Fall 2008: R685 Topical Seminar
"The Web 2.0 and Participatory e-Learning"
(3 Cr), Mondays 7:00‑9:45 p.m., IUB Section 17629 (R685)
Instructor: Curt Bonk, Professor, Instructional Systems Technology
See online syllabus at http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2008.htm
Curtis J. Bonk, Ph.D., CPA
Office: 2238 W. W. Wright Education Bldg.
Phone: 856-8353 (W)
Office Hours: before and after class and as arranged
Sharon Stoerger, Instructional Assistant
SLIS Doctoral Student
Course Description and Rationale:
When it comes to perspectives on teaching and learning, the Web 2.0 has changed everything! Don’t believe it? Back in December, Time Magazine named “you” as the person of the year. The Web 2.0 (also called the Read-Write Web) empowers learners to generate ideas and comments online, rather than simply read or browse someone else’s. In effect, instead of passive consumption-based learning, we are living in a participatory age where learners have a voice and potentially some degree of ownership over their own learning. Here at the start of the twenty-first century, emerging technologies – such as online photo albums, blogs, wikis, podcasts, ebooks, YouTube videos, massive multiplayer online games, simulations, virtual worlds, and wireless and mobile computing – are generating waves of new opportunities in higher education, K-12 schools, corporate training, and other learning environments.
And today’s millennial learner, immersed in an increasingly digital world is seeking richer and more engaging learning experiences. Amid this rising tide of expectations, instructors across educational sectors are exploring and sharing innovative ways to use technology to foster interaction, collaboration, and increased excitement for learning. Unfortunately, as any high school student will tell you, this is far less common than most would hope. In response, it is time to take advantage of the new participatory learning culture where learners build, tinker with, explore, share, and collaborate with others online. It is also time exploit free and open educational resources, opencourseware, learning portals, and open source software across educational sectors and income levels. This course, therefore, will be a journey into the learning technologies (i.e., nature), pedagogical opportunities (i.e., nurture), and the people, societies, and cultures where this is happening now! We will create and publish a cross-cultural Wikibook on Web 2.0 technology. We will explore the motivational and educational value of YouTube and other online videos and create a few of our own. Of course, we will also blog on our experiences. And we might even create a few class podcasts or vodcasts.
In an age when eyeball-to-eyeball learning is no longer necessary, effective online instructors do not simply teach but moderate, coach, and assist in the learning process. As proof, dozens of pedagogical strategies utilizing Web 2.0 and other emerging learning technologies will be demonstrated, evaluated, tested, and discussed. As part of this, Bonk will present his “WE-ALL-LEARN,” “R2D2,” and “TEC-VARIETY” frameworks. Importantly, strategies discussed and modeled will address learning in all formats—K-12, higher education, corporate, university, military settings, etc. You-Too can participate.
Course Goals and Objectives. After the course, students should be able to:
1. Successfully embed motivating instructional strategies for different types of online courses;
2. Design an innovative research or evaluation project related to online learning;
3. Define and use different Web 2.0 technologies;
4. Consult with organizations to evaluate the effectiveness of e-learning courses, programs, and events as well as Web 2.0 technologies;
5. Explain and demonstrate the educational benefits of podcasts, wikis, blogs, virtual worlds, simulations, social networking software, etc.
6. Make recommendations regarding online learning initiatives.
7. Critique articles related to emerging learning technologies and associated pedagogy with them.
8. Recognize and potentially contact many of the key players and scholars in the field of online learning and Web 2.0 learning technologies.
9. Use online resources and portals to find useful course materials.
10. Successfully submit research or other proposal to a learning technologies, Web 2.0, or e-learning conference or institute.
Required Texts: None!!! The world of learning should be FREE!
Tentative Tasks and Grading:
50 pts A. Weekly Attendance, YouTube, and Being Energetic (WAYTaBE) (Due: Each Week)
90 pts B. Weekly Web 2.0 Reflections (Due: Dec.8th)
50 pts C. Midterm Assignment Reality Check (MARC) (Due: Oct 20th)
70 pts D. Web 2.0 Final: Wikibook, YouTube Video, Second Life, or Podcasts (Due: Dec. 1st)
260 Total Points
Total points will determine your final grade. I will use the following grading scale:
A+ = high score B- = 208-216 points
A = 243-260 points C+ = 200-207 points
A- = 234-242 points C = 191-199 points
B+ = 225-233 points C - = 182-190 points
B = 217-224 points F/FN = no work rec'd or signif. inadequate/impaired
Projected Seminar Weekly Topics:
Week 1. (Sept 1st or 2nd) Explosion of Online and Blended Learning
Week 2. (Sept. 8th) Course Management 1.0 in a Web 2.0 World
Week 3 (Sept. 15th) Connectivism, Social Knowledge, and Participatory Learning
Week 4. (Sept 22nd) Digital Literacy Skills
Week 5. (Sept. 29th) Neo Millennial and Web 2.0 Learners
Week 6. (Oct 6th) Free and Open Source Software
Week 7. (Oct. 13th) Open Educational Resources
Week 8. (Oct. 20th) YouTube, TeacherTube, and the Future of Shared Online Video
Week 9. (Oct 27th) Wikis, Wikipedia, Wikibooks, and Collaborative Writing
Week 10. (Nov 3rd) Interactive and Collaborative Learning
Week 11. (Nov. 10th) Educational Blogging
Week 12. (Nov. 17th) Podcasting, Webcasting, and Coursecasting
Week 13. (Nov. 24th) Alternate Reality Learning: Massive Gaming, Virtual Reality, and Simulations
Week 14. (Dec 1st) Mobile, Wireless, and Ubiquitous Learning
Week 15. (Dec 8th) Networks of Personalized Learning (including online language learning)
A. Weekly Attendance, YouTube, and Being Energetic (WAYTaBE). (50 points = 15 pts for attendance; 15 pts for participation; 20 points for YouTube presentation)
Besides reading 3 assigned articles each week, during the semester I want you to read 15 other articles or tidbits from the packet of readings. You must also bring one educational YouTube video or other online learning resource to show in class for 10 minutes 1-2 times during the semester. In terms of class attendance, it is your responsibility to come to class and experience the unique activities that will be incorporated into each class. A combination of readings, verbal and written reactions to ideas, observing demonstration tools or videos, and hands-on activities will be critical to your growth as a class. Keep in mind that I want to hear from you! Participation is encouraged at all times.
B. Weekly Web 2.0 Reflections (90 pts: Due December 8th)
Option 1: Blogging. Instead of a large class discussion forum, in this option, you would create a Weblog (i.e., a blog) to reflect on your personal article readings and ideas related to class. A minimum of 15 posts (30 points). You will be assigned a critical friend to give feedback to on their postings each week (20 points). You might create a Blog using Pitas.com, Blogger.com, LiveJournal, Diaryland, Free-Conversant,WordPress, or some other blogging tool. A 2-4 page single-spaced reflection paper on this activity is due December 8th with your blog postings attached (40 points).
Option 2. Weekly YouTube Video. Instead of blogging, you could create a weekly 4-8 minute reflection in YouTube of your learning in this class. In that reflection, you would detail what you learned and concepts, research, or ideas that interested you. A 2-4 page single-spaced reflection paper on this activity is due December 8th along with a summary page of links to your videos (40 points).
Option 3. Weekly Podcast. Instead of blogging or video reflections, you could create a weekly 5-10 minute podcast reflection of your learning in this class. In that reflection, you would detail what you learned and concepts, research, or ideas that interested you. A 2-4 page single-spaced reflection paper on this activity is due December 8th along with a summary page of links to your videos (40 points).
Option 4. Student suggested equivalent.
Sample Grading Criteria (30%--60 Points; 10 points a piece):
1. Relevancy to class: meaningful examples, relationships drawn, interlinkages, connecting weekly ideas.
2. Interesting/Insightful: interesting reflections (or cool video created), originality displayed, unique ideas.
3. Completeness: thorough comments, detailed reflection, fulfills assignment (or quality video).
4. Depth: moves thoughts along to new heights, exploration is fostered, breadth & depth, growth is seen.
5. Diversity: some variety in ideas, some breadth to exploration, can see other perspectives, flexible.
6. Reflective: self-awareness and learning displayed in reflection, coherent and informative reflection.
C. Midterm Assignment Reality Check (MARC) (50 pts—Due October 20th)
Option 1: Article Search and Summary. In this option, you are to find 15-30 articles related to your area of interest and summarize them into mini1-2 paragraph abstracts and notes. Turn in a 3-4 page single-spaced reflection paper on the direction of your project and your learning to date. Why is the topic important and interesting? Attached to the paper should be your abstracts and any other pertinent information.
Option 2: Web 2.0 or E-Learning Interviews. In this option, I want you to interview at least one instructor who is teaching or has taught online courses, workshops, or events as well as a student who has taken such a course. Or, interview an instructor who has used Web 2.0 technologies in teaching and a student who has used Web 2.0 technologies in learning. Interviewees might come from corporate, K-12, military, government, or higher education settings. Interviews can be live (face-to-face), via phone or videoconferencing, or conducted through email. You might also perform case studies, focus group sessions, or pilot observations of instructors or learners using online learning tools in a school, workplace, or informal learning setting. You are to document their life as a Web 2.0 user or online participant (timeframe up to you). In effect, I want you to gather their life histories as a technology learner or instructor and compare these to their online experiences. Then I want you to create a visual representation that compares or relates your stories from both the online instructors and students. Please include interview questions in an appendix. In your report, I want you to reflect on what you learned about e-learning from this assignment. How might you put some of their ideas to use in training programs or in your own teaching? Have these interviews opened your eyes? What might you have done differently? Your reflection paper should be 4-5 single-spaced pages. The visual is in addition to this.
Option 3: Visual Representation. Sometime people struggle to make sense of all the changes in learning technologies. They need models and frameworks that simplify and explain things. In this option, I want you to create a visual that summarizes some key aspect of your learning in this course or that uniquely organizes some of the information. This visual representation might be in the form of a timeline, model, framework, acronym, figure, diagram, a comparative flowchart, taxonomy, a Venn Diagram, or a comparison and contrast table or matrix. Include a 4-5 page single-spaced reflection paper with this visual. We will share these visuals with the class when done.
Option 4: Strategic Plan Critique and Extension: Find and evaluate a strategic plan of a company, university, non-profit organization, school, state, province, country, or region related to the Web 2.0 or e-learning and critique it. For instance, you might pick the state or country where you were born or perhaps where you plan to live after graduation. You might find the strategic plan online or request a hardcopy version. I want you to not simply read and critique the report but to also interview someone who created it or is/was affected by that report. You might discuss and critique the online learning technologies highlighted, proposed pedagogical plans, intended training methods, targeted skills or competencies, or evaluation methods detailed. You might visit the institution or organization or write someone an email. What might this organization do differently in planning for e-learning or using the Web 2.0? What are its competitors doing, for instance? Has there been an update? (Note: I may have access to a couple reports from different countries that I can share as examples.) You are encouraged to work in teams on this report. When done, you will present an overview of the report to the class. Testimonials, graphs and trends of indicated growth, comparisons, and other data or handouts are welcome. You are also encouraged to directly contact the organization that developed the report or plan and receive additional product information (e.g., CDs, brochures, white papers, technical reports, product comparison sheets, videotapes, company annual report, customer testimonies, data sheets, Web site information, etc.). Your critique should be 4-5 single-spaced pages (excluding appendices).
1. Review of Plan or Document (clarity, related to class, organized, facts, data, relevant, style)
2. Relevant Resources and Digging (citations/refs, linkages to class concepts, completeness)
3. Soundness of Critique (clear, complete, practical, detailed, important, implications, coherence)
4. Creativity and Richness of Ideas (richness of information, elaboration, originality, unique)
D. Web 2.0 Final Project (70 points)
Option 1. Wikibook Online Work (WOW) (70 points—Due December 1st)
In this option, you help with a Wikibook related to emerging technologies. Last year, students from five universities designed a wikibook on “The Web 2.0 and Emerging Learning Technologies” (The WELT); see http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies. You can either write a new chapter for that wikibook or modify one or more existing ones. If you write a unique chapter, it should be a minimum of 2,000 words. You will present your wikibook chapter or section as well as chapters that you edited or provided feedback on to the class the final day (20 points). A 2-3 page reflection paper on what you learned from this wikibook activity is due December 1st (50 points). Attached to your reflection paper will be documentation of what you contributed to the wikibook, including your chapter (with highlights or special notations of your contribution), highlights to the chapters worked on, and perhaps even print outs of the wikibook chapter editing history.
Wikibook Grading (50 Total Points or 10 pts each dimension):
1. Chapter relevance: Topic and contribution is meaningful and relevant to class, we learn from it
2. Chapter creativity: Original and distinctive ideas, insightful points, something unique in it such as a figure, model, graph, timeline, comparison chart, acronym, quote or set of quotes, etc.
3. Chapter coherence: Good flow, well organized, good layout, enjoyable to read
4. Chapter completeness: Sufficient coverage of information, extends topic and class
5. Helpfulness on other chapters: Provided feedback to others, much work documented
Option 2. Cool YouTube Video Creation
So you want to be cool? You want to be creative? In this option, you are to create a shared online video (e.g., YouTube) related to this class. You cannot be the only person in it. What does the Web 2.0 and participatory learning mean to you? Alternatively, you can design a YouTube video for someone else. You should post this video of at least 5 minutes in length by December 1st. You will turn in a 2-3 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your video and paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and visual effects; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Option 3. Video Blogging
I like options and challenges and I bet you do too! Instead of a regular old blog, in this option, you might experiment with a video blog. When done, I want you to write a paper wherein you reflect on why you selected your particular blog topic and associated videos. You might discuss the benefits of video plus text. Also comment on any feedback you have received. You might mention what you might do differently and where your efforts might be headed. Do you think that your topic was effective? Why or why not? You will turn in a 2-3 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your blogging activities and associated reflection paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and organization; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Option 4. Second Life
In this option, you are to create an educational application, activity, or use within Second Life. Why did you create this activity? What is the purpose and potential? Who is the audience? How does it relate to this class? You will turn in a 2-3 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your Second Life design and paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and visual effects; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Option 5. Podcast Series
In this option, you are to create at least 2 podcasts related to topics from this class of at least 8 minutes in length. I prefer that you create a series of podcasts on a theme or a podcast show. In addition, you cannot be the only person in the podcasts. The topic or theme only needs to be related to this class. Be creative and unique. When done, I want you to write a paper wherein you reflect on why you selected that topic. Also comment on any feedback you have received. You might mention what you might do differently and where your efforts might be headed. Do you think that your topic was effective? Why or why not? What might you do differently if you were to do it over? You will turn in a 1-2 page single-spaced summary reflection of your design. Please let me know you have selected this option by November 10th. Your podcast show and paper will be graded for: (1) insightfulness, creativity, and originality; (2) design and visual effects; (3) coherence and logical sequence; (4) completeness; (5) relevance of content.
Final Class Presentation Points: (20 Points or 5 pts for each dimension for all options above)
E. Options to one of the above assignments:
In place of task B or C (maybe to D—depends on class size), you might volunteer to create a usable class product (e.g., an online glossary, a Web site for the class, a database of articles on different class themes, organize a class mini-conference or real conference symposium, review a key journal in the field for major themes or trends and share that research with the class, etc.) or you might demonstrate a Web 2.0 or e-learning tool to the class. Such a tool may have relevance in K-12, military, corporate, or higher education settings or perhaps in more informal settings such as a museum, zoo, or computer club. See the instructor about the possibilities of demonstrating a particularly interesting e-learning tool you have found. You might have other task option preferences. Or you might trade a task for a major problem-based learning project related to this class with a company, organization, or institution. You make the contact and find out what needs to be resolved and then get it approved by the instructor. It might be a Web 2.0 or distance learning evaluation project. It might involve the design of e-learning tools and resources. It might entail the creation of a strategic plan, white paper, or vision statement. Whatever the problem or task, it must be an authentic activity. You will present the final project at the end of the semester.
Projected Seminar Weekly Topics:
Week 1. (Sept 1st) Explosion of Online and Blended Learning (pick 3-4)
Week 2. (Sept 8th) Course Management 1.0 in a Web 2.0
i. YouTube (2007). Web 2.0…The machine is us/ing us. YouTube. Retrieved February 9, 2007, from http://www.youtube.com/watch?v=6gmP4nk0EOE
ii. Prometeus: The Media Revolution: http://www.youtube.com/watch?v=xj8ZadKgdC0&feature=PlayList&p=4D86E029460FE12B&index=12
iii. Distance in 2nd life (Nick Yee) http://www.npr.org/blogs/bryantpark/2007/05/dont_stand_so_close_to_me.html
iv. Video blogging and video ethnographies: http://chronicle.com/media/video/v53/i36/youtube/ (from the Chronicle of Higher Education)-- Michael L. Wesch
v. A Vision for Global (online) Education: http://youtube.com/watch?v=RRymi-lFHpE; Richard Baraniuk Rice University
i. VoiceThread: http://voicethread.com/ (add audio to pics--I tried it and it worked great)
ii. SnapGenie: http://www.snapgenie.com/ (tell stories behind pics; looks fun and easy but I did not try yet.)
iii. Chinswing: http://www.chinswing.com/? (constructive communication is the goal of this tool; converse with other people about different topics)
iv. Scrapblog: http://scrapblog.com/(create a scrapbook of pics.)
v. Dotsub: http://www.dotsub.com/ (create subtitling text in online videos and films).
vi. YackPack: http://www.yackpack.com/ (email an audio file)
Week 3. (Sept 15th) Connectivism, Social Knowledge, and Participatory Learning
3. Nicholas Carr (2008, July/August). Is Google Making Us Stupid? Atlantic Monthly. Retrieved August 18, 2008, from http://www.theatlantic.com/doc/200807/google
a. George Siemens, Articles, Retrieved July 13, 2007, eLearningspace: Everything E-learning, from http://www.elearnspace.org/Articles/index.htm
b. George Siemens (2008). Connectivism & Connected Knowledge: Open Online Course, http://ltc.umanitoba.ca/connectivism/
c. Benson, Heidi (2005, November 22). A man’s vision: World Library Online. San Francisco Chronicle, A-1. Retrieved July 23, 2007, from http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2005/11/22/MNGQ0FSCCT1.DTL
d. Scholarship in the Age of Participation, George Siemens, Retrieved July 12, 2007, from http://www.elearnspace.org/Articles/journal.htm
e. Connectivism, Retrieved July 11, 2007, from http://www.connectivism.ca/about.html
b. George Siemens, The Changing Nature of Knowledge (4 short videos):
i. The Conflict of Learning Theories with Human Nature: http://www.youtube.com/watch?v=xTgWt4Uzr54&feature=related
ii. The Changing Nature of Knowledge: http://www.youtube.com/watch?v=YMcTHndpzYg&feature=related
iii. The Impact of Social Software on Learning: http://www.youtube.com/watch?v=grI_h88vs3g
iv. The Network is the Learning: http://www.youtube.com/watch?v=rpbkdeyFxZw&feature=related
b. Brown, J. S. (2006, December 1). Relearning learning—Applying the long tail to learning. Presentation at MIT iCampus, Available from MITWorld. Retrieved February 9, 2007, from http://mitworld.mit.edu/video/419/
Week 4 (Sept 22nd) Digital Literacy Skills
a. Pope, Justin (2006, February 2). New ETS exam tries to measure students’ “information literacy.” Boston.com News. Retrieved June 21, 2007, from http://www.boston.com/news/education/k_12/articles/2006/02/02/new_ets_exam_tries_to_measure_students_information_literacy/
Andrea (2007, March 9). New programs teach undergraduates how to use the
Internet and the online card catalog in search of the best sources. Chronicle of Higher Education, Retrieved
June 21, 2007, from
c. David Emmett, (2003, November). E-Portfolios at QUT: Providing the potential for competitive advantage and a motivating learner-centred environment. Proceedings of the OLT 2003 Excellence: Making the Connections Conference, Australia. http://eprints.qut.edu.au/archive/00000079/01/DavidEmmett.PDF
d. Leigh Estabrook, Evans Witt and Lee Rainie (2007, December 20). Information Searches that Solve Problems. Pew Internet & American Life Project. http://www.pewinternet.org/pdfs/Pew_UI_LibrariesReport.pdf
Week 5 (Sept 29th) Neo Millennial and Web 2.0 Learners
Week 6. (Oct 6th) Free and Open Source Software
a. FM (1998). FM Interviews with Linus Torvalds: What motivates free software developers? First Monday, Retrieved March 9, 2006, from http://www.firstmonday.dk/issues/issue3_3/torvalds/
b. Free Software Foundation. (2006). The free software definition. Retrieved February 22, 2006, from http://www.fsf.org/licensing/essays/free-sw.html
c. GNU Bulletin. (1987). What is Free Software Foundation? GNU Bulletin 1(3). Retrieved February 22, 2006, from http://www.gnu.org/bulletins/bull3.html#SEC1.
d. Hilton, J. L. (2005). In praise of sharing. EDUCAUSE Review, 40(3), 72-73. Also available at: http://connect.educause.edu/Library/EDUCAUSE+Review/InPraiseofSharing/40547
e. Stallman, R. (1983). Initial announcement. Retrieved March 2, 2006, from http://www.gnu.org/gnu/initial-announcement.html
f. Stallman, R. (1985). The GNU project. Retrieved March 3, 2006, from http://www.gnu.org/gnu/thegnuproject.html
g. Open Source Initiative. (2007). Open Source Initiative (OSI). Retrieved January 25, 2007 from: http://www.opensource.org/
h. Moodle (2005a). Moodle Web site. Retrieved December 28, 2005, from http://moodle.org/; Moodle (2005b). Retrieved December 31, 2005 from http://download.moodle.org/lang/?MoodleSession=8b50ac297a877da6658fb575189e95f2; Moodle. (2006). Moodle community. Retrieved October 17, 2006, from http://moodle.org/
i. Sakai. (2005). About Sakai. Retrieved December 26, 2005, from http://www.sakaiproject.org/index.php?option=com_content&task=view&id=103&Itemid=208; Sakai. (2006). The Sakai Partners Program. Retrieved October 17, 2006, from http://sakaiproject.org/index.php?option=com_content&task=view&id=233&Itemid=462
j. Lessig, Lawrence (2006, September). Free, as in beer. Wired Magazine, Retrieved June 23, 2007, from http://www.wired.com/wired/archive/14.09/posts.html?pg=6
k. List of Open Source Tools: http://www.debianhelp.co.uk/tools.htm
l. Jane Hart (2008, April) 25 Tools every learning professional should have in their toolbox—and all for free! E.Learning Age Magazine. http://www.c4lpt.co.uk/articles/25tools.html
Week 7. (Oct. 13th) Open Educational Resources
4. Bonk, C. J. (2008, March). YouTube anchors and enders: The use of shared online video content as a macrocontext for learning. Paper presented at the American Educational Research Association (AERA) 2008 Annual Meeting, New York, NY. http://www.publicationshare.com/SFX7EED.pdf
5. Lee Rainie. “Pew Internet Project Data Memo: Video Sharing Websites,” report (Pew Internet and American Life Project, January 9, 2008), http://www.pewinternet.org/pdfs/Pew_Videosharing_memo_Jan08.pdf
6. Stephen Downes. “Places to Go: YouTube,” Innovate: Journal of Online Education (2008), http://innovateonline.info/index.php?view=article&id=633&action=synopsis
a. Charles McGrath. “A Private Dance? Four Million Web Fans Say No,” New York Times (July 8, 2008), http://www.nytimes.com/2008/07/08/arts/television/08dancer.html?_r=3&8dpc&oref=slogin&oref=slogin&oref=slogin
b. Laura Devaney. “‘Coursecasting’ Now a Higher-education Staple: Universities Increasingly Turning Lectures into Podcasts,” eSchool News (December 19, 2007), http://www.eschoolnews.com/news/top-news/?i=51181;_hbguid=0b8af8f9-649b-4696-98c2-f4366bd7aa00
c. Jeffrey R. Young. “Thanks to YouTube, Professors are Finding New Audiences,” Chronicle of Higher Education (January 9, 2008), http://chronicle.com/free/2008/01/1159n.htm
d. Susan Kinzie. “Colleges Bring Class to Web,” The Journal Gazette (January 13, 2008), http://www.journalgazette.net/apps/pbcs.dll/article?AID=/20080113/FEAT/801130382/0/FEAT
e. Jeffrey R. Young. “‘Big Think’ Video Site not Attracting Much Reedback?” Wired Campus: Chronicle of Higher Education (February 8, 2008), http://chronicle.com/wiredcampus/article/2730/big-think-video-site-not-attracting-much-feedback
f. Yi-Wyn Yen. “YouTube Looks for the Money Clip,” Fortune (2008), http://techland.blogs.fortune.cnn.com/2008/03/25/youtube-looks-for-the-money-clip/
g. Brock Read. “Scientists Get a YouTube of Their Own,” Chronicle.com (2007), http://chronicle.com/wiredcampus/article/2323/scientists-get-a-youtube-of-their-own
h. Josee Rose “Recruiters Take Hip Path to Fill Accounting Jobs,” Online Wall Street Journal (September 16, 2007), http://online.wsj.com/article/SB119006634913930317.html
i. Jeffrey R. Young. “Professors on YouTube, Take 2?” Wired Campus: Chronicle of Higher Education (January 29, 2008), http://chronicle.com/wiredcampus/index.php?id=2704
j. Associated Press. “SoCal College Offers YouTube Class,“ Boston.com News (September 14, 2007), http://www.boston.com/news/odd/articles/2007/09/14/socal_college_offers_youtube_class/
k. John Battelle. “A Brief Interview with Michael Wesch (The Creator of that Wonderful Video),” John Battelle’s Searchblog (February 18, 2007), http://battellemedia.com/archives/003386.php
Same YouTube videos related to education:
i. The machine is us/ing us http://www.youtube.com/watch?v=6gmP4nk0EOE (Michael L. Wesch)
ii. Did you know; Shift Happens; globalization; information age: http://www.youtube.com/watch?v=ljbI-363A2Q
iii. Voices from the New American Schoolhouse: http://youtube.com/watch?v=rgpuSo-GSfw
iv. Introducing the book: http://www.youtube.com/watch?v=xFAWR6hzZek (also called medieval help desk: http://www.youtube.com/watch?v=pQHX-SjgQvQ&mode=related&search= ; clearer to see http://www.youtube.com/watch?v=4pyjRj3UMRM&mode=related&search=
v. Fair(y) Use Tale: http://www.youtube.com/watch?v=CJn_jC4FNDo (Eric Faden).
vi. My Kind of High School (Project-based learning; Project Foundry): http://www.youtube.com/watch?v=ZX1bv30rYIk
vii. Pay Attention: http://youtube.com/watch?v=aEFKfXiCbLw
viii. RSS in plain English: http://youtube.com/watch?v=0klgLsSxGsU
ix. Wikis in plain English: http://youtube.com/watch?v=-dnL00TdmLY
x. Second life from Ohio University: http://www.youtube.com/watch?v=aFuNFRie8wA
xi. The Connected Future (Japan): NTT DoCoMo partI-3: http://www.youtube.com/watch?v=CqFkQswOoTE&feature=PlayList&p=26850E72639F1547&index=0
Video Resources and Portals:
BBC News: Video and Audio: http://news.bbc.co.uk/2/hi/video_and_audio/default.stm
BBC News: Video and News: http://news.bbc.co.uk/
BBC Video Nation: http://www.bbc.co.uk/videonation/
CNN.com Video (see also Interactive News and News Documentaries): http://www.cnn.com/video/
CurrentTV (see also Interactive News and News Documentaries): http://www.current.tv/
Global Nomads Group: http://www.gng.org/
Google Video: http://video.google.com/
MIT World: http://mitworld.mit.edu/index.php
MSNBC Video (see link to videos): http://www.msnbc.msn.com/
Yahoo! Video: http://video.search.yahoo.com/
Week 9. (Oct 27th) Wikis, Wikipedia, Wikibooks, and Collaborative Writing
a. Giles, J. (2005). Internet encyclopedias go head to head [Electronic Version]. Nature, 438, 900-901. Retrieved December 15, 2005 from http://www.nature.com/nature/journal/v438/n7070/full/438900a.html (Note: this may cost money to acquire).
i. Encyclopedia Britannica (2006, March). Fatally flawed: Refuting the recent study on encyclopedic accuracy by the journal Nature. Retrieved September 27, 2006, from http://corporate.britannica.com/britannica_nature_response.pdf#search=%22Refuting%20the%20recent%20study%20on%20encyclopedic%22
ii. Lombardi, C. (2006). Belatedly, Britannica lambastes Wikipedia findings. CNET News. Retrieved September 27, 2006, from http://news.com.com/Belatedly,+Britannica+lambastes+Wikipedia+findings/2100-1025_3-6053754.html
b. Konieczny, P. (2007, January). Wikis and Wikipedia as a teaching tool. International Journal of Instructional Technology and Distance Education, 4(1), 15-34. Retrieved March 23, 2008, from http://itdl.org/Journal/Jan_07/article02.htm
c. Campus Technology (2006a, October 10). News Update: MIT launches center for Collective (Wiki) intelligence. Campus Technology. Retrieved February 2, 2007, from http://campustechnology.com/news_article.asp?id=19384&typeid=150
d. Campus Technology (2007, January 30). News Update: MIT, Wharton to publish collaborative textbook by Wiki. Campus Technology. Retrieved February 2, 2007, from http://campustechnology.com/news_article.asp?id=20096&typeid=150
e. Foster, A. L. (2005). Wikipedia, the free online encyclopedia, ponders a new entity: Wikiversity. The Chronicle: Daily news: 12/16/2005. Retrieved December 16, 2005, from http://chronicle.com/free/2005/12/2005121601t.htm
f. Sanger, L. (2004). Why Wikipedia must jettison its anti-elitism. Retrieved February 10, 2006, from http://kuro5hin.org/story/2004/12/30/142458/25.
g. A Web of Connections: Why the read/write Web changes everything: http://willrichardson.wikispaces.com/ (Wikispaces of Will Richardson)
h. Wikibooks (2007c). Wikibooks: Wikijunior. Retrieved February 16, 2007, from http://en.wikibooks.org/wiki/Wikijunior or
i. Seven things you should know about Wikipedia (2007, June). Educause, Retrieved July 5, 2007, from http://www.educause.edu/ir/library/pdf/ELI7026.pdf or http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/44397
j. Read, B. (2005, July 15). Romantic poetry meets 21st century technology: With wikis, the new Web tool, everybody’s an editor and a critic. Chronicle of Higher Education, A35-36. Retrieved September 26, 2006, from http://chronicle.com/free/v51/i45/45a03501.htm
k. Evans, P. (2006). The Wiki factor. BizEd. Retrieved April 1, 2006, from http://www.aacsb.edu/publications/Archives/JanFeb06/p28-33.pdf
l. Orlowski, A. (2005). Wikipedia founder admits to serious quality problems [Electronic Version]. The Register. Retrieved February 10, 2006 from http://www.theregister.co.uk/2005/10/18/wikipedia_quality_problem/.
m. Seigenthaler, J. (2005, November 29). A false Wikipedia ‘biography.’ USA Today. Retrieved September 27, 2006, from http://www.usatoday.com/news/opinion/editorials/2005-11-29-wikipedia-edit_x.htm
Week 10. (Nov. 3rd) Interactive and Collaborative Learning
a. Educause (2008, April). 7 things you should know about Ning. http://net.educause.edu/ir/library/pdf/ELI7036.pdf
Haythornthwaite, A social network study of the growth of community among
a. Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6. Retrieved October 3, 2006, from http://www.tltgroup.org/programs/seven.html
b. Andrew J. Milne (2007, January/February). Entering the interaction age: Implementing a Future Vision for Campus Learning Spaces . . . Today. Educause Review. Retrieved August 17, 2008, from http://connect.educause.edu/Library/EDUCAUSE+Review/EnteringtheInteractionAge/40680 or http://net.educause.edu/ir/library/pdf/ERM0710.pdf
c. Shi, Shufang, & Morrow, Blaine Victor (2006). E-conferencing for instruction: What works? Educause Quarterly, 29(4), pp. 22-30. Retrieved July 10, 2007, from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/EConferencingforInstructi/40002 and http://net.educause.edu/ir/library/pdf/EQM0646.pdf
c. Yahoo! Groups: http://groups.yahoo.com;
d. MSN Groups: http://msnusers.com;
e. Google Groups: http://groups.google.com;
f. Skype: http://www.skype.com/
g. StartWright (virtual teams): http://www.startwright.com/virtual.htm
h. Virtual Edge for Teams: http://www.virtualteams.com/
i. Communities of Inquiry, University of Calgary: http://commons.ucalgary.ca/documents/Comm_of_Inquiry.pdf
j. Learning Commons at the University of Calgary: http://commons.ucalgary.ca/
Week 11. (Nov 10th) Educational Blogging
a. Downes, Stephen (2003, May). More than Personal: The Impact of Weblogs (includes comprehensive listing of Blogging software, tools, and resources). http://www.downes.ca/post/31449
b. Richardson, W. (2004). Blogging and RSS — The "what's it?" and "how to" of powerful new web tools for educators. MultiMedia & Internet@Schools, 11(1). Retrieved Feb 8th, 2006 from http://www.infotoday.com/MMSchools/jan04/richardson.shtml.
c. Jay Cross, Informal Learning, Florida State University June 12, 2007 (1 hour 7 minutes) http://mediasite.oddl.fsu.edu/mediasite/Catalog/Front.aspx?cid=faec6088-49ee-4d37-967d-6d09bb49ca25
d. Meg Sullivan (2008, June 25). “Dig In, Archaeology Fans! UCLA Blogs to Offer Front-Row Seat at Archaeology Digs,” UCLA Newsrooms. http://www.magazine.ucla.edu/summerdigs/?page_id=70
e. The Boston Globe (2006, December 7). MIT figure struck, injured in Hanoi. The Boston Globe. Retrieved June 29, 2007, from http://www.boston.com/news/local/articles/2006/12/07/mit_figure_struck_injured_in_hanoi/
i. Carvin, Andy (2006, December 7). Prayers for Papert. Andy Carvin’s Waste of Bandwidth. Retrieved June 29, 2007, from http://www.andycarvin.com/archives/2006/12/prayers_for_seymour_papert.html
ii. Wikipedia (2007). Seymour Papert. Retrieved June 29, 2007, from http://en.wikipedia.org/wiki/Seymour_Papert
Week 12. (Nov. 17th) Podcasting, Webcasting, and Coursecasting
Week 13. (Nov 24th) Alternate Reality Learning: Massive Gaming, Virtual Reality, and Simulations
a. Byron Reeves, Thomas M. Malone and Tony O’Driscoll. “Leadership Games Online,” Harvard Business Review (May 2008), http://custom.hbsp.com/b02/en/implicit/viewFileNavBeanImplicit.jhtml?_requestid=9765 (Note: This article is available from the IU library and other university libraries)
b. Foreman, Joel (2004, October). Game-based learning: How to delight and instruct in the 21st Century. Educause Review. Retrieved July 4, 2007, http://www.educause.edu/pub/er/erm04/erm0454.asp?bhcp=1 or http://www.educause.edu/ir/library/pdf/erm0454.pdf
c. Kirriemuir, J., & McFarlane, A. (2004). Literature Review in Games and Learning. A Report of NESTA Futurelab. Retrieved July 15, 2007 from http://www.futurelab.org.uk/resources/documents/lit_reviews/Games_Review.pdf
d. Megan Conklin (2007, February 25). 101 uses of Second Life in the college classroom. Retrieved August 17, 2008, from http://facstaff.elon.edu/mconklin/pubs/glshandout.pdf
e. Catherine Price (2008, July 31). Sex Ed in Second Life: Could a Virtual Island Teach Students about Real-world Sex? Salon.com. http://www.salon.com/mwt/broadsheet/2007/07/31/sex_in_second_life/print.html
f. Paul Washley (2008, August 8). U. of Phoenix lets students find answers virtually. Chronicle of Higher Education. http://chronicle.com/free/v54/i48/48a00104.htm
g. Oishi, Lindsay (2007, June 15). Surfing Second Life. From Technology and Learning (TechLearning). Retrieved July 12, 2007, from http://techlearning.com/story/showArticle.php?articleID=196604483
h. Seven things you should know about Kaneva: http://metaversed.com/17-aug-2007/7-things-you-should-know-about-kaneva ; Chronicle of Higher Education article (August 21, 2007) http://chronicle.com/wiredcampus/index.php?id=2321?=atwc
i. Bell, L. (2008, July 14). As the (virtual) world turns. Information Today. http://newsbreaks.infotoday.com/nbReader.asp?ArticleId=49931
a. Lively: http://www.lively.com/html/landing.html
b. Vivaty Scenes: http://www.vivaty.com/
c. Kaneva: http://www.kaneva.com/
d. Spore: http://www.spore.com/
e. Rome Reborn 1.0: http://www.romereborn.virginia.edu/
f. Second Life: http://secondlife.com/
g. SimTeacher: http://www.simteacher.com/
h. SimCitySocieties: http://simcitysocieties.ea.com/
i. SmallWorlds: http://www.smallworlds.com/login.php
j. Civilization: http://www.civilization.com/
k. There.com: http://www.there.com/
l. Demo of Scratch: http://chronicle.com/media/video/v53/i46/scratch/, Scratch Website: http://scratch.mit.edu/ ; Turning programming into Child’s Play: http://chronicle.com/wiredcampus/index.php?id=2225?=atwc
m. Korzeniowski, Paul (2007, March 27). Educational video games: Coming to a classroom near you? TechNewsWorld. Retrieved July 4, 2007, from http://www.technewsworld.com/story/56516.html
n. Vargas, Jose Antonio (2006, February 14). Virtual reality prepares soldiers for real war: Young warriors say video shooter games helped hone their skills. Washington Post. Retrieved July 1, 2007, from http://www.washingtonpost.com/wp-dyn/content/article/2006/02/13/AR2006021302437_pf.html
o. Galanxhi, Holtjona, & Fui-Hoon Nah, Fiona (2007, September). Deception in cyberspace: A comparison of text-only and avatar-supported medium. International Journal of Human-Computer Studies, 65(9), 770-783. Retrieved August 21, 2007, from http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WGR-4NKJ0MW-1&_user=10&_coverDate=09%2F30%2F2007&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=dcac1150950338288c99862e4ff88d26 (Note: must be on campus to access this.)
Week 14. (Dec 1st) Mobile, Wireless, and Ubiquitous Learning
a. Thea Payome. “Making Good Use of Mobile Phone Capabilities. Interview with John Traxler,” (E-learning Africa Conference, 2007), http://www.elearning-africa.com/newsportal/english/news70_print.php
b. John Traxler. “Mobile Learning in “Developing” Countries—Not too Different,” Vodaphone Receiver (2008), http://www.receiver.vodafone.com/mobile-learning-in-developing-countries
c. Sideman, Jessica (2006, August 27). Wired for safety, late-night snacks. USA Today, Retrieved November 20, 2006, from http://www.usatoday.com/tech/products/gear/2006-08-27-campus-tech_x.htm
d. Bugeja, Michael (2007, January 26). Distractions on the wireless classroom. Chronicle of Higher Education. Retrieved July 4, 2007, from http://chronicle.com/jobs/news/2007/01/2007012601c/careers.html
e. BBC (2007, May 9). Online video ‘eroding TV viewing.’ BBC News Online. Retrieved July 3, 2007, from http://news.bbc.co.uk/1/hi/technology/6639249.stm
f. Lombardi, C. (2006, August 16). Penn State offers mobile news service. USA Today, Retrieved November 20, 2006, from http://www.usatoday.com/tech/products/cnet/2006-08-16-penn-st-text_x.htm
g. Murph, Darren (2007, May 14). Uruguay youngsters receive batch of OLPC XOs. Engaget. Retrieved July 3, 2007, from http://www.engadget.com/2007/05/14/uruguay-youngsters-receive-batch-of-olpc-xos/
h. Rubenstein, Grace (2007, February 2). Computers for peace: The goals of a global one-to-one program go beyond learning. George Lucas Education Foundation. Retrieved July 2, 2007, from http://www.edutopia.org/node/3215
i. ComVu: http://www.comvu.com/
j. One Laptop Per Child (OLPC): http://laptop.media.mit.edu
k. Playaway: http://store.playawaydigital.com/
Week 15. (Dec 8th) Networks of Personalized Learning (e.g., language learning, tutoring, etc.)
2. Erica Naone. “Learning Language in Context: Startup Live Mocha Leverages Social Networking to Teach Foreign Languages,” Technology Review (October 5, 2007), http://www.technologyreview.com/Biztech/19484/?a=f
3. Steve Lohr. “Hello India? I Need Help with My Math,” New York Times (October 31, 2007), http://www.nytimes.com/2007/10/31/business/worldbusiness/31butler.html
4. The Horizon Reports (i.e., technology on the horizon)
a. Sideman, Jessica (2006, August 27). Wired for safety, late-night snacks. USA Today,
b. Neal Starkman “ELL Spoken Here,” T.H.E. Journal (April 2008): 32-35, & 36, http://www.thejournal.com/articles/22396
c. Anne Eisenberg. “Learning from a Native Speaker, Without Leaving Home,” New York Times (February 17, 2008), http://www.nytimes.com/2008/02/17/business/17novel.html?_r=1&ex=1360904400&en=1d0f905569d45e41&ei=5088&partner=rssnyt&emc=rss&oref=slogin
d. Pratima Harigunani. “Livemocha Eyes One Million Users This Year,” CIOL News (2008), http://www.ciol.com/News/News-Reports/Livemocha-eyes-one-million-users-this-year/1408104872/0/
e. Shirish Nadkarni. “Livemocha Secures $6 Million in Funding by Maveron,” Mochatalk (January 15, 2008), http://blog.livemocha.com/2008/01/15/livemocha-secures-6-million-in-funding-led-by-maveron/
f. Robert Goodwin-Jones. “Skype and Podcasting: Emerging Technologies for Language Learning,” Language Learning & Technology 9, no. 3 (September 2005): 9-12, http://llt.msu.edu/vol9num3/emerging/default.html
g. Jamie Thompson. “A New Chapter for Those Learning Chinese, Thanks to Technology,” China Daily (September 28, 2006), http://www.chinadaily.com.cn/cndy/2006-09/28/content_698333.htm
h. Elizabeth Weise. “As China Booms, so Does Mandarin in U.S. Schools,” USA Today (November 19, 2007), http://www.usatoday.com/news/education/2007-11-19-mandarin-cover_N.htm
i. Ken Carroll. “Constructionism Works,” Ken Carroll’s Weblog: Here Comes Everybody (April 20, 2008), http://ken-carroll.com/2008/04/20/constructionism/
j. Ken Carroll. “Here Comes ItalianPod,” Ken Carroll’s Weblog: Here Comes Everybody (June 10, 2008), http://ken-carroll.com/2008/06/10/is-italianpod-the-future/
k. Hiawatha Bray. “Online Tutoring Pays Off at Home, Abroad,” The Boston Globe (2006), http://www.boston.com/business/technology/articles/2006/03/28/online_tutoring_pays_off_at_home_abroad/
l. Anupreeta Das and Amanda Paulson. “Need a Tutor? Call India,” Christian Science Monitor (2005), http://www.csmonitor.com/2005/0523/p01s01-legn.html
m. Jeffrey, R. Young. “Who Needs a Professor When There’s a Tutor Available?” Wired Campus: The Chronicle of Higher Education (June 17, 2008), http://chronicle.com/wiredcampus/article/3095/who-needs-a-professor-when-theres-a-tutor-available?utm_source=at&utm_medium=en
Some Extra Resources:
Fifty optional books that might interest students—no need to buy any:
1. Anderson, Terry & Fathi Elloumi (Eds.). (2004). Theory and practice of online learning (An edited collection of research and reflection on online learning by AU authors). Canada: Athabasca University. (Free Online Book). http://cde.athabascau.ca/online_book/
2. Anderson, Terry (Eds.). (2008). Theory and practice of online learning (2nd edition). Retrieved August 17, 2008, from http://cde.athabascau.ca/online_book/second_edition.html and http://www.aupress.ca/books/Terry_Anderson.php
3. Benkler, Y. (2006). The Wealth of Networks: How Social Production Transforms Markets and Freedom (New Haven, CN: Yale University Press.
4. Bersin, J. (2004). The blended book: Best practices, proven methodologies, and lessons learned. San Francisco: Pfeiffer Publishing.
C. J., & King, K. S. (Eds.). (1998). Electronic
collaborators: Learner-centered technologies for literacy, apprenticeship, and
6. Bonk, C. J. & Graham, C. R. (Eds.) (2006). Handbook
of blended learning: Global perspectives, local designs.
7. Bonk, C. J., &
Zhang, K. (2008). Empowering Online
Learning: 100+ Activities for
8. Brown, D. G. (ed.).
(2000). Teaching with technology:
Seventy-five professors from eight universities tell their stories. Bolton,
9. Carr-Chellman, A. A.
(2005). Global perspectives on e-learning: Rhetoric and reality. Thousand Oaks,
11. Collison, G., Elrbaum,
B., Haavind, S., & Tinker, R. (2000). Facilitating online learning:
Effective strategies for moderators. Madison,
12. Conrad, R.-M., &
Donaldson, J. A. (2004). Engaging the
learner: Activities and resources for creative instruction. San Francisco,
13. Cross, J. (2007).
Informal learning: Rediscovering the natural pathways that inspire innovation
and performance. San Francisco,
14. Dabbagh, N., &
Bannon-Ritland, B. (2005). Online
learning: Concepts, strategies, and applications. Upper Saddle River,
15. Duffy, T., M., &
Kirkley, J. (2004). Learner-centered
theory and practice in distance education: Cases from higher education. Mahwah,
16. Edmunson, A. (ed).
(2007). Globalized e-learning: Cultural Challenges. Hershey,
17. Hanna, D. E.,
Glowacki-Dudka, & Conceicao-Runlee, S. (2000). 147 practical tips for teaching online groups: Essentials of Web-based
18. Horton, W. (2001). Evaluating e-learning. Alexandria, VA: ASTD. (note that Horton also has books called “Learning e-learning” (2001) and “Using e-learning” (2002))
19. Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide (New York: New York University Press.
20. Jolliffe, A., Ritter, J., & Stevens, D. (2001). The online learning handbook: Developing and using Web-based learning. London: Kogan Page.
21. Jonassen, D. H., Howland, J. L., Moore, J. L., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective (2nd edition). Upper Saddle Rover, NJ: Merrill Prentice Hall.
Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation, and
B. H. (ed.). (2007). Flexible learning in
an information society (pp. 258-269). Hershey,
24. Maddux, C. D., & Johnson, D. L. (2001). The Web in higher education: Assessment the impact and fulfilling the potential. NY: Hayworth Press.
Mayadas, F., Bourne, J., & Moore, J.
C. (2002). Elements of quality online education: Practice and direction, Volume
4 in the Sloan-C series. The Sloan Consortium. Olin
26. Moore, M. G., & Anderson, W. G. (eds.). (2003). Handbook of Distance Education (HODE). Erlbaum.
M. G. (Ed.), Handbook of distance education (2nd Ed.). Mahwah,
29. Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass.
30. Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass.
31. Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together
32. Paloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco: Jossey-Bass.
33. Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas New York: Basic Books.
34. Papert, S. (1993). The Children's Machine: Rethinking School in the Age of the Computer. New York: Basic Books.
35. Phillips, P. P. (2002). The bottomline on ROI. Atlanta: Center for Effective Performance.
36. Reddy, S. (2004). E-learning and technology: New opportunities in training and development. Hyderabad, India: ICFAI University Press.
37. Rheingold, H (2003). Smart Mobs: The Next Social Revolution. Cambridge, MA: Basic Books.
38. Richardson, Will (2006). Blogs, wikis, podcasts and other powerful Web tools for classrooms. Corwin: Thousands Oaks, CA.
39. Roberts, T. (Ed.). (2003). Online collab learning: Theory & practice. Hershey, PA: Idea Pub.
40. Rudestasm, K. E. & Schoenholtz, J. (Eds.). (2002). Handbook of online learning: Innovations in higher education and corporate training. Thousand Oaks, CA: Sage.
41. Salmon, G. (2000). E-moderating: The key to teaching and learning online. Kogan-Page or Stylus Publishing.
42. Salmon, G. (2002). E-tivities: The key to active online learning. Sterling, VA: Stylus Pub.
43. Selinger, M. (2004). Connected schools: Thought leaders (essays from innovators). London, UK: Premium Publishing and Cisco Systems (free book) http://www.cisco.com/web/about/ac79/docs/wp/ctd/CISCO_Connected_Schools.pdf
44. Steeples, C. & Jones, C. (2002). Networked lrng: Perspectives and issues. Springer-Verlag.
45. Stephenson, J. (Ed.), (2001). Teaching and Learning Online: Pedagogies for new technologies. Kogan Page and Stylus Publishing.
46. Tapscott, D., & Williams, A. (2006). Wikinomics: How Mass Collaboration Changes Everything (New York: Penguin.
47. Willinsky, J. (2005). The Access Principle: The Case for Open Access to Research and Scholarship (Cambridge, MA: MIT Press.
48. Vandervert, L. R., Shavinina, L. V., & Cornell, R. A. (eds). (2001). Cybereducation: The future of long-distance learning. Larchmont, NY: Mary Ann Liebert.
49. Zittrain, J. (2008). The Future of the Internet—And How to Stop It. New Haven, CN: Yale University Press.
50. Zucker, A., & Kozma, R. (2003). The virtual high school: Teaching Generation V. New York: Teachers College Press.
Twenty free online journals and magazines: see more at: http://www.trainingshare.com/resources/distance_ed_journals_and_online_learning_books.htm
Notes on Additional Resources:
Alternative syllabus: You can skip all the above readings and, instead, read one chapter per week from my most recent book now in review. If interested, just ask me for a copy. If you want to read both my book and the articles of this class, I would offer bonus points (to be negotiated).
Bonk, C. J. (in review). The World is Open: Now WE-ALL-LEARN with Web Technology.