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TOOLS FOR MULTIMEDIA DATA PROCESSING Tools for Processing Video and Digital Sound Tools for Sharing digital products on Internet Tools for threading voice comments on digital objects Tools for Building web pages TOOLS FOR TIME AND ACTIVITY MANAGEMENT

10  10  11  13  13  14 

L  for Learning Environments CONSTRUCTION OF CONCEPTUAL AND MIND MAPS CONSTRUCTION OF CAUSE-EFFECT MAPS MATHEMATIC MODELS: CONSTRUCTION AND EXPLORATION SIMULATIONS AND GAMES: CONSTRUCTION AND EXPLORATION LECTURE NOTES AND FLASH CARDS: BUILDING AND USE CREATION OF DIGITAL PORTFOLIOS CREATION AND USE OF RUBRICS

15  15  17  17  18  18  19  19 

A  for Access to cultural, and intellectual capital SEARCH ENGINES AND DIGITAL TAGGING ELECTRONIC ENCYCLOPEDIAS SUBSCRIPTION TO ELECTRONIC INFORMATION SERVICES List Serves RSS Channels DICTIONARIES, TRANSLATORS AND THESAURUSES EDUCATIONAL PORTALS DIGITAL TOURS THROUGH MUSEUMS AND COLLECTIONS

21  22  23  24  24  25  25  26  28 

C  for Communication TOOLS FOR INTERACTING ASYNCHRONOUSLY Email (electronic mail) Text messaging and chat rooms Social messaging via Twitter Social/virtual networking in education Digital Diaries, also called, Blogs The Wiki and collaborative knowledge building Collaborative productivity tools Network Forums Video lecture capturing TOOLS FOR SYNCHRONOUS INTERACTION Chat rooms Multimedia Instant Messaging Systems Video Conferencing Systems

31  31  32  33  33  34  35  36  38  38  39  40  41  41  42 

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TOOLS FOR HYBRID SYNCHRONOUS / ASYNCHRONOUS INTERACTION43  Course delivery systems 44  Community management systems 44  E  for Exploration of learning objects DIGITAL MANIPULATIVES THAT SUPPORT CONJECTURAL EXPLORATION Some Resources for Manipulating Scientific Digital Objects Some Resources for Digitally Manipulating Mathematical Objects LEARNING THROUGH EXPLORATION AND CONJECTURE Web Explorations Digital Exploration of Our Planet

47  48  48  50  51  51  52 

Using ICTE to improve teaching PROFESSIONAL DEVELOPMENT WITH ICTE Personal growth with ICTE Career advancement with ICTE COURSE ENHANCEMENT WITH ICTE ICTEs embedded in course requirements ICTEs to enhance teaching strategies

55  55  56  58  59  60  61 

About the author

65 

Acknowledgements

67 

Glossary

69 

Works Cited

73 

Reference List for ICTE in footnotes

76 

 

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C

for Communication

Type-C information and communication technologies almost do not require presentation here, since a great majority of people, young and older people are currently using these tools with proficiency on a daily basis. The common denominator is “people interaction mediated by digital systems.” The differences between the types of C tools have to do with whether (1) the interaction happens asynchronously (data streaming in one direction at a time) or synchronously(data streaming in both directions at the same time); (2) communication uses textual, oral or multiple media; (3) the dialogue is moderated or not.

Tools for Interacting Asynchronously Asynchronous interactions have helped to overcome space and time communication barriers in order to achieve dynamic dialogues. There is a growing number of tools to support asynchronous interaction. In the following paragraphs we will discuss the educational uses for some of these. Establishing a PLACE for teaching technologies 

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Email (electronic mail) Electronic mail systems allow receiving, sending and storing digital messages in electronic mailboxes. Digital messages can include different types of content via texts, images, photos, sounds, videos, or website links. A digital mailbox also associates an identifier to be shared with others and a password that only the proprietor knows. In addition to email for private communication with others, email also makes possible deferred electronic interaction between members of an educational community. Nevertheless, it can be very wasteful and ineffective when it is used to support the educational processes of groups. Interacting in this individual way with many people requires hours of reading and answering messages. Imagine receiving 40 messages from students and trying to correspond with each one of them. In this case, other approaches would be more effective (for example forums or list serves) that address common shared interests leaving personal issues to be discussed in private chat rooms or by email. In order to take advantage of email it is necessary to develop:      

The habit of downloading and reading the mail periodically The capacity to process legible written messages. The ability to identify legitimate messages (many are junk mail) and create user lists (to simplify interactions). The criteria for opening or discarding attached files (many viruses arrive this way). The strategy for organizing information that has been sent or received (otherwise email would be unmanageable). The ability to respond to one or several users (streamlining the effort). Many Internet Service Providers (ISP) offer free email with abundant storage capacity (about 6 gigabytes), virus protection, text or hypertext messaging. For example, Google’s GMAIL [86], Yahoo’s YAHOOMAIL [87], and Microsoft’s HOTMAIL [88].

86 87

http://gmail.com http://yahoo.com

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Text messaging and chat rooms The idea of digital communication via text has been expanded to the world of cell phones and chat rooms. While text messaging via cell phones can be considered asynchronous communication—sender and receiver do not need to interact at the same time—conversations using text-based chat rooms are typically a synchronous process—participants need to be in the same chat room at the same time. There are those who are fully against the use of text messaging via cell phones in educational environments because they believe that dialogues are imminently social and that texting does not favor the use of good language. However, these systems reach audiences in a very effective way. This can be considered an alternative way to reach students who do not read email, informing them about events, requirements and important opportunities. At the same time, this type of use can be disturbing when students do not follow rules of engagement for the use of these devices in educational settings. Text-based chat rooms are now used less frequently because multimediabased group instant messaging systems are easier to use. When bandwidth is limited, this type of synchronous text messaging can be very useful. It can also be utilized as a complement to voice or video-based messaging systems since text chat rooms allow documenting important ideas that emerge from oral conversation via voice-on-Internet. Social messaging via Twitter Twitter [89] is a free social messaging utility for staying connected in real time through the exchange of quick, frequent answers to one simple question: What are you doing?. Twitter limits you to 140 characters and spaces per post (or per "tweet"). You can follow others Twitter uses on your home page.

Doug Belshaw's teaching.mrbelshaw.co.uk blog says “I think Twitter could be ideal for reminding students about homework, trips and such things, especially as they can enter their mobile phone number to be

88 89

http://hotmail.com http://twitter.com/

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alerted when one of their ‘friends’ updates their account. The advantage is that you don’t need to know the phone numbers of students to get messages onto their device: they are the ones who authorize their mobile phone from the website and they subscribe to your Twitter feed” (cited in http://web20teach.blogspot.com/2007/08/twitter-tweets-for-highereducation.html Available the 20th of June, 2009). Social/virtual networking in education There is no doubt that social networking is a powerful way to get and keep in touch with friends, colleagues, and people who share a common cause or interest. Many of us have re-initiated relationships with friends by using social/viral networking tools such as Facebook, MySpace, or LinkedIn. All of them have the ability to put together people who have an affinity (family, hobbies, work, school, etc.) and who decide to get in touch as virtual friends. This role lets you share, from your profile, information resources such as messages, pictures, videos, and other virtual components. Your contacts (virtual friends) share their contacts, which fortifies the network. However it is not so clear how social networking can be used in support of academic initiatives. An Inside Higher Ed blog available Jun 30th, 2009 at http://www.insidehighered.com/news/2008/08/19/facebook mentions that “As colleges have worked over the years to solidify their Web 2.0 presence and reach out to students where they're most likely to congregate online, there's often a glaring omission from their overall Internet strategies: social networks. That's not so much an oversight as a hesitation, with many institutions still debating whether to adopt social networking capabilities of their own or grit their teeth and take the plunge into Facebook, with all the messiness and potential privacy concerns that would imply”. FACEBOOK [90] is a social utility that helps people communicate more efficiently with their friends, family and coworkers. (Facebook Corporate page, available at http://campusfirewatch.com/reprints/web2glossary.html on June 30, 2009).

90

http://www.facebook.com/

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LINKEDIN [91] is a social networking website geared towards companies and industry professionals looking to make new business contacts or keep in touch with previous co-workers, affiliates, and clients. (Definition available June 30, 2009, at http://www.hudsonhorizons.com/Our-Company/InternetGlossary/LinkedIn.htm) MYSPACE [92] is an online community that allows friends to keep in touch and meet new people as well. Anyone who is at least 14 years old can sign up for a MySpace account at no cost. Once you sign up, you can customize your profile by adding information about yourself, listing your interests, hobbies, and educational background, and uploading photos of yourself and your friends. You can also create your own blog for others to read. (Definition available June 30, 2009, at http://www.techterms.com/definition/myspace).

Digital Diaries, also called, Blogs Physically, the closest thing to a blog (Binary Logs, also called Web Logs) is a web page; that is, an Internet space where information is published and shared using hypertext that allows the use of colors, different sizes and types of fonts as well as links, graphics, sounds and animations that may or may not be controlled by the user. The big difference with a web page is that the blogs are time-sensitive organized contributions. Another important difference concerning blogs is that they allow for feedback which gives readers the opportunity to comment in public (post). Many blogs have tagging systems that allow labels “to follow” the contributions being posted. This is accomplished by surfing the descriptors on the tags. Some contentions exist, regarding truth, privacy and security vs respect for the first amendment. Every time a blog is used the creators and those who are making the commentary can say what they want without the scrutiny of editors or those responsible for the website. Students are exposed to many points of view, or commentary, which are not always desirable for a formative scholarly process. So while there are temporary solutions such as requiring students not to use complete names, or not to include photos in public blogs in order to protect their identity, there is

91 92

http://www.linkedin.com/ http://www.myspace.com/

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still the issue of intellectual property rights that support one’s sharing ideas or feelings in public. There are also those who think that the solution is having an educational intranet that will have blog systems that can only be consulted by authorized users, or having limited domains defined by a certain type of user subject to restricted access based on their profile (blogs for students, teachers, director, etc.). The most known open access blog system is BLOGGER [93]. This is a free service that is a part of the resources offered by Google to its users. It allows the user to create a blog account in the language that s/he prefers and to share authorship with friends. WORDPRESS [94] is one of the best known tools for integrating blog services, that is, placing contributions of distinct blogs together. It is an open source content management system distributed under GPL (General Public License); it uses a friendly WYSIWYG interface (What you see is what you get).

The Wiki and collaborative knowledge building Wikipedia (2007) says a wiki is a collection of Web pages designed to enable anyone with access to contribute or modify content, using a simplified markup language. Wikis are often used to create collaborative websites and to power community websites. Wikis are used in business to provide intranet and knowledge management systems. At first glance, a wiki is very much like a blog which allows the individual user to create, not just browse or read. Nevertheless, blogs and wikis are very distinct interactive tools. 

93 94

A big difference is that every page of a blog is individually authored, while each wiki page is collectively authored. In a blog it is easy to identify who wrote what and when because each contribution has author identification, date and time of the last modification. In a wiki, the history keeps record of who contributed what and when, but the final version is a collective

https://www.blogger.com/start http://wordpress.org/

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



product and the end user does not keep abreast of the ideas presented by each contributor. Wikis’ history preserves the contributions to each page making it possible to find previous versions, using them as the actual page if necessary. Blogs do not preserve previous versions of a page; the author can edit them whenever he desires; however, when they are saved, the page is changed forever. Blogs publish pages in chronological order, while a wiki publishes pages as they are being constructed, always presenting the current version.

According to Pearce (2005) the wiki is gaining traction in education, as an ideal tool for the increasing amount of collaborative work done by both students and teachers. Students might use a wiki to collaborate on a group report, compile data or share the results of their research, while faculty might use the wiki to collaboratively author the structure and curriculum of a course, and the wiki can then serve as part of each person's course web site. A report on Wikis from Educause Learning Initiative (2005) highlights pros and cons about wikis in education: Wikis allow faculty and students to engage in collaborative activities that might not be possible in a classroom. Their flexibility will encourage broader adoption [of wikis]—by both students and faculty. A wiki’s versioning capability can show the evolution of thought processes as students interact with the site and its content and allows for teachers to assess an ongoing project in ways not previously possible. Because users can modify the content of a wiki (add to, edit, delete materials), allowing such manipulation of the site’s information carries some risks. Thus, wikis are often monitored to ensure that inappropriate language, spam, and incorrect or inappropriate content are not allowed. This can be both timeconsuming and personnel-intensive. As a result, many wikis require authorization so only group members can modify content. In order to diminish the risk of using open access wiki tools for collaborative knowledge construction, wiki spaces ought to have Establishing a PLACE for teaching technologies 

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membership and accepted rules. In this way, what is published is supported by a known author, and vandalism (e.g., leaving undesired footprints) is minimized. Some of the most famous wiki engines are found at MEDIAHAWK [95], WIKIDOT [96], WIKISPACES [97], WETPAINT [98], all of them open access wiki systems that control who contributes through membership. It is possible to create web pages for each one of the tasks to be done, or for each group of collaborators.

Collaborative productivity tools The wiki philosophy has been implemented with productivity tools (see P based ICTE), both for open access and commercial tools. GOOGLE DOCS [99] is an open access application that supports the wiki philosophy in regard to word processing, spreadsheet or presentations building. It allows the collaborative work of creating, editing, and publishing text documents and/or doing digital spreadsheets on the web. The final work can be exported to different formats. People who want to collaboratively create and professionally edit documents may consider using OFFICE LIFE workspace [100] from Microsoft, provided that all collaborators make use of Microsoft’s Office. It is announced [ibid] that in a few steps you can organize, manage and share documents, notes, spreadsheets, presentations, contacts, to-do lists, and more. You can add one or more documents including Microsoft Office Excel worksheets, Office Word documents, and Office PowerPoint presentations.

Network Forums Network forums are systems which allow discussions in virtual spaces. Topics are debated using digital tools that allow one to take an active part in the collective analysis and construction of knowledge. A network

95 96 97 98 99 100

http://www.mediawiki.org/wiki/MediaWiki http://www.wikidot.com/ http://wikispaces.com http://www.wetpaint.com/ http://docs.google http://ask.officelive.com/workspace/

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forum has one or more discussion seeds, planted by the forum facilitator. Participants can respond to single postings by replying to them, or can thread ideas by using illation strategies that lead to creation of collective knowledge. The scope of the forums is bound to the communities that they serve; this is to say, the forums are conducted among people who belong to a certain group or virtual community, people who share certain interests or objectives and who feel comfortable exchanging ideas with other participants (Collison, Elbaum, Haavind, & Tinker, 2000). Management Systems for Group of Interests like those offered by YAHOO GROUPS [101] or GOOGLE GROUPS [102] have made it possible for many educators and students to participate in web communities united by common interests. In order to belong to a group it is necessary to enroll by invitation or by application (some communities are restricted, others have free enrollment; some have one moderator or several moderators who control the information and others do not have any). In order to participate, it is necessary to register using a key and to follow web etiquette. To track the activity of the group or virtual community, email can be used to update any developments and report frequency of use and other issues. Systems for administering interest groups not only offer the possibility of doing forums, but allow information to be shared directly (organized files in folders) or by links to web sites where the information is available.

Video lecture capturing There are different occasions in which faculty need to present content using digital video. Depending on the need, various tools are available. Short video episodes capturing the presenter and materials that s/he is using, can be prepared with Tools for processing video and digital sound and shared on the internet using Tools for sharing digital products on Internet., both discussed in this book, under the topic, Productivity However, when it is convenient to upload a lecture longer than 10 minutes, the above solution might not work because of the restricted size of videos that can be uploaded to free servers. At this point, access to streaming video 101 102

http://es.groups.yahoo.com/ http://groups.google.es/

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servers (also called digital repositories) where large size videos can be uploaded and accessed if needed. Regardless of the lecture size, there may be a need to give students direct access to content embedded in video lectures. This may be the case of remedial course units where students need to review concepts as they use them; that is, without having to review all the tapes; only those episodes where each concept is mentioned. Students may also not have good learning skills and may need to refine concepts by reviewing explanations or segments of a video that deal with hard-to-learn topics. Video lecture capturing systems help solve this problem. Commercial systems such as TEGRITY CAMPUS 2.0 [103] and open access systems such as PANOPTO [104] allow faculty to record their presentations and to share them online via streaming video. In addition, they allow viewers to search for keywords through metadata embedded in power point presentations, and to surf through the thumbnails of the slides. These features have positioned these products as resources that can help students selectively review explanations about topics hard to understand without listening to the whole tape. Faculty can create collections of video recordings that are available to complement classroom sessions and that they can link from online course shells at the learning management system in use. Also, faculty can follow students’ activity online and do research on learning and teaching supported with multiple media.

Tools for Synchronous Interaction Synchronous interactions on the web that permit live dialog (chat) using text, voice or video through the Internet are becoming increasingly important to individuals who must agree on a single digital space.

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http://www.tegrity.com/ http://www.panopto.com/

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Chat rooms Chat rooms were mentioned before as allowing synchronous text conferencing between people that agree to meet at a given time in a given virtual space to talk about something of shared interest. Their great virtue is that there is practically no limit to the number of participants who can simultaneously follow or actively participate in the conversation; this may be, at the same time, their major weakness, since depending on the number of postings per minute, the complexity and speed of the interaction can become an issue. Another issue in these rooms is the type of conversations that can emerge. There is social dialogue and then there is pragmatic dialogue. Moderators typically promote social dialogue in private text interactions among participants, while pragmatic dialogue is fostered via interventions that either help focus or deepen the dialogue. Since chat rooms can remain open during long periods of time and their content can be saved as long as needed, the scope of text-based chat rooms is wide and asynchronous interaction may happen. Multimedia Instant Messaging Systems Multimedia instant messaging systems are well known synchronous interaction devices. They permit sending and receiving messages between users who have previously agreed to establish communication using voice or video on the Internet, with the possibility of chatting via text and of sharing digital files as needed. These systems are deployed in a virtual space that the instant messaging system creates for each group. Multimedia Instant Messaging Systems such as SKYPE [105], MSN Messenger [106], AIM [107] and ICQ [108] are very popular not just for being free but also for allowing effective multimedia online interaction with others; they are easily available, expansive and very powerful. These systems allow a user to know which of his contacts are online and their level of readiness (available, busy, out -to-

105 106 107 108

http://skype.com http://www.msn.com/ http://dashboard.aim.com/aim http://www.icq.com/

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lunch). They also allow for the blocking or enabling of individuals on the contact list, the saving of textual conversations, knowing if your partner is typing a message in the dialog window, and expressing feelings and sensations through icons or animations. On the other hand, it is possible to dialog with groups, each with its own identifier (photo, drawing, font), and one or more parallel conversations using digital cameras, microphones and speakers. A variant of these systems is Internet Telephony. This feature is available in SKYPE and other voice-on-internet providers, where in addition to providing a system of voice and text interaction on Internet, it is possible to rent phone lines that are handled by the network at a reduced price. Educationally, multimedia instant messaging has garnered a lot of strength among the members of learning communities. Free tools like PRONTO [109] that run on multiple LMS platforms make it possible for members of each virtual classroom to interact by voice or text so that the members of the educational community may be active. Personal experiences using this system in faculty development and graduate courses show that it is an effective way to contact students (who often do not read their email) when you make the tool available to them. It also builds community with and among them by holding voice dialogs and text chatting.

Video Conferencing Systems Video Conferencing (VC) is becoming an increasingly important way to engage in educational or organizational activities that require direct multimedia interaction among participants who are physically distributed. Each of them needs to have access to an internet connection with high bandwidth, use of a headset to be able to listen and talk without echo, and install those tools required by the VC System that make multimedia interaction viable. The number of participants, the need to record the interaction or not, and the security policies and licenses available all impact the selection of best VC systems to use. Some instant messaging systems—such as SKYPE and MSN—offer users the possibility of videoconferencing between two people; each member should have a web cam and headset, and be connected to

109

http://www.wimba.com/products/wimba_pronto/

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a high band width Internet service. Extensions of these systems— like FESTOON [110]—allow the grouping of up to six users limited by the communication channel that is available (the frequency of images can limit and reduce the sound when there is narrow bandwidth). Integrated platforms for videoconferencing also exist for large numbers of users such as iLINC [111], WIMBA [112] and ELLUMINATE [113], from the commercial side. DIM DIM [114] and WizIQ [115] have won good reputation as reliable and expandable open access systems. In these platforms there are virtual classrooms in which the instructors have privileges and can deploy electronic presentations, present websites, share resources with participants, like managing oral dialog with icons that ask for the floor, applaud, ask a question, etc. The participants must have headsets and microphones, but when the quality of the Internet communication is unknown the telephone may also be used. It is always possible to use text and voice chat. For those who do not attend the session, it can be taped and posted on the Internet as a streaming video. It is also possible to use ICTE that allow video and high quality sound, that use sufficient bandwidth and that demand investment in equipment and communication services at each communication point. This is the case of videoconference rooms with POLYCOM [116] equipment which makes dialogs possible among groups in different places who can see and hear one another.

Tools for hybrid synchronous / asynchronous interaction Learning communities such as courses and study groups usually need to combine different types of resources and interaction spaces. In support of this there are course/learning management systems and community management systems that let faculty and students benefit from a variety of opportunities.

110 111 112 113 114 115 116

http://festoon.softonic.com/ http://www.ilinc.com/ http://Wimba.com http://www.elluminate.com/ http://www.dimdim.com/ http://www.wiziq.com/home/ http://www.polycom.com/index2.html

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Course delivery systems Learning Management Systems (LMS) and Content Management Systems (CMS) are used to support course activities (e.g., instruction delivery, students’ interaction, knowledge building, testing) and to simplify administrative tasks such as grade management. Each of these systems include forum management utilities. Discussions are conducted in global forums (involving all community members) or group forums (involving only select members from the community of learners). Some of these forums are moderated (a facilitator helps to maintain the focus and deepen the discussion) and others are open, unmoderated (e.g., social or technical ) forums. Most of LMS and CMS also allow blogs and wikis to be included to support reflection on learning objects with blogs and/or collaborative creation of knowledge with wikis. MOODLE [117], acronym for “Modular Object-Oriented Dynamic Learning Environment”, is an open source solution that has garnered wide popularity within the community of users who utilize, maintain and improve it. The same situation exists with SAKAI [118], an open source environment used to foster collaboration and learning in education. Commercial LMS, such as BLACKBOARD [119] and WEBCT [120] are strongly supported due to their high quality applications and support services. Recently, these two companies merged in order to make their LMS capabilities even stronger.

Community management systems Professional development does not always occur in terms of courses but through voluntary participation in learning communities, in particular, communities of practice. Social networking can be a solution particularly when it is driven by the participants; that is, when they have the opportunity to co-lead the effort by having full control of technologies in use.

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http://moodle.org http://sakaiproject.org/portal http://blackboard.com/ http://www.webct.com/

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Open access solutions such as NING [121] can be useful. The creator defines what resources s/he wants to encourage participants to use (e.g., forums, blogs, pictures, videos), and invites initial members. Each person can invite other people and the network grows as the voice of its relevance is spread. SECOND LIFE [122] is a free online virtual world imagined and created by its Residents. It is Internet’s largest user-created, 3D virtual world community. From the moment you enter Second Life, you'll discover a fast-growing digital world filled with people, entertainment, experiences and opportunity.

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http://www.ning.com/ http://secondlife.com/showcase/education/

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