Goals

1. Learn about instant messaging and how it is used and available.
2. Download and learn to use the OCS (Office Communicator) tool available to University of Kentucky faculty, staff and students.
3. Complete Assignments 1-2 (below).

Learning Outcomes

1. Identify a research topic or course that could benefit from adding instant messaging as an avenue of communication.
2. Discuss the potentials and limitations of using instant messaging with colleagues and students for the topic or course you have identified.

Instant Messaging

Instant Messaging allows two or more people to communicate in real time through text (on computer or mobile devices). An IM (instant message) may be sent back and forth for immediate response between two individuals or among a small group. Instant Messaging can be used to facilitate virtual office hours, tutoring, communication among students, communication among researchers, and more. Here’s a Wikipedia article as well as an EDUCAUSE article titled 7 Things You Should Know About Instant Messaging.

There are many instant messaging tools available for free use, including those that incorporate both text and audio/video. Some of them are Yahoo Messenger, Meebo (which will aggregate multiple chat tools, if you already have them, into one chat tool), AIM and Google Talk.

OCS (Office Communicator) is an IM tool provided by UK IT to all University of Kentucky faculty, staff and students free of charge. OCS enables instant messaging in the form of text and in the form of audio (if you have a microphone) and video (if you have a webcam), plus any combination of the three. OCS is available for both Windows and Mac operating systems.

It’s also important to know that OCS is connected to Live Meeting, a Web conferencing tool that UK IT also makes available free of charge to UK faculty, staff and students, and which can be integrated with OCS and Microsoft Outlook email. At this time, Live Meeting is available for use only with the Windows Operating System; TASC does currently offer Adobe Connect Pro for users who need another option. You can find out more about Live Meeting in the Web Conferencing section of Blue 2.0 (see menu at top left).

Assignment #1 – Set up your OCS instant messaging

(Estimated time to complete: approximately 45 minutes)

If you have a UK email account, you can get started with OCS now:

• Visit the OCS Wiki.
• In the left menu (column), click on Client Software.
• For your download, choose either UK Custom OCS R2 Client Installer (for Windows) or Microsoft Messenger for Mac Version 7.02 (for Mac).
• Follow the instructions in the Client Installation Guides section (left menu). Choose the guide that accompanies the software you are installing.
• Add a contact and test. (Not sure who to test with? Ask a colleague to do this exercise with you, or try someone in your IT support, who is likely already using OCS.)

Bonus: Once you have installed and begun using OCS, you may also connect to users at Western Kentucky University, Kentucky Community and Technical College System (KCTCS) campuses, Vanderbilt University, Indiana University and other sites. Here are the instructions for connecting to partners at those campuses (this page also lists all sites).

Tip: Once you have an account, you can also use Communicator Web Access. Click here for instructions.

Assignment #2 – Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 60 minutes)

1. In your Blue 2.0 blog (or wiki, notes or other reflections tool), identify a potential use for instant messaging in research, teaching, or other educational communications.
2. Discuss in your reflections tool how you might use instant messaging to further your goals for that activity. If possible, provide a plan for using instant messaging, then after following up with that plan, return to your blog and post your results, including thoughts about how to improve use if it did not go as expected.

Updated July 29, 2009

Goals

1. Learn what Web conferencing is and how to use it.
2. Identify available Web conferencing tools at the University of Kentucky and which tool is best for your use.
3. Participate in a Web conference.
4. Complete assignments 1-4 (below).

Learning Outcomes

1. Identify a course topic or a course-related use (or a research use) that could be addressed using Web conferencing.
2. Examine the benefits and drawbacks of employing Web conferencing in that use.

Web Conferencing

A Web conference is a live meeting that is conducted over the Internet. Participants may use their own computer or may be present in a larger room where a computer and projection is used to connect a group to another room or an individual. The participants in a web conference may also share their desktops to show documents, slideshows, images and more. You may also have heard of Webinars or Webcasts, which are similar but are usually more “one-way” or presentation style. A Web conference uses the technology to connect multiple participants who will contribute to a meeting-style event. Sometimes Web conferencing is used for “virtual office hours,” allowing students and instructors to meet without both physically being in the same location.

Several applications are available for Web conferencing, including Live Meeting, Adobe Connect Pro, Elluminate, Wimba, WebEx, GoToMeeting, and such free applications as Adobe ConnectNow, PalBee and Vyew, among others.

UK IT makes Live Meeting available. Live Meeting integrates with OCS (Office Communicator) and Microsoft Outlook, and it is available to University of Kentucky faculty, staff and students. Although OCS is available for both Windows and Mac users, at this time Live Meeting is available for use only with the Windows Operating System; TASC (Teaching & Academic Support Center) does currently offer Adobe Connect Pro for users who need another option.

Assignment #1 – Review the Resources

(Estimated time to complete: approximately 15 minutes)

1. Visit the UK IT OCS (Office Communicator) wiki
2. Click on Client Software in the menu (column) at left on that page. Do not download at this time; however read the descriptions for each item on the page. Note that Windows users should download both OCS and Net Meeting through the UK Custom OCS R2 Client Installer. (Mac users can only download OCS at this time.)
3. Visit the TASC – Adobe Connect Resources Page at http://www.uky.edu/TASC/AV/connectproresource.php (also available by visiting the TASC page at http://www.uky.edu/TASC/ and clicking on Adobe Connect Resources in the right column)
4. Scroll down on that page to review the hardware requirements for using Adobe Connect Pro on various systems.
5. Watch a demonstration of Adobe Connect Pro.
6. Once you have completed 1-4, do one of the following:
   • If you are working through Blue 2.0 in a group, wait for your instructions for using Web conferencing as a group. You may continue with Assignment #2 in the meantime.
   • If you are working through Blue 2.0 on your own, contact Patsy Carruthers at pcarr3@uky.edu to set up a appointment for an Adobe Connect Pro connection. You may continue with Assignment #2 in the meantime.

Assignment #2 – Troubleshooting/Update Flash

(Estimated time to complete: approximately 10 minutes)

1. If you will be using Live Meeting for your Web conferencing tool, visit the Troubleshooting page to familiarize yourself with known issues.
2. If you will be using Adobe Connect Pro for your Web conferencing tool, ensure that you have the most recent version of the Flash player. Do that by visiting http://get.adobe.com/flashplayer/ and following the download instructions.

Assignment #3 – Try Web Conferencing

You will recieve instructions for this activity from your facilitator or from Patsy. (See Assignment 1, #5.)

Assignment #4 – Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 30 minutes)

1. First, in your blog (or wiki, notes or other reflections tool), describe a course-related (or research-related) topic, event or use that would lend itself to web-conferencing (using at least text and audio; video is optional).
2. Second, discuss the benefits and drawbacks of employing web conferencing in that use.

Goals

1. Understand the terms podcast and podcasting.
2. Learn how to create a podcast.
3. Become familiar with a free podcast hosting service and post your podcast.
4. Learn how to access podcasting through iTunes.
5. Know how to request an iTunesU account at the University of Kentucky.
6. Complete Assignments 1-4 (below).

Learning Outcomes

1. Describe how podcasts could be used in your courses.
2. Create a sample, course-specific podcast.
3. Locate existing podcasts applicable to your courses.

Podcasting

A podcast consists of downloadable audio files that can be accessed through a laptop, a desktop computer or a portable audio device/mp3 player. There are also downloadable video files, sometimes also called podcasts but sometimes called video podcasts or vodcasts. Podcasting refers to the act of creating and distributing a podcast. What distinguishes a podcast from other downloadable audio and video files? A podcast is a series of audio files (or video files) that offers a subscription. The podcast is the series made up of single “episodes.” Having said that, current usage has transformed the word podcast to mean both the podcast series and a podcast episode. A brief and easy-to-understand description is available at this URL: http://www.fda.gov/oc/podcasts/podcasthelp.html.

To play a single podcast episode, you usually need only a player that has come pre-loaded on your computer (such as QuickTime or Windows Media; you may also listen in iTunes, but you will need to download the iTunes software). To subscribe to a podcast series, you will need to download software (usually free) that provides subscription delivery, such as iTunes, Juice, Odeo or another similar application. Once you subscribe to a podcast, those applications will search for new episodes and download them for you. You can also use iTunesU or a site’s RSS feed link to view new podcasts and download them individually instead of subscribing. Here are a few sites that offer podcasts:

• The Chronicle of Higher Education
• Open Culture: Free University & College Podcasts
• DarkHorse Podcasts (University of Kentucky Press)
• Podcasts at Penn State
• Art Mobs
• NPR
• iTunes U, the section of iTunes that offers university and lifelong learning content. Access through iTunes software (see Assignment #3).

Assignment #1 – Collect a podcast feed from a  Web site with a feed reader

(Estimated time to complete: approximately 15 minutes)

1. Log in to your feedreader (Bloglines, Google Reader or another feed reader of your choice). Review the feed reader module if necessary.
2. Test with “Tech Therapy” from The Chronicle of Higher Education. Go to http://chronicle.com/techtherapy/. (Do no click on the RSS feed information; stay on that page.)
3. To subscribe:
   1. If you are using Bloglines, go to your bookmarks/favorites and choose the “Sub With Bloglines” bookmark or favorite.
   2. Or use the instructions for your favorite feed reader. Often it is a matter of copying the URL (i.e. http://chronicle.com/techtherapy/) and pasting it into a subscription line or “add” line for your reader.
4. This step is applicable only in some feedreaders: At the subscription information page, click on the selection box next to the appropriate subscription choice (this is almost always the first one), if applicable, and then scroll to the bottom and click on SUBSCRIBE.
5. That’s it – now the feeds from Chronicle‘s “Tech Therapy” will show up in your Bloglines, Google or other feedreader. Note: Rather than downloading the podcast itself, the feedreader is accessing the information about the podcast feed, and sometimes a link to the podcast that can be played within your reader.

Assignment #2 – Create a podcast

(Estimated time to complete: approximately 60 minutes)

• Now you will create a podcast. First you will need to make a recording of yourself. Develop a sample audio file, not more than three minutes in length, that provides insight into how you could extend student learning outside of the classroom using podcasting.
  • To record your audio, check to see what recording software is already loaded on your computer, such as GarageBand on a Mac. Test to see if you can produce an audio file. If you are unsure what to do, or if you are unable to produce anything but a .wav file, it is recommended that you download software (see next step) for your recording purposes.
  • If you want to download a recorder:
    • If you want to download a free recorder that is usable on a Mac, PC/Windows, and Linux machine, Audacity is recommended. It is a basic audio recorder; no flashy add-ins or enhanced podcasts. Link to download and user instructions here. This may add up to 15-20 minutes to your completion time estimate.
    • If you are a PC/Windows user and want something comparable to the Mac’s GarageBand, you may wish to purchase software. Mixcraft ($64.95 as download) provides many of the same options, including add-ins and the capability of handling images for enhanced podcasts. This may add up to 20-30 minutes to your completion time estimate.
  • Access the helpful instructions for your software:
    • GarageBand: Podcast Creation instructions (thanks to Virginia Lacefield in IT Support Services for these instructions!)
    • Audacity: Download and podcast creation instructions
    • Mixcraft: Support page
  • Play with the recording software until you are comfortable recording and saving.
• Save your recording (file) where you can find it later.
• Export your recording (file), which may also be called a “project,” as a podcast, per user instructions. Save the podcast where you can find it later.
• Next, post your podcast.
  • You may choose any method you like to post your podcast. If you are not sure how to do it, then try Podbean, a free and fairly easy-to-use service. Go to http://www.podbean.com/ and sign up for a free account. Continue below for instructions for how to use Podbean.
  • To add a Podcast, click on the Publish a Podcast tab at the top of the Podbean page. You will be placed in your “Dashboard” (control) area. (Note: If you happen to use WordPress for your blog, the Podbean interface will look very famliar.)
  • Click Publish a New Show.
  • Enter the requested information. The box/window for “post” means that’s where you write a blog-like post that describes your podcast.
  • Below the “post” window is the podcast upload area. Click on Browse and locate your podcast file. Podbean supports many file types, so your file can be .mp3, .mp4, mp4a, .m4v, .mpg, .mov, .avi, .flv, .3g2, .3gp, .wmv and even others. Note: .wav files are not supported.
  • When you have located your file, scroll down and click on the PUBLISH button.
  • You’ll be dropped on to a page where you can click on the words view site. This will take you to your podcast home page.
  • Click and listen. Be sure to bookmark this page so that you can get back to it later and, if you want, share it with others.

Assignment #3 – Use iTunes to collect a podcast

(Estimated time to complete: approximately 30 minutes)

1. First, if you don’t have it already, you will need to download iTunes. Go here to download iTunes and follow the instructions.
2. After downloading and setting up iTunes, open the iTunes software (you do not need to open your Web browser first.)
3. In the left column, click on iTunes Store.
4. Scroll to the bottom of the page to see the iTunes Store links. Click on iTunes U.
5. Explore. Select a category. Click on one of the choices to see the episodes. Backtrack and examine other choices.
6. Notice that some of the offerings allow you to subscribe. (If subscriptions are offered, you will find that button near the top of the window, near a button that says “get tracks.”) That means that new tracks will automatically download into iTunes the next time you open it.
7. If you like, choose a podcast to download into iTunes (or subscribe). (To download or subscribe you may have to complete account information. You may be asked for a credit card for charging purchased items; that card number will not be charged if you are downloading a no-cost item.)
8. You will find downloads placed in your left window under Playlists. Open the folder to see the listing of podcasts in a spreadsheet-like format. Double-click on one to play.

UK is building its own iTunes U section, and faculty are using it now. If you would like to use iTunes U for podcasting at the University of Kentucky, Patsy Carruthers in TASC will be happy to provide the necessary information.

Assignment #4 – Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 60 minutes)

1. In your Blue 2.0 blog (or wiki, notes or other reflections tool), discuss how you would use podcasting in your courses. If you do not think podcasting would be useful, explain why. Additionally, briefly discuss your experiences creating the sample podcast for this module.
2. If you think podcasts would b a useful tool, create and post a short, sample podcast that demonstrates how you might use this technology to augment your course. Include in your podcast the course this would be used in. (Examples: questions to prepared students for a class, questions to test students’ comprehension, providing additional information or examples.) In your blog, provide a link to the podcast or embed the podcast.
3. What did you find, if anything, at iTunes U that would be useful for your courses?
4. If working with a group, provide feedback to other Blue 2.0 participants on their blogs (or wikis, notes or other reflections tool) regarding their comments on podcasting or their podcast products.

1. Understand the term virtual world.
2. Explore Second Life as an example of a virtual world.
3. Explore instructional applications of Second Life.
4. Complete Assignments 1 -3 (below).

 Learning Outcomes

1. Describe how a virtual world may be used in an instructional setting.
2. Evaluate an educational or instructional use of  Second Life.
3. Explore the potential and drawbacks of using a virtual world in an instructional setting.

Virtual Worlds

A virtual world is a simulated environment (or “sim”) that provides interaction by users through avatars, or visual representations of themselves. The environments can be fantastical or can emulate the real world, but common elements include real-time communications, shared space, and interactivity. Some examples of virtual worlds include (but certainly are not limited to)

• Active Worlds Educational Universe
• Second Life (UK has virtual space in this “world”)
• The Alice Project
• Everquest
• World of Warcraft

Second Life

Launched in 2003, Second Life (http://secondlife.com), or SL as it is abbreviated, is a large virtual world created by its “residents,” meaning those who create an account – free or paid – and create a personal avatar. Residents then can spend time in a vast number of locations (“islands”) that have been created by the users for their own purposes, including education, socializing, entertainment and commerce.  Artists, musicians, and public speakers can be found in Second Life, as well as retailers, companies, entrepreneurs, governments and political parties.

If you’d like to view an excellent introductory video before you try it (the video walks you through both account setup and your first steps in Second Life itself), view this SL tutorial created for University of Maryland students (viewing time: just under 10 minutes).

Assignment #1 – Sign up for Second Life and Create an Avatar

(Estimated time to complete: approximately 60-90 minutes)

1. Go to http://secondlife.com and click on the GET STARTED button (orange button, top right).
2. Choose an avatar “look” to get started. You can change your avatar’s look (and even gender) later. As you make your choice, think about your purpose in Second Life. Is it school-related? If so, make your choice somewhat conservative.
3. At the next screen, you may choose a community, or not.
4. Enter your avatar’s first name. (Your choice. Choose something that won’t be too hard for friends and colleagues to spell or find by searching.)
5. Click on Get Available Last Names and choose one, and continue with the registration form.
6. WRITE DOWN or email to yourself your Avatar first and last names and your password. The most common login problem by far is not remembering your name and password.
7. Complete the rest of the registration process and click Create Account.
8. Check your email to click and confirm.
9. Download Second Life to your computer. (If you are doing this in an office on campus, then you may first need to check with your college or department technology contact.)
10. Open Second Life and log in with your user name and password. Read and Agree to the Terms of Service and click Continue. PLEASE NOTE: Second Life viewing will depend heavily on the age and graphics drivers of your computer. You may see everything clearly right away; or, you may have limited viewing. If necessary you can make adjustments in Edit>Preferences>Graphics and also Edit>Preferences>Network.
11. You will be placed on an orientation island. Follow the instructions to complete tasks and learn how to move in Second Life.
12. If your orientation island was not Public Orientation Island, and if you feel that you need more assistance once you complete #11, then a good next stop is Public Orientation Island. Use your Search button (bottom middle of screen). Click on it and search under the Places tab for Orientation Island Public. Click on the Teleport button that appears under the picture.
13. On Orientation Island, you may end up facing an exit sign (this way out). Just turn and follow the footpath to find stations where you can adjust your avatar, move and communicate in Second Life.
14. When you are finished, go to University of KY Island. Either Search Places for University of KY (spelled exactly like that) and then Teleport, or use this slURL: http://slurl.com/secondlife/University%20of%20KY/179/147/30 and click the Teleport Now button that you will see.
15. Explore the island.
16. Friend Wildcat Thursday (UK Island administrator): Right click on the body of your avatar, and from the pop-up wheel, choose Friends. (Or, in the top menus click on Edit>Friends.)  To the right of the box that appears, click on Add. Search for Wildcat Thursday and click Select.
17. Join the University of Kentucky Group: Right click on the body of your avatar, and from the pop-up wheel, choose Groups. (Or, in the top menus click on Edit>Groups.) To the right in the box that appears, click on Search. In the search line, type University of Kentucky. NOTE: Be sure to click the box to choose “Include Mature Content.” Click on University of Kentucky group, then click on View Full Profile. Join the group by clicking Join under the picture.

 Assignment #2 – Exploring Second Life Education (SLED)

 (Estimated time to complete: approximately 60 minutes)

1. Take a look at the Second Life Education Wiki to learn more about SL resources availble.
2. Check out the SLED listserv. You may view archives and even join the listserv. (This listserv generates a lot of email; if you join, you may wish to set your preferences to a daily or weekly digest of messages).
3. Read the latest at the official blog for University of KY Island: http://ukisland.wordpress.com/
4. Visit at least three of the following areas in SL (open Second Life and log in, and when you click on the following links you will be able to Teleport to these locations):
   • Vassar’s virtual Sistine Chapel
   • DePaul University
   • Virtual Brain Center (School of Social and Behavioral Sciences, Marist College)
   • Northern Michigan University Speech-Language & Hearing Science and Anatomy Models
   • Georgia Tech Research Institute: Foundations for the Future (to assist K-12 educators in incorporating technology)
   • University of Plymouth’s Sexual Health Sim
   • Virtual State Fair/Cooperative Extension
   • The Globe Theatre (a working theater)
   • NASA CoLab Island

Assignment #3 - Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 20 minutes)

1. In the blog you have created for your assignments (or your wiki, notes or other reflections tool), describe how a virtual world setting may be used in an instructional setting.
2. In your entry, include your own evaluation of one of the sites listed above, or one you found on your own, as an educational or instructional tool. What criteria would you identify as essential for a successful site, and how does the site you are evaluating measure up (or not)? Hint: A good resource for finding a site of interest will be the SLED listserv link, above.
3. Do you think virtual worlds are at all useful in an academic setting? Describe the potential benefits and/or drawbacks of using such a service in an academic setting.

Goals

1. Understand the term social networking service.
2. Explore Facebook and/or Linkedin.
3. Complete Assignments 1 -2 (below).

Learning Outcomes

1. Describe how a social networking tool may be useful (formally or informally) for faculty and/or students.
2. Explore the potential and drawbacks of using a social networking service in an academic environment.

Social Networking Services

Social networking services, such as Facebook, MySpace, Linkedin and others, are tools for building communities online. Those communities may be generic (a place where anyone can log in and find people with shared interests) or very specific (closed communities for those who have, for example, gone to school together or have been colleagues). The term social networking can refer to many different Web 2.0 tools, from Twitter to Flickr. Any tool that allows people to share and collaborate promotes social networking. A social networking service is set up specifically to build an online community and is not primarily set up to share something else (like a photo-sharing site or micro-blog). Here are some examples of social networking services:

• Facebook – a networking site that is popular with students and is growing in popularity with a wider population.
• MySpace – another popular site, especially with students/young people, with special features that attract musicans and artists of various kinds.
• LinkedIn – this site links colleagues and former colleagues, and it allows people to record their work history and write recommendations for each other (it is not limited to the world of work, but that’s what it’s built for).
• Bebo – another popular social networking site with entertainment features.
• Muse – Internet2 sponsors this social networking site for K-20 I2 users.
• Friendster – an early social networking site still going strong.
• Classmates.com – this social networking site focuses on reconnecting classmates (high school, college, etc.)
• Orkut – a social networking site created by Google.
• Ning – this site allows you to create your own social networking site based upon a common interest. UK has its own private Ning social network: The Big Blue Network, located at http://universityofkentucky.ning.com/. There students can connect to each other, talk to advisers, and find out what’s going on on and around campus. To sign up and sign in, you must have a UKy email.

The central feature of a social networking service is the ability to identify a group of people, or “friends,” whose profiles become linked to yours. Your group of friends becomes a network with unique communication privileges. You can also protect yourself by revealing only what you wish, and even categorizing friends so that they see only the things you want them to see.

Assignment #1 – Sign up for Facebook or Linkedin

(Estimated time to complete: approximately 45 minutes; more if you decide to try both and/or spend a longer time exploring)

Facebook

Facebook can be fun, and a little addictive. Just remember that the rules of real life still apply. You don’t just go up and talk to a stranger – maybe he/she is creepy. Maybe you’re being creepy. You don’t have to accept every friend request or feel pressured to be a friend to everyone. It’s not high school (although it can feel like it sometimes). Friend (yes, I’m using it as a verb colleagues and students with care. When colleagues/students become “friends,” lines can begin to get fuzzy. If you want to do so, then create groups within your friend list to keep control over how much information you share with each group. And here’s a tip for beginners: Your Wall is public communication; your Inbox is private communication. If you’d like someone’s personal experience with Facebook, here’s a good blog entry addressing social networking by the Technological Tortoise, aka Sarah Glassmeyer, a “non-technie UK law librarian” here at UK.

1. Go to http://www.facebook.com/ and use the “Sign Up” section of the page to join fb (Facebook).
2. Once you enroll, you can join a network (based on where you live, work or go to school – many times one will be suggested based on your email, if it’s one associated with work or school). You’ll also be invited to find friends by entering your email information.
3. Be sure to visit the Privacy portion of your Settings (top right of web page, near your name). You can always change these later as you get to know more about fb.
4. Set your status (“what are you doing right now”) by typing it in the line and pressing Enter.
5. Need a friend? Search on Patsy Crawford Carruthers. I’ll be your friend. (Please be specific that you’re friending me because of Blue 2.0 work; otherwise if I don’t recognize you, I won’t accept your friend request.)
6. Join a group in fb. Search on University of Kentucky and see what you find that’s interesting. WUKY or UK Library on Facebook are good groups to join.
7. Try adding an application, like Bb Sync, GoodReads or Where I’ve Been.

Linkedin

Linkedin is a more professional environment, providing space for people to connect with current and former colleagues, list their work history, and even provide recommendations for each other. Some employment sites ask if you have a Linkedin page. It’s also a way to connect to groups of professionals who discuss topics of interest, and an avenue to stay informed about colleagues and your field of work.

1. Go to http://www.linkedin.com/ and join Linkedin.
2. Linkedin will prompt you to add certain things to your profile. You can use the menu at left on the Web page to add items or see your profile as others see it. Click through that menu to explore it.
3. In the upper right of your Web page there will be a link for Account & Settings. Click there and review your settings, including Privacy Settings. (You will have to scroll down for some of these.)
4. Search for the name of a colleague or former colleague, or search for an employer or former employer (which will help you find people who work(ed) for that employer). Find someone you would like to connect to, and then “Add To Network.”
5. Search the Groups (click on Groups in your left menu, then Find a Group on the Web page).
6. Try adding an application, like Reading List, Polls, or SlideShare Presentations.

Assignment #2 - Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 20 minutes)

1. In the blog you have created for your assignments (or in your wiki, notes or other reflections tool), describe how a social networking service may be useful (formally or informally) for faculty and/or students.
2. Do you think social networking services are at all useful in an academic setting? Describe the potential benefits and/or drawbacks of using such a service in an academic setting.

1. Understand the term micro-blog.
2. Learn how to use Twitter, a common micro-blogging application.
3. Complete Assignments 1-2 (below).

Learning Outcomes

1. Describe how a micro-blog could be used in an instructional setting.
2. Provide critical feedback addressing potentials and/or limitations to instructional uses of micro-blogs.

Micro-Blogs

In short, so to speak, Twitter (see Wikipedia entry here) is a micro-blog. Micro-blogging means posting brief text updates. Twitter is a free web-based service that allows you to post “tweets” of 140 or fewer characters. Subscribers have a page from which they can access their own tweets and the others to which they subscribe. Subscribers also have the option of receiving their tweets on their mobile devices (messaging service fees, if applicable, will be charged).

Here are some examples of how the educational community is using Twitter:

• Why and How I Use Twitter (Dr. Christopher Rice here at UK)
• Building and Using Your Personal Information Network (Dr. Rice, Part II)
• Teaching with Twitter (The Chronicle of Higher Education)
• Twitter Tweets for Higher Education
• Teaching Journalism Students to Twitter: The Good, the Bad & the Ugly
• Thinkery: Teaching with Twitter
• Why We Use Twitter (University of Maryland and NEC)

Assignment #1 – Create and post to your own Twitter account

(Estimated time to complete: approximately 30 minutes)

1. First go to http://twitter.com/.
2. Click on the green button that says: Join the Conversation! 
3. Enter the requested information (password needs to be at least 6 characters). Take a moment to email yourself the username and password or do something else to help you remember them.
4. Once you are on your Twitter homepage, bookmark it. Check out the Settings to see what your options are for privacy and preferences.
5. Now you need to add friends. First, add the Blue 2.0 tweet. Go to https://twitter.com/connectedcampus and click on the word Follow under the picture/icon. Now go back to your own Twitter home page. Next time Blue 2.0 tweets, you’ll see the its “feed” show up with your own messages.
6. Want to add others? Find another Blue 2.0 user to Twitter with, and follow each other. Here are some others you might enjoy adding:
   • Chris Penny, Ed Tech Prof and Apple Distinguished Educator http://twitter.com/chrispenny
   • Open Culture, cultural and educational media on the web
     http://twitter.com/openculture
   • Intellagirl, educational tech geek and Second Life enthusiast http://twitter.com/Intellagirl
   • Stevie Rocco, Instructional Design, Penn State http://twitter.com/stevier
   • Rupp Arena http://twitter.com/Rupp_Arena
   • Wil Wheaton, actor (yes, from Stand By Me and Star Trek: The Next Generation) and technology geek and Twitter star http://twitter.com/wilw
   • Search in Twitter for other interesting feeds. Type university in the search line to see what universities are on Twitter and how many people are following them. Type in class or to find how some instructors and students are using Twitter.

Assignment #2 - Reflections (Applications to Instructional Settings)

(Estimated time tocomplete: approximately 30 minutes)

1. In the blog you have created for Blue 2.0 (or in your wiki, notes or other reflections tool), describe how a micro-blog could be used in one or more of your courses by either (or both) the instructor and/or students.
2. Add to your blog (or wiki, notes or other reflections tool) entry what type of problems may be raised by using a micro-blog. If you are working through Blue 2.0 in a group, provided critical feedback to one or more other participants on their blogs (or wikis, notes or other reflections tool) offering a suggestion or asking a question about how micro-blogging might be useful to them, or how it may raise potential problems.

Goals

1. Learn about RSS and “feeds.”
2. Use a feedreader to subscribe to a feed.
3. Complete Assignments 1 -2 (below).

Learning Outcome

1. Describe how one might use a feedreader in an educational setting, from either (or both) an instructor’s or a student’s perspective.

Feeds

Feeds allow you to subscribe to a blog, photo archive or other web-based information that provides an opportunity to track new entries via a feed reader. It’s often referred to as syndication, sometimes used interchangeably with the words feed and aggregator, or to mention a specific format you may have heard: RSS (which stands for Really Simple Syndication). At the top of this blog (to the left, below the title) you will see a little orange box and the words Entries RSS and Comments RSS. That means you can click on the words and see the feed page (a listing of entries in text form or a listing of comments in text form) and even use RSS to subscribe to that feed of information.

If you click on a website’s RSS feed button, you may get one or several types of options at the top of the resulting RSS feed page. One option may be to subscribe through your Microsoft Internet Explorer browser and/or Outlook email (which will provide one-click access to RSS feeds using your Favorites button – click on Feeds after clicking the Favorites button – as well as the possibility of having the feeds show up in an RSS Feeds folder in your Outlook email). Other browsers have similar browser-based feed reader options. Another is the choice (if available) to subscribe with one of the web-based feed readers listed in a drop-down menu.

Sometimes it can be easier to subscribe directly through your web-based feedreader. There are instructions below for two different readers (choose one or try both – it’s up to you) called Google Reader and Bloglines, but there are also others, including netvibes, Feedreader, NewsGator, or others.)

Assignment #1 – Set up and use a Feedreader

(Estimated time to complete: approximately 30 minutes)

Google Reader

1. Visit Google Reader at www.google.com/reader/.
2. If you are not signed in to a Google Account, you will be asked to sign in or to create a Google Account. If you need a new account, click on the Create an Account button and follow the instructions. You will need to login to your email to confirm.
3. If you had to sign up for a Google Account, then after you confirm you will go to a Profile/Personal Settings page. When there, click on click on Reader.
4. Once you are in your Google Reader, bookmark it or save it to your favorites so that it will be easy to find later.
5. The first time you enter Google Reader, you will be presented with information about how it works. Read or skim the information.
6. Now, let’s subscribe to a blog. At the top left of the Web page, just under the words Google Reader, you will find a button called Add a subscription. Click it.
7. In the blank line that appears, type (or copy and paste) this URL:  http://connectedcampus.wordpress.com/ and then click on the Add button immediately to the right of where you are typing.
8. You now have your first subscription, which will appear in the left column under the word Subscriptions. When there is new information to review, the subscription title will be bold. After you’ve read all the new information (or have clicked the Mark all as read button at the top) it will no longer be bold.
9. Choose at least one more site with a feed to subscribe to – a wiki, a news website, somebody’s Flickr photostream, etc. More ideas for feeds are at http://technology180.wordpress.com/2008/06/13/feed-fever/
10. Return to Google Reader once a day or a couple of times a week to check on updates to your favorite sites!

Bloglines

1. Visit Bloglines at http://www.bloglines.com/.
2. Enter your information in the registration box and click on the Sign Up Now button.
3. Enter the requested information and click register. Close your browser. (Record your user name and password!)
4. You will get a confirmation email: click the link in the email to confirm your subscription.
5. Go to this webpage http://www.bloglines.com/myblogs and bookmark it or save it to your favorites so that you can find your way back later.
6. You will automatically be placed in a page that gives you one feed. Feeds are in the left column, at the top. Your feed will be Bloglines News. Click on the title of the feed in the left column, and the larger right column will now show the text in the available feed.
7. Under Additional Features (left column), click on Easy Subscribe Bookmarklet. Choose the appropriate browser name and follow the instructions.
8. Now, let’s subscribe to a blog. Go to http://connectedcampus.wordpress.com/ and then from your Bookmarks or Favorites, choose Sub With Bloglines. Don’t bother changing any settings on the page you go to; just click on Subscribe at the bottom. Look in your left column: you are subscribed to a new blog.
9. Choose  at least one more website with a feed to subscribe to – CNN, somebody’s Flickr account, etc. More ideas for feeds are at http://technology180.wordpress.com/2008/06/13/feed-fever/
10. Return to Bloglines once a day or a couple of times a week to check on updates to your favorite sites!

Assignment #2 - Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 20 minutes)

1. In your blog (or wiki, notes or other reflections tool), describe how one might use a feedreader in an educational setting, from either (or both) an instructor’s or a student’s perspective.

1. Learn where to find video online and how to embed a video in a blog.
2. Complete Assignments 1 -2 (below).

 Learning Outcome

1. Describe how a video embedded in an educational or instructional blog (or wiki or other instructional tool) may be helpful.

Embedding Video

As mentioned in Module 1, blogs can contain not only text but also pictures, video, audio, and links to other websites and blogs. This is often true of wikis, as well. This module will address video that may be embedded in a blog (and, by extension, in a wiki).

There are numerous sites for accessing videos (such as PBS, Discovery, KET, YouTube, YouTube EDU, blip.tv, Hulu and others). Placing a video in a blog or wiki requires an embedding code. We will experiment with YouTube EDU in order to learn about embedding codes.

Assignment #1 – Use Your Blog to Share a YouTube EDU Video

(Estimated time to complete: approximately 30 minutes)

Bloggers will often share video they find, making it easy for you to view the video directly from within the blog. Click here for an example. Now you try it. The following instructions are for Blogger. Check the Blue 2.0 Q&A/FAQ for instructions for other blogs.

1. Click the following URL to go to YouTube EDU: http://www.youtube.com/edu.
2. Near the top center of the page, you will find a SEARCH line. Think about a topic that relates to your area of study or research, or one that relates to Web 2.0. Enter search terms to find a video on your chosen topic and click on the SEARCH button.
3. Once you are viewing a video that works for your purposes, look to the right of the media viewer portion of the page to find a block of information about the video. It will have information about who posted the video, when they posted it, and so on.
4. Included in that box will be the word EMBED followed by a line of html code. Click once in the box that contains the code. Now right-click (or click once if on a Mac) on the highlighted code and choose COPY from the pop-up menu. (If it says that the embedding has been disabled, choose another video.)
5. Go to your blog. Remember that these instructions are for Blogger. (See Q&A for other blog hosts, like WordPress.)
6. Begin a new blog post and identify the video that you’ve chosen. Press enter to move your curser below your text.
7. At the top right of your draft post, there will be a tab titled Edit HTML. Click it one time.
8. Paste the YouTube code into the post.
9. Click on the SAVE NOW button.
10. If you want to add any text, go back to the tabs and click on Compose and do so.
11. When you are finished, click on Publish and then view your blog. Your video should be there at this point, ready to play within your blog.

Tip: If you want to embed a video in a wiki, look in your editing tools for an HTML button or tab, or a SOURCE button or tab. Then follow the directions in 8, 9 and 10, above. Remember to save while you are still in the HTML or SOURCE window before going back to your composing window (by clicking on COMPOSE, VISUAL or a similar button – or in some wikis by simply clicking again on a toggle button marked SOURCE or similarly).

Another Tip: If you want to embed video in a WetPaint wiki or Web page, click on the Add Video button or tab. Then at the top right of the pop-up box, click on Add by Embed. Paste the embed code. Finally, click on Add Video.

Assignment #2 - Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 20 minutes)

1. In the blog (or wiki, notes or other reflections tool) you have created for Blue 2.0, describe how a video embedded in an educational or instructional blog may be helpful.

1. Learn how to create, share and edit documents in Google Docs.
2. Become more familiar with the web-based applications (“apps”) offered by Google.
3. Complete Assignments 1-3 (below).

Learning Outcomes

1. Discuss the benefits and drawbacks of online scholarly collaboration using tools such as Google Docs.
2. Describe how Google Docs and one or more of the Google Apps may or may not be applicable to your courses.
3. Provide critical feedback addressing potentials and/or limitations to instructional uses of Google Docs and Google Apps.

Google

You may already be familiar with Google, a search engine that provides an interface for you to seek information, images and more on the World Wide Web. But Google’s search feature is only the tip of the proverbial iceberg.

Google Docs is an online software suite of productivity tools with which you can create documents, spreadsheets and presentations. You can access all the software online; you don’t need to download the software onto your computer. Additionally, you can share editing privileges so that work may be created and edited by teams. (There are several versions of web-based software out there, some free, some not. Examples include Google Docs, SharePoint, and Zoho, among others.)

Assignment #1 – Create, edit and share in Google Docs

(Estimated time to complete: 30-45 minutes)

1. Go to the Google Docs webpage: http://docs.google.com. You can also find it by going to the Google homepage and then clicking on “more” on the top left side of the page.
2. If you have not already done so, log in to your Google account.  You may have created this account when you started your Blogger blog, in which case it will be the same login and password.  If you do not have a Google account, create one now by clicking the Get Started button, and then return to the Google Docs page and log in if necessary.  (You may already be logged in to Google Docs once you create the account.)
3. You should be in Google Docs now. In the left column, click on the word “new” and select “document” from the drop-down list.
4. In this new document, write a brief statement about your experience using one of the previous modules you have completed, or another training experience.
5. Save the document by clicking on the save button in the gray bar at the top or use File>Save. Then, you may exit by simply closing that window (or tab).
6. Back at the main Google Docs window, you can refresh the window to see your new document.  If you are unsure how to refresh, try this: click on Saved Searches in the left column, then click back on All Items and  that should make your new doc show up.
7. Click on your document. Make an edit and save. Close and return to the main Google Docs window.
8. Share the document with someone else who has a gmail account. Here’s how: First, choose a partner from among others completeing  Blue 2.0, or a colleague or friend; be sure to ask that person to make revisions or additions to your document once you send them the invitation. Click on the little box to the left of the document name; then click on share in the top blue bar. Add the other person as a Collaborator by typing the gmail address into the box. Send the invitation. Check back after an agreed-upon time and see the person’s “revisions.”
9. Now publish to your blog.  Click on the little check box to the left of the document name.  Then, click on “more actions” and choose “publish” from the drop-down list.  Choose “post to blog” and provide your blog user name and login.  Note: This won’t work for every blog host, but is seems to work well with Blogger.

Assignment #2 – Google Apps

(Estimated time to complete: approximately 30 minutes)

1. Google has many more applications that you can explore. Go to http://www.google.com/.
2. Click on More at the top of the page, and from the drop-down list choose Even More (the last choice).
3. Under the Search category, click on Google Scholar. Type in your own name and see what you have published or produced that is accessible via Google Scholar.
4. Try another search, this time using a topic of interest.
5. Read About Google Scholar: http://scholar.google.com/intl/en/scholar/about.html
6. Go back to Google: http://www.google.com/ > More > Even More
7. Choose at least two more tools and explore their possibilities. If you are unsure where to start, here are some suggestions:

• Google Maps (online maps)
• Calendar (online calendar)
• Knol (expert articles)
• Picasa (photo editing and sharing)
• SketchUp (3D modeling)
• Reader (a feed reader)

Assignment #3 - Reflections (Applications to Instructional Settings)

(Estimated time to complete: approximately 30 minutes)

Answer the following questions in your Blue 2.0 blog (or wiki, notes or other reflections tool):

1. What do you think might be the benefits and drawbacks of online scholarly collaboration using tools such as Google Docs?
2. Would Google Docs and one or more of the Google Apps be useful in your courses?  If so, how?  If not, why not?

Goals

You will notice that the format is a little different this time. You have one assignment and may choose from a variety of tools. Enjoy!

1. Choose two or more Web 2.0 applications that you would like to know more about and learn how to access and use them.
2. Become more aware of the variety of Web 2.0 tools available to you. Complete the Assignment (below).

Learning Outcomes

1. Identify a course topic that could be addressed using one or more of the Web 2.0 tools you have chosen.
2. Discuss the potentials and limitations of using that/those tool(s) with students.

Part I: Your Assignment

Experiment with two or more Web 2.0 tools, blog about your experiences and share your new resources or creations.

(Estimated time to complete: approximately 60 to 90 minutes, or more if you choose additional activities.)

1. Skim through the choices below and see what interests you.
2. Choose at least two to try. You may certainly try as many as you like.
3. Optional: One of your two may be a Web 2.0 application not listed. This is your opportunity to be the expert!
4. Reflections (Applications to Instructional Settings). When you’re done, share what you’ve learned in your Blue 2.0 blog (or wiki, notes or other reflections tool).
   1. Which two or more tools did you choose? What was your experience with them? Be sure to include a link to your work if applicable.
   2. Identify one (or more) and explain how it/they might be used with students in a course.
   3. What benefits and drawbacks can you identify in using that/those tools with students in a course?

Part II: The Choices

First, here’s a list you can choose from or start from. Below the list, you can scroll down to find an activity for the tools.

• OCS – Instant Messaging available on UK’s campus
• Jing – desktop image and video capture
• Flickr – photo sharing
• LunaPic – photo editing
• Animoto – images to music to make a “video” look
• Slideshare and SlideBoom – Each is sort of a YouTube for PowerPoint

OCS (Office Communicator)

This tutorial now has it’s own section! Please click on Instant Messaging (& OCS) in the column at left.

Jing

Jing is a great little tool that will capture images and record video on your desktop. And it’s free. It does involve a software download. Created by TechSmith (the Camtasia people), Jing is easy to use and available for both PC and Mac. The Jing FAQ covers questions about this quick-capture-and-share tool. The results are very clear and easy to manipulate. Go to http://www.jingproject.com/ to get started.

Flickr

Flickr is is a photo-sharing website that can be used for personal photos or work-related projects. Library of Congress has posted photos on Flickr and invites public comment. More about that at http://www.loc.gov/rr/print/flickr_pilot.html. You can set up your own account by following the instructions for creating your account at http://www.flickr.com/.

LunaPic

You may have photo editing software on your computer, but you can also do some editing in a web-based photo editor. Want to try? Here’s one that’s fairly easy to use: LunaPic. Go to http://www.lunapic.com/editor/. Then choose a photo to upload and experiment.

Animoto

Here’s a fun tool that turns your photos into a “video” with music. Make a 30-second video for free; longer videos require a $3 fee (or a $30 fee for a full year, unlimited use, if you are really into it). Go to http://animoto.com/ and sign up for a free account to get started. Once you enter your information (be sure to read and click the usage agreement) then follow the instructions to upload photos (or retrieve them from another site, like your Flickr account) and set them to music (they have several music categories to choose from).

SlideShare/Slideboom

There are some nifty sites where you can upload and share your PowerPoint presentations. You may mark them as being downloadable – or not – and can share with everyone or only those you invite to view. You can also insert them into a blog or webpage much like a video from YouTube or blip.tv. Visit Slideshare at http://www.slideshare.net/ and SlideBoom at http://www.slideboom.com/. Choose one (or both) to try. If you upload a slideshow, be sure to share it with us. An additional note: If you try SlideBoom, you might want to download the free version of iSpring, which converts your slideshows to Flash media.