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Michael Hannafin University of Georgia.  ARPANET (late 1960s-early 1980s)  BBN links to/from US universities (1971-1973)  Internet emerges  Internet.

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Presentation on theme: "Michael Hannafin University of Georgia.  ARPANET (late 1960s-early 1980s)  BBN links to/from US universities (1971-1973)  Internet emerges  Internet."— Presentation transcript:

1 Michael Hannafin University of Georgia

2  ARPANET (late 1960s-early 1980s)  BBN links to/from US universities (1971-1973)  Internet emerges  Internet Development (early 1980s-today)  ARPANET shuts down (1990)  Internet 2/NSFNet established for research  Public access (domains, IP service providers)  World-Wide Web (1990s-today)  Democratization of Internet  Pages and Browsers v. Coding and scripting  Individual/personal v. corporate/educational applications  One-to-one communication (email, Skype, chat)  Web 20: Emergence of social media

3  Democratization of knowledge/information: user-generated, user-mediated, user-modified  Variants  Discussion Boards/Chat Rooms  Web pages  Facebook  Texting  Blogs  Twitter  Wikis  Gaming  Reviews/ratings  “Community” Networks  Hybrids

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5  Discussion Boards/Threads/Chat Rooms  Corporate, Commercial, Personal Web pages  Blogs Blogs  Twitter (Rep Weiner -Andrew Breitbart’s blog)Rep Weiner  Real-time updates/exchanges (TO v. in-field status)  Wikis/WikipediasWikipedias  Gaming  Reviews/ratings (Amazon, Angie’s List, DirectBuy)Angie’s ListDirectBuy  Community Networks (MySpace, Facebook, YouTube, online dating, Craig’s List)Craig’s List

6  Important distinctions  Individual/group sharable repositories (Google Docs, Sakai)sharable repositories  Distributed research/knowledge building communitiesresearch  Remote undersea exploration teamsundersea exploration  International R&D collaborationscollaborations  Business networking sites (LinkedIn)LinkedIn

7  Specify and clarify defined “core” knowledge- skill required or expected  Anticipate and address “public” misconceptions, challenges to core understanding  “Target” and utilize specific SM apps aligned with goals and objectives  Stimulate, sustain and direct understanding via SM  Differentiate impact on “learning” (knowing) from “performing” (deciding/acting)

8  Hoaxes (AP: GE to “repay” tax refund (April, 2011)) Hoaxes  Source credibility (Pierre Salinger Syndrome: downing of TWA 800 (July, 1997))  Reliability of information and source(s) (competing, contradictory (OMB v. political party cost-benefit estimates of Obama health care reform) Reliability of information and source(s)  Motivation/agenda of contributors (advocacy, political, economic (e.g., Maddow (MSNBC) v. O’Reilly (FOX))  Control/accuracy, interpretations, and inferences (Arab Spring, Egyptian resistance)Arab Spring  Unpredictable, unregulated consequences (Wikileaks criteria for submission-inclusion)Wikileaks  Inherent bias (left-right, socio-political, self-serving spin) Inherent bias

9  Whose “story” is being conveyed? how/why?  Students will access/use SM; plan accordingly  Clarify and distinguish “core” from socially- constructed knowledge-skill  Be wary of and ready to address socially generated “truths” and “facts”  SM, per se, has no underlying ethics or quality control mechanisms  Anticipate and address common misconceptions, challenges  The “enemy” will create own (competing) realities

10  Familiar to GenX/GenY?  Which criteria will guide decision(s)?  Which SM make sense? Why?  Contribution(s) to goals/objectives?  Problems, issues, complications?  Risks, rewards?

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