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LUMETODELLISUUS

Ref: Charis Tsevis, WSJ

IHMISTEN RAJAT HÄMÄRTYVÄT

KAUPUNKIEN RAJAT HÄMÄRTYVÄT

ORGANISAATIOIDENRAJAT HÄMÄRTYVÄT

JOHTAMINEN ON ENNUSTAMISTA.

W. Edwards Deming

Plan

Do

Check

Act PDCA

NEWTON

F=ma

LIIKE- ENERGIA(ENNUSTETTAVISSA)

VUOROVAIKUTUS- ENERGIA (ENNUSTAMATON)

NYTVUOROVAIKUTUSENERGIA ON LISÄÄNTYNYT

IHMISTEN JA ORGANISAATIOIDEN VÄLILLÄ

TEOLLIEN TYÖ VERKOSTOTYÖ

LOGIIKKA Toisto Tilannekohtaisuus

LÄHESTYMISTAPA Yksi ratkaisu Useita ratkaisuja

YMPÄRISTÖ Strukturoitu Itseorganisoituva

TAIDOT Toistettavissa Erikoistuneet

OPPIMINEN Just-in-case Just-in-time

MITTARITNopeus ja yhdenmukaisuus

Merkityksellisyysja diversiteetti

TYÖN RAJAT HÄMÄRTYVÄT

“What's the most pressing need in public education right now? Shut down the public education system.”– Alvin Toffler

"We don't need to reform the system; we need to replace the system."– Bill Gates

http://www.edutopia.org/future-school

OPPIMISYMPÄRISTÖJEN

RAJAT HÄMÄRTYVÄT

Ref: Tim Hand, 2007

INTERNET = PILVI

INFRASTRUKTUURI

ALUSTA

SOVELLUSKERROS

KÄYTTÖLIITTYMÄ

GoogleApp Engine

Amazon EC2

Google Apps

Google Chrome Android iPhone

SalesforceForce.com

Apple App Store

Amazon Web Services

Amazon S3

PILVILASKENTA JA -PALVELUT

Teknologia-alustat

Kommunikaatio-käytänteet+

Hajautetut ja läpinäkyvät

TYÖKALUT KULTTUURI

PILVIORGANISAATIOT

KOMMUNIKAATIOPARADIGMAN MUUTOS

LINEAARINEN TYÖMIKÄ KETJU?

ENNEN

• Point-to-point• Lineaarinen• Etukäteen määritelty• Ennustaminen

LUOVA TYÖMIKÄ KONTEKSTI?

NYT

• Kontekstipohjainen• Temporaalinen• Emergentti• Responsiivisuus

MEDIADIGITAALINENSOSIAALINEN

DNA

ANALOGINEN MEDIA

MEDIADIGITALINEN

TAUSTAKANAVA-TIETOISUUS

AALTOVAIKUTUKSET

AKATEEMISTEN TUOTOSTEN MENESTYMISEN MITTAAMINEN

SOSIAALISEN MEDIAN ARKKITEHTUURI

HAJAUTETUTSISÄLLÖT

SOSIAALISENMEDIAN HUBIT

TWITTERKÄYTTÄJÄLISTAT

KESKUSTELUN AGGREGOINTI

SOSIAALISEN MEDIANOHJEISTUKSET SAMASSA

KOULUTUS

OHJEISTUKSET

ESIMERKIT

PELISÄÄNNÖT

KÄYTTÖEHDOT

REKISTERÖINTI

KESKUSTELU

UKK

TUKI

DUKE DIGITAL INITIATIVETECHNOLOGY INITIATIVES IN SUPPORT OF TEACHING & LEARNING

PHASE I PHASE II PHASE III

!e Duke Digital Initiative (DDI) is a multi-year program of experimentation, development and implementation of new and emerging technologies to explore their e"ective use in support of the university's mission. !e goals of DDI are to promote innovative and e"ective teaching, to use technology in support of curriculum enhancement, to develop our technology infrastructure and to share knowledge about e"ective instructional technology strategies. CIT sta" have provided project management, consulting, training and technical assistance to faculty participating in DDI programs.

E X P E R I M E N T& TA R G E T

T R A N S I T I O N & E VA L U AT E

I N T E G R AT E & S TA N DA R D I Z E

Phase 1 Projects are intended to be exploratory and have specific programmatic goals. !ey are usually targeted to a specific group of faculty who either volunteer or are recruited to be part of the pilot program. !ere is close support between the faculty and a CIT project lead and individualized documentation and training. !e purpose of a Phase 1 project is to see how the technology is being used in a closely monitored setting and collect as much data as possible to continue to evaluate its e"ectiveness in the teaching and learning environment.

Phase 2 Projects take e"ective Phase 1 projects and begin to tackle the issues involved in making the technology more pervasive and the support more streamlined. !is includes providing centralized documentation and support, centralized circulation processes and collateral management, general promotion and advertising (instead of recruitment for adoption of use), and a continued emphasis on data collection. All of this is in an e"ort to see the program become a Phase 3 institutionalized o"ering.

Technologies which are in Phase 3 are fully institutionalized and embedded in existing systems for general use. !e equipment is just “there”. !ese are technologies that are still extremely useful in assisting in teaching and learning, however are no longer particularly innovative anymore (due to widespread acceptance/integration). !rough the first two phases, there is enough data collected to justify it’s use, so data is no longer collected or evaluated as part of the DDI. Support, documentation, circulation, management and training are all standardized and centralized. Essentially these o"erings are not considered part of the DDI anymore.

REMOTE COLLABORATION

VOICETHREAD

WORDPRESS

TWITTER

MICROPROJECTORS

MOBILE DEVICES

CIT program leads will work in conjunction with technical and administrative leads in OIT to establish WordpressMU (Multi-User) as a flexible publishing platform that can be used for teaching and learning activities at Duke. Under the pilot program, a

targeted group of courses, faculty, and/or programs will be identified and will be provided support and consultation.

Potential Use Cases: Website as course administration tool including syllabi, course materials, etc.; collection of individual or group-created student materials, a blogging platform for faculty or students; presentation tool; portfolios.

During brown bag sessions with selected faculty, the group will discuss the experiences of the active participants, discuss actual or potential issues with using Twitter (e.g. FERPA, logistics), demonstrate techniques, features and applications and try to generate new ideas

regarding how Twitter can enhance teaching and learning. It is possible that the Twitter program will have one or more joint meetings with the Mobile Devices program.

Potential Use Cases: Polling students within a class; sending/receiving information to/from a professor from/to students; passing along links to course related research/materials; following experts in the field.

FLIP CAMERAS!is program provides loans of simple-to-use Flip video cameras for undergraduate faculty and students, mostly for use in their courses. A mix of standard definition and high definition Flip cameras (300+ devices total) are

available for loan from the Link Service Desk. !ere is no reservation required.

Use Cases: Short documentaries; class assignments; recording interviews; recording “digital diaries”; recording group activities and presentations.

Featured Case Study: !ree DukeEngage students, for example, documented their eight-week independent-study project at the SAI Sanctuary nature preserve in southern India on their “Jungle Blog.” !ey produced a series of short films focused on environmental issues, including one about their work constructing a biogas plant, which turns cow dung into cooking fuel.

HEADSETS WITH MICROPHONESDDI has a number of tools to help make recording and remote collaboration easier. !e Logitech

Webcams come with a stand or can clip onto your computer. !ey work well with web conferencing software such as Skype or Adobe Connect and video chat or can be used to make recordings. Webcams are available to undergraduate students and instructors teaching undergraduate courses for four week periods from the Link. Headsets with built-in microphones and USB speakerphones are also available. Help learning how to use these tools is available at the MPS labs or for instructors, by appointment, from CIT.

Use Cases: Web or phone conferencing; voice-overs for video production.

IPOD WITH MICROPHONES!ese iPods can be used as medium-quality digital audio recorders and for typical iPod functions of music, photo and video storage and playback. iPods

can be checked out from the Link for a semester by anyone with a Duke card. Support for using the iPods is available at the MPS labs or for instructors, by appointment, from CIT.

Use Cases: Recording class lectures, guest lectures, or presentations; recording assignments in foreign languages; dictating notes while in the field; subscribing to content delivered through iTunes U.

MINI-DV CAMERAS & TRIPODSDDI o"ers several di"erent types of digital video cameras for faculty and student use. !ese cameras are available

for four week periods from the Link. If you need help learning how to use your camera, you can go to the MPS lab -- or if you're an instructor, you can make an appointment with CIT. MiniDV cameras are available in both standard- and high-definition. Tapes must be purchased separately and can record about an hour of footage each.

Use Cases: Recording class lectures, guest lectures, or presentations; video productions including documentaries, narratives, or adaptations; recording in conditions where an optical zoom or wireless microphone is preferred.

Featured Case Studies:

HARD DRIVE CAMCORDER KITS!is program provides a mix of high-definition and standard-definition video recorders with higher quality than

Flips, but relatively easy-to-use due to being hard-drive based rather than tape-based. Cameras (20 devices total) are provided at the Link Service Desk for check out by faculty and students for course work. !e hard drive cameras record to internal storage, thus negating the need for DV tapes and providing faster workflows.

Use Cases:

switching a tape is not possible.

WEB CAMS!is program provides loaner USB web cams (and through a separate program borrowers can also borrow USB headsets). !e web cams are provided at the Link Service Desk for checkout by faculty and students for course work.

Use Cases:

Featured Case Studies:

independent study in Kenya

IPOD TOUCHDDI's 20 iPod Touch devices will be loaned out as part of the 2009-2010 Phase 1 program for mobile devices, to a small class to investigate the uses of mobile devices in teaching. If no class has been identified by mid-semester fall 2009, the iPod

Touches could be loaned out individually and/or for other purposes.

Use Cases: Developing applications for the iPod Touch; music department iMixes for course listening materials; digital flashcards; accessing Duke on Youtube or Duke Mobile application; integration with Google maps.

We’ll explore uses for mobile devices in teaching by connecting people who are interested in using mobile devices in teaching, and providing opportunities for experimenting with low-barrier classroom techniques.

!e goal is produce standardized practices for those who are interested in using these devices in their teaching.

Potential Use Cases:

!is program would focus on synchronous collaboration via various collaborative technologies such as web and video conferencing

to support faculty and students with one-on-one, one-to-many, many-to-many meetings/interaction, and group collaboration on and beyond campus.

Potential Use Cases:

connecting two or more classrooms/sites together.

Voice!read is a third-party application which allows users to easily add text, audio or video comments to images or video media. It provides students and faculty a venue for secure group conversation and collaboration - with no

software to install. For 2009-2010, 400 licenses will be available to Duke faculty and undergraduate students to use in course-related activities.

Use Case:

reactions and to view contributions from their classmates.

!e DDI purchased a few microprojectors to evaluate the leading models on the market and determine whether any of these o"er functionality or benefits for teaching that standard projectors do

not. Projectors will be tested with the DDI iPod Touch devices to see if they could form a mini-“kit” for teaching.

Potential Use Cases: Ad hoc classroom - turn any wall into a presentation space; bring the classroom to the subject; outdoor applications; bring display to previously inaccessible areas in the field/abroad.

MORE QUESTIONS?

Contact a DDI Representative by email at

ddi-info@duke.edu

More information is available online at

www.duke.edu/ddi

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TEEMU ARINA

“This is not about what I produce. It’s all about what others receive.”

– Daniel Donahoo (2009)

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