T., E. C. Malthouse, C. Friege, S. Gensler, L. Lobschat, a. Rangaswamy, and B. Skiera. 2010. “The Impact of New Media on Customer Relationships.” Journal of Service Research 13 (3): 311–330.

              Phelps, J. E., Lewis, R., Mobilio, L., Perry, D., & Raman, N. (2004). Viral Marketing or Electronic Word-of-Mouth Advertising: Examining Consumer Responses and Motivations to Pass Along Email. Journal of Advertising Research, 44(4), 333-348.

              Rainie, L., & Wellman, B. (2012). Networked: The New Social Operating System. MIT Press.

              Sarstedt, M. (2009). Reputation Management in Times of Crisis. Journal of Brand Management. Vol.16, 499-503.

              Week 6 (24 February 2013) – Rob Wilmot (BCS Agency) – Start-ups and Valuations

               @robwilmot

              Week 7 (3 March 2013) – Jadis Tillery – Content Marketing (working title)

              @jadistillery

              Related Books

              Jenkins, Henry. 2008. Convergence Culture: Where Old and New Media Collide. New York University Press.

              Week 8 (10 March) – Search and Social Media Marketing

              Over the past decade or so two important developments have emerged in the context of Internet Marketing: Search Marketing and Social Media Marketing. The growing economic weight of companies like Google suggest that Search will be one of the important marketing activities over the coming years. It is being used to obtain an understanding of the market as well as for the building of relationships and networks (Marsden and Kirby 2005; Moran and Hunt 2008). The lecture will discuss some of the practices involved in Search Marketing and assess possible problems these practices might raise for the relationship between companies and their customers. It then will turn to Social Media Marketing and explore how social networks like Facebook, Myspace or Jumo are used for marketing purposes, including the design, promotion and distribution of products and services (Penenberg 2009; Scott 2008). The discussion will touch on current debates concerned with viral marketing and online gaming as well as trust and reputation.   

               

              Core Readings

              Rijnsoever, Frank J. van, Castaldi, Carolina, Dijst, Martin J. (2012). In what sequence are information sources consulted by involved consumers? The case of automobile pre-purchase search, Journal of Retailing and Consumer Services, 19(3), pp.343-352.

               

              Related Books

              Marsden, P., & Kirby, J. (2005). Connected Marketing: The Viral, Buzz and Word of Mouth Revolution. Butterworth-Heinemann.

              Moran, M., & Hunt, B. (2008). Search Engine Marketing, Inc.: Driving Search Traffic to Your Company’s Web Site. IBM Press.

              Pariser, E., 2011. The Filter Bubble: What The Internet Is Hiding From You, Viking.

              Week 10 (17 March 2013) – Social and Sustainability Marketing and Technology

              The arrival of new technology has also been picked up by market and consumer researchers. For example, over recent years video recording of consumers in shopping and leisure environments has been used to track people’s navigation through isles and gain an understanding of their shopping behaviour. With the arrival of the internet it has been recognised that people’s every ‘click’ can be tracked and followed and the information be used to personalise offers. This lecture critically assesses how technology is used to improve companies’ profits as well as offers for customers and considers some of the practical and ethical implications of these developments.

               

              Core Readings

              Brennan, Ross, Stephan Dahl, and Lynne Eagle. 2010. “Persuading Young Consumers to Make Healthy Nutritional Decisions.” Journal of Marketing Management 26 (7-8) (July 9): 635–655.

              Related Books

              Aaker, J., & A. Smith. (2010). The Dragonfly Effect: Quick, Effective, and Powerful Ways to Use Social Media to Drive Social Change. Jossey Bass.

              Peattie, K., & Belz, F. F.-M. (2009). Sustainability Marketing: A Global Perspective (p. 306). John Wiley & Sons.

              Striphas, T. (2009). The Late Age of Print: Everyday Book Culture from Consumerism to Control. Columbia University Press.

              Vaidhynathan, S., 2011. The Googlization of Everything: (And Why We Should Worry), Berkeley, CA: University of California Press.

               

              Week 10  (24 March 2013) – Marketing, Interaction & Technology


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              with this week's topic! "Is books making us stupid?" Now I haven't even watched Dave's video and I haven't read anyone's post because in my mind I am thinking "Uh, no?!" and "Fix the grammar!" So I know Dave is being deliberately provocative to try and make me challenge some long held assumptions about literacy and reading, books and the idea of fixed knowledge. So I'm uncomfortable and really reluctant to go there- to engage at all. After all, I am a readaholic- I always have at least 3 or 4 books on the go. There is not a day that I do not read something, even if it's drivel. But I am also driven by curiosity to know what Dave has posted. Honestly, I completely understand Pandora!

              But the statement alone "Is books making us stupid?" does speak to me on so many levels. First, of course, is the idea that books are a source of fixed knowledge- that once written down, it is finished. Except at its heart this idea is false. Any writing, and therefore any written idea, is fluid. Volumes are edited, abridged, reworked, rewritten, lost and then found (think Shakespeare, the great borrower and the great influencer- the ultimate in recycling of ideas!) The fact that an idea is written down gives us time, as the reader, to mull over in our minds what the writer means to convey. The beauty of it is that as soon as the thought is coalesced into writing it is no longer the property of the writer but the reader. Each of us, when we approach a text bring a different viewpoint, life experiences and cultural dynamic to bear. We shouldn't expect to engage in understanding text the same way, because we are different people.

              As to those who read and cannot find the "correct" meaning as according to the educational powers that be, good for you! If you can articulate your point of view and derive a different meaning from a text, that is as it should be. As far as I am concerned, your perspective is valid (after all, you're reading the writing of someone who loathes "Waiting for Godot" supposedly the best play of the 20th century! What about Pinter? Or "Rhinoceros"?)  As well, different words, especially in English, have multiple meanings and multiple interpretations. I find that as I get older, my writing and language usage is becoming archaic (Karen the dinosaur!) Does this mean that I am a poor communicator or that I should stop writing? And reading?

              And how can books be making us stupid, when the internet runs off of text? Text messages, blogs, visual presentations, email, Twitter, reviews all rely on our ability to interact with text. Or perhaps books and text are making us stupid because we have stopped listening to each other? And yet, if that were true why is YouTube, Skype and Google+ hangout and radio such communication mainstays?

              As educators, our challenge is to make sure that our students are comfortable engaging with text as well as the spoken word and other forms of media. Reading is such an immense hurdle for so many students and writing even more daunting. Is that because we assume there is a "right way" to interact with text? A right way to write? As an elementary teacher, I've had some brilliant students, gifted at writing and reading, in understanding the contextual meaning as defined by what the ministry has determined a book means, etc., etc. But I've also had some students who are gifted, imaginative writers who cannot spell and grammar eludes. To them I say, keep writing! (Hire a good editor!) Because in the end, what we really are trying to develop in each student is their gift or talent in the area of communication.

              Next stop? Dave's video!


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              I sometimes wonder why I bother to write my thoughts down as there are so many thoughtful responses and replies to the "uncertainty" question Dave Cormier posted this week in #rhizo14. Often I write to clarify my own thoughts on my path to figuring out the "I don't know, but I hope to find out/understand." And I read from the community to help me in that process and also from the sheer delight of seeing how other people think, because it is not how I think.

              There is Kevin's excellent post on how he views uncertainty which marries nicely with my ideas about change. It helps that one of the books that was recommended during ETMOOC (I think) was the "The Half Life of Facts: Why Everything We Know has an Expiration Date" by Samuel Arbesman. What we learn changes and mutates over time, as does what we teach. Where's Latin, for example? I only got one year of Latin because there were not enough students who wanted to take it ( I loved Latin too!) And yet Latin was the staple of higher education 100 years ago.

              I loved Jaap Bosman's post about the place of wonderment in uncertainty. I know I feel anxious and frustrated as I learn new things, but also exhilarated and I am soooo pleased with myself when I finally understand how something works. Learning something is rather like opening a present (and I rip my presents open rather than try and save the wrapping paper, though that has been changing too as I grow older!)

              Lou Northern's discussion about the place of ego and it's barrier to being open to uncertainty was a great read but I, like Frances Bell, was struck by this phrase "What am I assuming that makes me so sure that I’m right?" I love this.

              But really, I am not sure about the idea of embracing uncertainty. Life is uncertain at its core and the only way we have to deal with it's very unpredictable-ness is by clinging to certainties. When we teach in the elementary panel, we are encouraged to create a place of safety for the learner. Isn't that in conflict with the idea of embracing uncertainty? For life and sometimes learning are not safe. Can we only embrace uncertainty at a certain age? When we have internalized the reality of living in an uncertain world?

              Certain things are certain for now. The sun will rise and fall, everything born will die, gravity still works, ice is cold. So should we only teach the concrete, for only that is true and all else, fleeting and ephemeral?

              I don't know.

              0 3

              Design for Learning

              How can I design a learning environment that will best enable learning?

              • Make it real. Choose to do a project that you are personally passionate about, something that will make a difference(change the world).
              • Make or do something. Create artifacts.
              • Self-reflection. Record what your thought, did, would do differently, etc.
              • Network. give/get feedback (buddy up, partner, teamwork)
              • Peer review. Solicit feedback from your peers.
              • Small steps. Break project into small, doable tasks
              • Measure and make visible what you do
              • Make a Map to enable learners to better chart their course
              • Support network. Find mentors, teachers, experienced peers, or role models to give support when you need help.
              • Find Social Networks and a space of your own. Twitter, Facebook, e-mail, Google Plus, WordPress, Blogger, or a personal domain.

               

              0 0
              Well, Tuesday January 14th was like old home week as the ETMOOCers gathered around our twitter feed (#etmchat/#etmooc) and chatted about what we had accomplished since starting ETMOOC. Quite a buzz! Some people described it as a high school reunion! As always it was a pleasure to share and discuss different ideas.

              After the chat, I was energized as I always am after an ETMOOC exchange of ideas. I am currently reading Noam Chomsky's "Chomsky on Mis Education" and after the twitter chat several of the ideas he was discussing really struck a chord with me. They explain why the ETMOOC community is so strong and why we all feel that it has been such a powerful learning tool. Chomsky mentioned, while writing about John Dewey and his approach to education that, "education is not to be viewed as something like filling a vessel with water but, rather, assisting a flower to grow in its own way...In other words, providing the circumstances in which the normal creative patterns will flourish." (pg 38)

              Everyone learnt that one in teacher's college, right, but how often do we see it happen? Well, it happened in ETMOOC and it happens in DS106 everyday. So using social media tools to connect, share and collaborate allows for the 'normal creative patterns' to flourish. What connected communities like ETMOOC and DS106 allow to happen is for us, as academics, teachers, administrators and trainers is to throw off the shackles of curriculum, 'what you should learn/do/know' and actually play and make our own meaning without fear of judgement. It allows us to grow in our own way.

              The other interesting aspect of ETMOOC and other connected learning I've participated in (CLMOOC, Open Spokes, Headless13, etc.) is that it promotes a "free association on terms of equality and sharing and cooperation, participating on equal terms to achieve common goals that were democratically conceived." (pg 39) ETMOOC had us working, playing and learning on the same level. The hierarchy of the school structure vanished and we all worked together for both common goals (lipdub) as well as our own personal learning goals. According to Chomsky this produces "free human beings." Certainly I feel as if I've been released from bondage. I may never go back to regular school again! (Oh well, no PhD for me!) I wonder what elementary school would look like if we approached education in this manner? And would society be willing to let children play their way to learning?



              0 0
              Hard to believe that 2013, a year of incredible growth for me, is in it's last days. I've learnt so much, connected with some tremendous people through various MOOCs, starting with MOOCMOOC and ETMOOC, participated in Open Spokes and DS106, brushed by people in passing and truly bonded with others.

              I was already participating in the world of MOOCS prior to enrolling in MOOCMOOC, delivered by the brilliant people at Hybrid Pedagogy and ETMOOC, created by Alec Couros. And I was learning in those 2012 MOOCs. But the true connected power of the Internet and social media was yet to be unveiled for me until this year. This experience has been like watching a flower unfurl, moment by moment just becoming more stunningly beautiful. Like a flower, it has withered and faded, waiting for the next cycle of rebirth. As the pressures of my non-digital life grew, I have had to take a step back, rethink what, when and how I interacted online and how often. I have had to put my non-digital life first, dis-engaging from some courses and groups entirely, not because they are not worthy but because there was just not enough time in the day to take care of both my "real" and my "digital" life. And I have learnt that that is ok.

              And this step back has allowed me to understand how positive my online relationships are to my growth and sense of self, but also to understand that many of them are fleeting, and I need to become comfortable with that. Not superficial, because some of the most brief brushes against the ideas and thoughts of others have been a catalyst for a change in perspective, resulted in an outpouring of creativity or refinement of my ideas about learning and education. I've remembered how much I love to teach, how much I love being creative, and how much I enjoy new ideas and challenges. But in the end, what will always takes precedence is my relationships, both face to face and virtual. To be true to myself, I nurture my relationships, which in turn means nurturing and pacing myself so I don't burn out in either venue. Yet another lesson I am trying to learn.

              I have met so many people this year who have been supportive, caring, engaging, entertaining, creative, clever, and challenging. Because of my interactions with you all I've been a radio show chef, a killer zombie, a poet, an artist, an author, a teacher, a rock star, a video star, a movie maker, a documentary director, a toy maker and a friend. It has been a pleasure. To all of you within my Professional Learning Network I say "Thank You."

              You've helped me become a better teacher, a better learner, and enriched my life. May 2014 be a year of positive growth for us all, where we continue to be kind, playful, thoughtful and engaged, supporting each other as we travel along a learning journey together. Blessing for 2014.

              Karen


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