1. Extending the Conversation Joshua A. Danish Assistant Professor Indiana University June 16, 2010 Using Sakai to Promote Ongoing Reflection and Communication Between and Around Class Sessions

2. Sneak Peek Extending the Conversation, Joshua Danish (#IUp574) www.joshuadanish.com

3. Forget the technology (for the moment) and focus on activity. Extending the Conversation, Joshua Danish Tools Subject (Student) Object Outcome Division of Labor Rules Community - Adapted from Engestrom, 1987. See also Cole, 1996 for a more in-depth discussion of activity theory

4. Computational Technologies in Educational Ecosystems Graduate Level Survey Different Approaches to Using Technology in Education Variety of Student Backgrounds (MA and PhD) Learning Sciences, Science Education, Human Computer Interaction Range of technical abilities, interests, and knowledge Extending the Conversation, Joshua Danish

5. Course Objectives Provide students with broad exposure to technologies used in education Provide students with a survey of the theoretical approaches to incorporating technology in education Help students develop personally meaningful models of how technology can be implemented in educational contexts of relevance to them Extending the Conversation, Joshua Danish

7. To develop a “model” of how technology fits in education

8. (Lesh, 2003)

9. Modeling

10. Personal

11. Peer-reviewed

12. Iteratively refined

13. Discuss readings before class

14. Critical, rich, grounded discussions

16. Blogging

17. Oncourse

18. Discussions from experience

19. Reading for the “obvious” connections

20. Minimal discussion outside of classExtending the Conversation, Joshua Danish

21. Modeling cycles across class sessions Extending the Conversation, Joshua Danish 3: Post reflection on model and readings 4: Respond to peers 2: Update Model 1: Course readings 5: Instructor feedback 7: Groundwork for next week 6: Classroom activities, discussions, etc.

22. Modeling cycles across class sessions Extending the Conversation, Joshua Danish Oncourseas a hub for all models and update information 3: Post reflection on model and readings Oncourseblogs and wikis 4: Respond to peers 2: Update Model 1: Course readings 5: Instructor feedback Personal blogs that support comments 7: Groundwork for next week 6: Classroom activities, discussions, etc.

23. Modeling cycles across class sessions Extending the Conversation, Joshua Danish 3: Post reflection on model and readings 4: Respond to peers 2: Update Model 1: Course readings 5: Instructor feedback 7: Groundwork for next week 6: Classroom activities, discussions, etc.

24. Extending the Conversation, Joshua Danish Models prompting dialogue: a tongue-in-cheek example S1: Then I made this new model last week. It is somewhat tongue-in-cheek […] This model is the opposite of the Computer Clubhouse*. S2: […] I'm not sure about the EXTENT to which you intend it as satire. Are you embracing the Computer Clubhouse model (in which tools are made accessible but are not forced into students' hands)? […] I read an interesting post this morning over at Technollama * In response to selections from Kafai, Y., Peppler, K., & Chapman, R. (2009). The computer clubhouse: Constructivism and creativity in youth communities.

25. Extending the Conversation, Joshua Danish Models prompting dialogue: a tongue-in-cheek example S1: The EXTENT of satire is that the difference between the iPad and the Computer Clubhouse is, as I understand it, the Computer Clubhouse is a center for students to gather specifically with the intent to create… Joshua (in class, paraphrased): There was a lot of discussion over the week about the Computer Clubhouse’s culture of creation… How does this differ from the other models we read this week? What did you all like about it?

26. Develop a collaborative dictionary of big ideas, authors, and technologies Post 5-10 messages Post 5-10 edits, comments, or updates Produce a useful persistent artifact Wiki-Dictionary Extending the Conversation, Joshua Danish

27. Develop a collaborative dictionary of big ideas, authors, and technologies Post 5-10 messages Post 5-10 edits, comments, or updates Produce a useful persistent artifact Wiki-Dictionary Extending the Conversation, Joshua Danish

28. Develop a collaborative dictionary of big ideas, authors, and technologies Post 5-10 messages Post 5-10 edits, comments, or updates Produce a useful persistent artifact Wiki-Dictionary Extending the Conversation, Joshua Danish

30. Share the ideas they were most interested in

31. Satisfy the requirements

32. Less interesting than models and other work≈ * Inferred from course comments and engagement

33. Tweeting to extend course-related conversations Optional “experiment” reflecting upon course topics Forum (using hashtags) for discussing course content And course-relevant content Hosted within Oncourse for range of entry points Powerful feedback loop, but use cautiously! Extending the Conversation, Joshua Danish

34. Tweeting to extend course-related conversations Optional “experiment” reflecting upon course topics Forum (using hashtags) for discussing course content And course-relevant content Hosted within Oncourse for range of entry points Powerful feedback loop, but use cautiously! Extending the Conversation, Joshua Danish

35. The #IUp574 hash-tag and possible snow-ball effect Extending the Conversation, Joshua Danish

36. The #IUp574 hash-tag and possible snow-ball effect Extending the Conversation, Joshua Danish Join us to see what’s next! http://twitter.com/#search?q=IUp574

38. The Cross-Class Consulting Project In one student’s words: “A project like this has forced (in a positive way) me to think critically on the readings, and how they apply in practice. […] In the past I really only revisit articles in writing a paper. In that respect it gives me a chance to pick and choose how I shape an argument. With a project like this I have to examine the needs of another and find the fitting theory. Here's a bonus, I really enjoyed it.” Extending the Conversation, Joshua Danish

39. 6/15/10 Extending the Conversation, Joshua Danish Summary of Course Activities

40. Integrating Activities Online activities should flow into and out of in-class activities Thinking about the Activity System extends to arranging Oncourse to support students’ activities Oncourse as a hub that brings everything together Representations that relate information Deep linking to ease navigation Extending the Conversation, Joshua Danish

41. Arranging Oncourse to Support Activity June 15, 2010 Extending the Conversation, Joshua Danish

43. group lists,

44. Assignment submission,

46. Arranging Oncourse to Support Activity June 15, 2010 Extending the Conversation, Joshua Danish Access to an extended community within a secondOncoursesite (the Cross-Class Hub).

47. Arranging Oncourse to Support Activity June 15, 2010 Extending the Conversation, Joshua Danish Most common destinations all present in navigation

48. Arranging Oncourse to Support Activity June 15, 2010 Extending the Conversation, Joshua Danish Automatic highlight of current week

49. Implementing Technology / Activity Innovations Evolution v. Revolution Adding “innovations” incrementally Choice in tools, public exposure Requiring v. Promoting participation The Dictionary v. the Models / Cross-Class hub Extending the Conversation, Joshua Danish

50. Acknowledgements Indiana University School of Education Initiative to Enhance Distance Education Dan Hickey and Kylie Peppler Noel Enyedy & William Sandoval for their help in developing a prior iteration of reading list Richard Lesh for discussing the modeling approach The open source and free software communities Maggie Ricci and the Indiana University TLTC The students! Extending the Conversation, Joshua Danish

51. Questions, suggestions, or thoughts? Email: jdanish@indiana.edu Twitter Course-related: @DrDanish This talk: #IUp574 Other: @JDanish http://www.joshuadanish.com/talks