ED 431, Web 2.0

ED 431; Web 2.0 Fundamentals

3 Credits Aug 29 – Dec 10, 2016 (Fall semester)

Skip Via, instructor: wwvia@alaska.edu | Instructor Page | Course Site
Contacts: Text: (510) 842-7547 | Skype: skipvia | Twitter @skipvia | Google+
Office Hours: By appointment

Catalog Description

1) Examine the impact of Web 2.0, cloud computing, and mobile technologies on K-12 education. 2) Establish and publish to frameworks–web-based eportfolio, personal learning network, blog, podcasts–that will form the core elements of the M.Ed. Online Instructional Design (ONID). This course is a prerequisite for subsequent work toward the ONID and should be taken before or concurrently with ED 432 Fundamentals of Media Design. This course will take approximately 135 hours to complete.

Course Goals

  1. Acquire and administer a personal web domain.
  2. Begin an ongoing eportfolio that will serve as the primary assessment instrument for completion of the ONID program.
  3. Set up and maintain an ongoing blog for peer review and reflection.
  4. Establish and actively participate in a personal learning network of colleagues and mentors.
  5. Publish original content in a variety of online formats, including but not limited to web sites, blogs, and podcasts.
  6. Explore the implications of current and emerging technologies for personal and professional development.
  7. Consider the interaction between technology and social institutions, particularly K-12 education.
  8. Think critically and reflect on the process of teaching with technology.

Instructional Methods

A variety of instructional methods will be used, including asynchronous delivery through podcasts and videos, backchannel communication using Twitter and Diigo, Internet research, reading assignments, asynchronous discussion, reflection, peer review and evaluation, occasional synchronous discussions using Blackboard Collaborate (ELive) or Google Hangouts, and hands-on practice.

Required Texts/Software

Bonk, C. (2010). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass

Available for purchase as an e-book ( Kindle edition | Google eBook | B&N Nook) or as an online resource through the UAF Rasmuson Library.

Other assigned readings will be available online or through the UAF Rasmuson Library.

Some recommended thought-provoking readings for everyone:

Kurzweil, Ray. (2000) The age of spiritual machines: When computers exceed human intelligence. New York: Penguin

Shirky, Clay. (2010) Cognitive surplus: Creativity and generosity in a connected age. New York: Penguin


Each assignment or project will be evaluated using a 3-point scoring guide posted with each assignment. Grades are awarded on the following basis:

(Assignment is not completed: 0 points)
Not acceptable: 50
Acceptable: 75
Target: 100

To earn an Acceptable or Target grade, all of the criteria in the scoring guide for that assignment must be met. Your grade will, therefore, be based on the element with the lowest score. For example, an otherwise Target-level project with spelling, usage, or grammatical errors would earn a Not Acceptable score.

UAF’s standard grading scale will be applied in the following manner:
90-100: A
80-89: B
70-79: C
60-69: D
Below 60: F

Averages are rounded up at .5. I do not award plus or minus grades.

When you submit an assignment, you have essentially begun a conversation with me and with your cohort through the peer review process that is integral to ED 431. That conversation ends when you are satisfied with my evaluation. The instructor will review and comment on each assignment and you are free to revise and resubmit as often as needed. However, revisions must be undertaken within two weeks of the date of the original evaluation or the initial grade will remain. Assignments that are not submitted within two weeks of the due date will receive a zero.

Course Calendar

More specific information about the course calendar is available on the course web site.

Course Units/Learning Outcomes

Unit: Establishing Your ONID Portfolio
Time to complete this unit: 10 hrs.
Instruction: 4
Assignment: 4
Collaboration: 2

Twitter hashtag: #onidport
Diigo tag: onidport

Relevant readings: n/a

For this assignment you will set up and maintain a peer review blog and a portfolio that you will use throughout the ONID program. This is a requirement for all students enrolled in ED 431, not just for those pursuing the ONID M.Ed.

Establishing your portfolio/blog

Your blog/portfolio site will be established using WordPress hosted by Reclaim Hosting. Owning and working in one’s own domain is an essential literacy skill for educators and others who need to maintain a positive web presence, and having your own domain presents some additional possibilities as you learn more. For more information on this topic, please consult the assignment web page.

Unit: Peer Review
Time to complete this unit: 25 hrs.
Instruction: 2
Assignment: 7
Collaboration: 16

Twitter hashtag: #onidpr
Diigo tag: onidpr
Relevant readings: n/a

For this ongoing assignment, you will be expected to critically review each of your cohort’s blog posts for content and mechanics. This is an important step in the final publication of assignments to the ONID portfolio. Reviews should be thoughtful, respectful, and constructive and not simply general comments about the the post. Follow these guidelines:

Clarity of message

Cite at least one passage from each post that is the best example of clarity and/or insight, both in terms of relevance of content and strength of writing. Cite an example that supports your comments.

Improvement of message

Cite at least one passage from each post that needs improvement. In each case explain what needs clarification, is misleading, needs additional development, is factually unsupported, etc.

Writing Standards
Comment on any examples of typos or misspellings, grammar or usage, or lack of adherence to APA styles for references and citations.

As the blog author, you are free to make the suggested changes, discuss the changes with the critic, or ignore their suggestions.

Unit: Personal Learning Networks (PLN)
Time to complete this unit: 15 hrs.
Instruction: 4
Assignment: 6
Collaboration: 5

Twitter hash tag for this assignment: #onidpln
Diigo tag: onidpln

Relevant readings: Chapters 9-11 of The World is Open

For this assignment, you will begin to develop and document your Personal Learning Network. Your PLN is an important element in the ONID program.

Establish and/or develop a personal learning network, the core of which will be Diigo and Twitter. You may use existing accounts if you already have them, or you may create new accounts for this program. These accounts will be used throughout your involvement with the ONID program. In the process of using these tools in this class, think about your larger PLN and the elements that comprise it, and begin searching for new tools that will enhance your PLN.

Directions for Sharing and Following

  • Add text links to your Diigo and Twitter accounts to the content section of your portfolio Home page along with your other contact information.
  • Follow each of your cohort’s Twitter accounts as well as accounts suggested by the instructor.
  • You should post a minimum of two tweets per week. One should be offering a resource (link to a website, a relevant quote, book. etc.) and the other should be a retweet from one of your Twitter followers.

Final Project

Create a visual or textual representation of your PLN in your portfolio on a page titled “Personal Learning Network.” Include the software, tools, or services that are of most utility to you. On this page, reflect on the value and utility of your PLN and your vision of its potential for your future professional development. Cite some relevant examples from The World is Open in your reflection. (300-500 words)

Unit: Web Presence
Time to complete this unit: 20 hrs.
Instruction: 4
Assignment: 10
Collaboration: 6

In this assignment, you are going to explore the concept of web presence as it applies to your career path and personal life.

  1. Read these articles from the instructor’s Diigo bookmarks on webpresence (approximately 20 articles of varying length and from a variety of perspectives including personal, commercial, and educational). You may want to supplement these articles with additional resources you have located.
  2. Create a blog post titled “Web Presence” that addresses these questions as they apply to your own personal interests and professional life:
  • What is your own definition of “web presence?” You may want to make reference to definitions that you find in the readings, but please develop your definition from a personal perspective.
  • Let’s define “digital footprint” as those intentional or unintentional traces that you leave behind when you visit web pages, search for information, post on Facebook, tweet, shop online, or engage in similar activities. How does your digital footprint relate to or affect your web presence?
  • How should we address the topic of web presence with K-12 students? With post-secondary students?
  • How do the issues of privacy, intellectual property, and copyright play into an individual’s web presence?
  • Can you effectively manage your web presence? Can you maintain both a private and a public web presence? Is it necessary to separate your public and private web presence?
  • How might your employer’s interests or policies affect your personal web presence?

Once your post has been reviewed and revised, publish it in your portfolio on a page titled “Web Presence.”

Unit: Mobile Tools
Time to complete this unit: 20 hrs.
Instruction: 6
Assignment: 8
Collaboration: 6

Twitter hash tag for this assignment: #onidmobile
Diigo tag: onidmobile

Relevant readings: Chapters 10-11 of The World is Open.

Using this information and online resources (blogs, articles, Rasmuson, etc.), reflect on the state of adaptation and implementation of Wi-Fi and 3G mobile tools (smart phones, tablets, cell phones, iPods) in K-12 education. You may evaluate mobile tools in general or you may concentrate on a single device (e.g., iPad) or genre (e.g., smart phones). You may also choose to concentrate on mobile tool implementation on a specific subject (e.g., music, math) or grade/age level. (500-1000 words)

Keep a record of the online sites and documents you use in Diigo tagged onidmobile.

Develop a position statement on mobile tools in K-12 supported by examples from your research. Do mobile tools belong in K-12 education? What are the pros and cons of implementing Wi-Fi or 3G mobile tools? Publish your statement on your personal blog in an entry titled “Mobile Tools in K-12.” Once your statement has been reviewed and revised, publish it in your portfolio on a page titled “Mobile Tools in K-12.”

Unit: Google Docs Survey
Time to complete this unit: 20 hrs.
Instruction: 4
Assignment: 12
Collaboration: 4

Twitter hashtag: #onidgdocs
Diigo tag: onidgdocs

Relevant readings: Chapters 6-8 of The World is Open.

Create a Google Docs survey that you will submit to your cohort. The survey should cover some aspect of open resources, portals, or participatory technologies as covered in The World is Open–e.g., experiences with various portals or services, awareness of various tools, level of comfort in specific areas, etc. You may do a broad survey of technologies (e.g., open source software) or you may concentrate on a specific topic (e.g., Second Life). Your survey should be comprised of at least 12 related questions and should include examples of multiple choice, checkbox, choose from a list, and scaled response questions.

Reflect on the data that you collect by summarizing your findings and creating charts that display and support your reflections. Embed the spreadsheet in a page on your blog titled “Google Docs Survey.” Once your reflection has been reviewed and revised, publish it in your portfolio on a page titled “Google Docs Survey.”

Unit: Podcasts
Time to complete this unit: 20 hrs.
Instruction: 6
Assignment: 10
Collaboration: 4

Twitter hashtag: #onidpod
Diigo tag: onidpod

Relevant readings: Chapters 3-5 of The World is Open.

For this assignment you will create a series of audio podcasts that you will publish in your blog.

For each of chapters 3-5, create a 1-2 minute audio podcast that highlights or explains one of the resources or topics mentioned in the chapter. The audience for your podcast will be K-12 teachers, and the purpose of the podcast is to introduce your topic to your audience as a potential resource that will aid in their personal or professional development. Your podcasts should use the same short musical/voice intros and outros, as if they were part of a series of broadcasts.

Publish all three podcasts on your personal blog in an entry titled “Podcasts.” Include a 300-500 word reflection on the process of creating podcasts (issue, successes, discoveries, etc.) and the utility of podcasts as a teaching and learning tool. Once your podcasts and reflection have been reviewed and revised, publish them in your portfolio on a page titled “Podcasts.”