Transcript Sophisticated and Productive tools for Higher Education

Sophisticated and productive
tools for higher education:
Web 2.0
Tim Murphy - Director of IT Learning Centers & Technologies
Metta Lash – Reference Librarian
Vani Murthy -Library Technical Services Manager
Office of Information Technology
Montgomery College, MD
How can we benefit from the Web 2.0
revolution From simple tools that allow groups to
communicate to combining databases that
produce an entirely new product. Social
networking, wikis, blogs, RSS feeds,
videoblogs, and extensive use of multimedia
are changing the way we process and use
information.
Overview
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Web 2.0 – what it is
Why we should even care about this
Why we should be using Web 2.0
How your institution can explore this
technology
Our coveted list of popular & useful Web 2.0
tools
Higher Education Institutions
Facing same traditional challenges as today:
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Knowledge Management
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Communication/ Marketing
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Academic, student services
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Empowering employees/ enhancing productivity
So what is different?
Current students and future employees are changing:
Generation Y – Millennials:
Silent Generation
1925 - 1942
66 - 82
Baby Boomers
1943 - 1960
48 - 65
•Different Expectations about
delivery of Services
•Skill set is different
Thirteenth (Gen. X)
1961 - 1981
27 - 47
Millennial (Gen. Y)
1982 - ?
18 - 26
•How they process information is
different
Who are these Millennials?
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75 million people (36% of total population).
Almost as large but far more diverse than the Baby
Boom generation (31% identify themselves as
minority)
Technology natives/ Never knew a time without
computers
Their communication and technology use habits are
independent of the device - willingness to browse and
IM on the PC, on a smart phone, on their shoe if it is
enabled.
They consider technology to be mobile.
Time shifting their interactions with information and
communication. http://www.pewinternet.org/ppt/Teens%20and%20technology.pdf
“Continuous Partial Attention"
Linda Stone
Millennial Generation:
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Expect communication exchanges to be collaborative
and participative
Expect the ability to customize their technology
environment
Want and expect 24/7 services
Do not want to JUST be consumers of information—want
to create and share information
Want integration between tools—very little time to waste
Stone, Linda. - http://continuouspartialattention.jot.com/WikiHome
Potential Impact of Millennials on the
Institution:
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Provide information and services when and
where they need it
Use the tools and medium of communication
they prefer
Respect their need for time, collaborative work
habits, and interactive ways of communicating
Use new and emerging technologies—often
referred to as Web 2.0 tools.
Why Should We Care?
Millennials are our future customers
 In 6 years, they’re our workforce
 They’re embracing Web 2.0 tools now
– In the millions
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How passionate are they about this?
“I just can’t be a college student
without Facebook”
Michael Arrington’s Response -
What other brands
have this kind of
loyalty?
Heroin?
http://www.techcrunch.com/2007/11/13/i-just-cant-be-a-college-student-without-facebook/
This is a permanent change
We
cannot unscramble
the egg
This is probably not a
revolution but evolution
Tim O'reilly - http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html#mememap
Web 2.0 is:
…and Hundreds of
Thousands of others…
Web 1.0 vs Web 2.0
Web 1.0:
Top Down
Reading
Push
One way
Taxonomies
Owning
Web 2.0:
Bottom Up
Writing
Pull
Two Way/Many Way/Multi Way
Tags
Sharing
Just to name a few
Web 1.0 vs Web 2.0
From Dion HInchcliffe’s
Blog http://hinchcliffe.org/img/
web1vsweb2.png
Web 2.0
The web as platform to
deliver software services
 provide services independent of device
 provide a rich dynamic, interactive
experience
 Software that gets better the more
people use it
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Web 2.0
The Web is social and collaborative:
• Proliferation of online communities, chat
rooms, and social networks sharing
everything from thoughts to bookmarks to
music to photos
• Collaborative writing—not just reading but
writing rich content as well
KNOWLEDGE MANAGEMENT
Web 2.0 approach
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Collect - wikis, blogs
Organize - tagging
Discover - search and
retrieve
Share – RSS feeds
COMMUNICATION / MARKETING
Web 2.0 approach
Improve communication both horizontal and vertical
– Between team and project members
– Communicating effectively with clients
 Allow users to communicate with each other
 Improve customer service and
enhance customer relations
 Discovery of information no longer limited to
email and print
ACADEMIC STUDENT SERVICES
Web 2.0 approach
Instant, synchronous exchange of
information
 Digital Reference
 Virtual Advising
 Institutional or service presence in
Facebooks/MySpace
Empowering employees/ Enhancing
productivity
Web 2.0 approach
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Efficient use of available time
Do all Institutions need a
Web 2.0 strategy?
 Not
a revolution--It is a gradual
transformation with easy to use
tools without much structure, which
allow interaction, collaboration,
sharing, and content creation
Your School on iTunes
iTunes U – Penn State
Knowledge Management –
Institutional Tagging
Communication/Marketing
Customer Service - School Wide
Blogging
Academic Student Services Blog
Podcasting
Academic Student Services –
Virtual Advising
Empowering Employees
Top Ten List
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Google gmail, reader, widgets, tool,
docs, igoogle, etc.
Del.icio.us
YouTube
MySpace/Facebook
RSS - Feedburner
Top Ten List
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Wiki – PBwiki
Blogs – Blogger
Bloglines
Podcasting (front end)-iTunes
Podcasting (back end)– Audacity
IM – Meebo
Web 3.0?
http://www.personalizemedia.com/
IT’s Place in Web 2.0
Are
we passive or active
in this change scenario?
Do we have a plan?
Is this part of our future?
Questions?
Metta Lash
 Tim Murphy
 Vani Murthy
Complete bibliography and list of interesting
projects at:
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http://metta.pbwiki.com/Educause08
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–
Montgomery College
Office of Information Technology
– Maryland
Copyright © 2008
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Copyright Montgomery College, 2008. This work is
the intellectual property of the author. Permission is
granted for this material to be shared for noncommercial, educational purposes, provided that this
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