Schedule

 

Session One: Tuesday, January 6

 

Break

Learner lectures: Gabriel Harris

Personal wiki pages

Inquiring forward

Instructor introduces each theme area and texts.

Each of the initial groups is a co-teaching team. Next week is our first teaching team, and instructor will meet before next week’s class meeting  with the team that co-teaches the third class meeting.  How team co-teaching works.

Next time: if you show up, you are in the class. If you are going to drop, do it before then.

 

Assignment for next week

  • Introduce yourself in the forum if you haven’t done so yet. Post in the forum outside the introductions topic. Return a couple times..

  • Blog about your learning so far, your expectations, the role of social media as you see it at this point.

  • Create your personal learning journal on the wiki.

  • (Draw by hand, then scan as a .jpg, or use online concept-mapping media such as  bubbl.us or cMap tools  or Visual Understanding Environment or Google Docs Drawings for concept maps Part One andGoogle Drawings for Concept Maps Part Two (and them as a jpgs) to create your own concept map of how you now see the subject matter of this course; use this syllabus as a guide, but don’t copy it, rather try to sketch your own map of the territory. Upload your scan of your hand-drawn map or expert your online map as a .jpeg and upload it to a blog post. You will make another concept map at the end of the quarter, depicting what you will then now know about the subject matter

  • Read the texts for next week. Come to class with a 3X5 card with your name and one question you would pose for class discussion about each required text and which you are prepared to address yourself. Write legibly. This is a regular weekly assignment. Put some thought into it: what question raised by each text is most important for you and others to learn more about? Record your questions in your personal learning journal.

  • Start communicating with your co-teaching team and co-learning team. Create a wiki page for your team. Co-teaching teams: Arrange to meet in person at least two weeks before your session.

  • Starting this week, 2 students will sign up each week via the 2015 learner lecture series wiki page to make a seven-ten minute presentation each week in any medium but PowerPoint about an important  idea, issue, question posed by one of the recommended readings. Explain or convince us about why your point is important. This is not a book report. This is an opportunity for learners to teach each other by finding, distilling, and expressing something they, in their informed judgement, think the rest of us would benefit by knowing.
  • Coteaching team for Week Three: meet with me during my office hours next week. Email me howard@rheingold.com to confirm.

 


 

Session Two: Tuesday, January 13 (Roots and Visions)

 

To begin:

  • Co-teacher collects 3X5 cards.
  • Pass around Whole Earth Catalogs
  • Questions?
  • Review wiki, forum, blog
  • Venn diagram: DOD, visionaries, counterculture, IT industry, venture industry

Instructor:

Co-teaching team

  • Facilitates a learning activity
  • Provokes and facilitates discussion of at least one of the questions submitted by other students.
  • Posts words and phrases to be defined to the lexicon wiki list of theme-specific terms — defines two and leaves remaining definitions for others
  • Conducts an attention probe
  • Keeping in mind the texts and themes explored in class, creates two topic threads in the Forum
  • Assigns the blogging theme — question, reflection, exploration, critique, analysis, exercise — for students to write in the coming week, based on the texts and discussions of today’s session.
  • Responds to each co-learner’s blog post.

 

Break

Instructor:

Introduces next week’s readings on Imagining Community

Assignment for next week

  • In addition to your forum contributions, read this about forum discussions.

  • Use the forum to decide on group projects by next week: Propose a project in the collaborative projects thread; discuss and enroll in a project via comments in that thread;one team of three, two teams of two; if students don’t self-select teams of two or three, people will be assigned to teams to even up numbers. Refer back to the clusters of questions from the first day for potential project ideas.

  • Start and account on Diigo.com and start tagging social bookmarks for subjects that interest you or for your group projects. Come up with a hashtag for your project and also add comm282 as a hashtag.

  • In addition to whatever else you want to reflect on in your personal learning journal, reflect about the process of self-organizing collaborations, collaborative lexicon-bulding.

 

 


 

Session Three: Tuesday, January 20 (Imagining Community)

Learners:

Instructor:

  • Assign students to project teams who are not already on a team: Groups should start wiki pages, agree on charter, document in forum with link from wiki or in wiki talk pages.
  • Learning Labs, Presentation Media, Schedules, Texts — use the wiki to support you learning.

This week’s co-teaching team:

Instructor:

  • Introduces next week’s readings.
  • Attention to Attention in the Age of Screens. Prezi.  Video.

 


 

Session Four: Tuesday, January 27 (Virtual Community and Real Life)

Instructor:

  • Invites discussion about differences between forums, blogs, wiki: what have we learned, how does each medium feel, afford?
  • Lexicon
  • Attention to Attention in the Age of Screens. Prezi.  Video.
  • Instructor’s annotated links: “Can You Hear Me Now?,” “The Autumn of the Multitaskers,” “The Myth of Multitasking
  • Group projects must have by the end of this week: Wiki page with rough description of project and a team charter (to which all agree) describing each team-member’s responsibilities, deliverables, and milestones. These are not separate projects. Each team-member’s contribution must integrate with the other contributions. Five keys to successful student collaborations.
  • No more posts on Monday. One of your two forum posts must be made before Thursday
  • Three-Step Interview – (Time on task: 15 to 30 minutes; Group size: 2, then 4)
    • Students are initially grouped into pairs whereby each student takes a few minutes to interview the other about the material that was read online
    • Students themselves come up with questions initially which they would like to ask, and after each member in the pair has interview each other, the pair summarizes their partner’s responses and then shares them with another pair of students
  • See list of interactive presentation resources. Also be sure to look at lists of activities.

Learner Lectures:

This week’s Co-teaching team:

Assignments:

Student-composed mid-term: By Thursday midnight, email instructor with one question from any of the readings, including the readings for next Tuesday (Identity and Presentation of Self). Question should be answerable within two minutes. Come up with a question that calls for understanding an important concept or issue from one of the texts we’ve read and discussed.


 

Session Five: Tuesday, February 3 (Identity and Presentation of Self)

Instructor:

Assignments:

Group projects:  By next week, please add a description of what each team member will do. Set milestones for each team member and also create ways to communicate about how each team member’s part of the project connects to each other member’s work. Document your decision-making process through the comments attached to your main wiki page for the project.

Additional assignment for the coming week: read Discover what your digital footprint says about you and ask yourself the following questions, recording your answers in your learning journal  (if you don’t have enough of a footprint to get into this level of detail, write a mid-term reflection t about what you’ve learned so far):

  • What are you proud of?
  • What are you surprised to see?
  • Is there anything you are embarrassed about?
  • What might you want to change or do in the future to ensure your footprint accurately respresents the picture you want to convey?

 


Session Six: Tuesday, February 10 (Social Networks)

Instructor:

Learner Lectures:

Co-teaching team:

Instructor:

  • Groups meet

 

Session Seven: Tuesday, February 17 (Social Capital)

 Instructor:

Learner Lectures:

Co-teaching team:

 


 

Session Eight: Tuesday, February 24 (Collective Action)

Instructor:

  • Reflection: In what ways have we achieved what we set out to do? In what ways have we fallen short? What can be done to improve?
  • About the recommended readings.

Co-Teaching Team

 


 

Session Nine: Tuesday, March 3 (Public sphere)

Learner Lectures:

Instructor:

Co-teaching team:

 


 

Session Ten: Tuesday, March 10 (Last Class)

  • Student Group Project Presentations

 


 

 

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