Sophisticated and productive tools for higher education: Web 2.0 Tim Murphy - Director of IT Learning Centers & Technologies Metta Lash – Reference Librarian.

Sophisticated and productive tools for higher education:

Web 2.0

Tim Murphy - Director of IT Learning Centers & TechnologiesMetta Lash – Reference Librarian

Vani Murthy -Library Technical Services Manager Office of Information Technology

Montgomery College, MD

How can we benefit from the Web 2.0 revolution -

From simple tools that allow groups to communicate to combining databases that produce an entirely new product. Social networking, wikis, blogs, RSS feeds, videoblogs, and extensive use of multimedia are changing the way we process and use information.

Overview

Web 2.0 – what it is Why we should even care about this Why we should be using Web 2.0 How your institution can explore this

technology Our coveted list of popular & useful Web 2.0

tools

Higher Education Institutions

Facing same traditional challenges as today:

Knowledge Management

Communication/ Marketing

Academic, student services

Empowering employees/ enhancing productivity

So what is different?

Current students and future employees are changing:

Silent Generation 1925 - 1942 66 - 82

Baby Boomers 1943 - 1960 48 - 65

Thirteenth (Gen. X) 1961 - 1981 27 - 47

Millennial (Gen. Y) 1982 - ? 18 - 26

Generation Y – Millennials:

•Different Expectations about delivery of Services

•Skill set is different

•How they process information is different

Who are these Millennials?

75 million people (36% of total population). Almost as large but far more diverse than the Baby

Boom generation (31% identify themselves as minority)

Technology natives/ Never knew a time without computers

Their communication and technology use habits are independent of the device - willingness to browse and IM on the PC, on a smart phone, on their shoe if it is enabled.

They consider technology to be mobile. Time shifting their interactions with information and

communication.  http://www.pewinternet.org/ppt/Teens%20and%20technology.pdf

“Continuous Partial Attention"

Millennial Generation:

Expect communication exchanges to be collaborative and participative

Expect the ability to customize their technology environment

Want and expect 24/7 services Do not want to JUST be consumers of information—want

to create and share information Want integration between tools—very little time to wasteStone, Linda. - http://continuouspartialattention.jot.com/WikiHome

Linda Stone

Potential Impact of Millennials on the Institution:

Provide information and services when and where they need it

Use the tools and medium of communication they prefer

Respect their need for time, collaborative work habits, and interactive ways of communicating

Use new and emerging technologies—often referred to as Web 2.0 tools.

Why Should We Care?

Millennials are our future customers In 6 years, they’re our workforceThey’re embracing Web 2.0 tools now

– In the millions

– How passionate are they about this?

“I just can’t be a college student without Facebook”

What other brands have this kind of loyalty?

Heroin? http://www.techcrunch.com/2007/11/13/i-just-cant-be-a-college-student-without-facebook/

Michael Arrington’s Response -

This is a permanent change

We cannot unscramble the egg

This is probably not a revolution but evolution

Tim O'reilly - http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html#mememap

Web 2.0 is:

…and Hundreds of Thousands of others…

Web 1.0 vs Web 2.0

Web 1.0:

Top Down

Reading

Push

One way

Taxonomies

Owning

Web 2.0:

Bottom Up

Writing

PullTwo Way/Many Way/Multi Way

Tags

Sharing

Just to name a few

Web 1.0 vs Web 2.0

From Dion HInchcliffe’s Blog -

http://hinchcliffe.org/img/web1vsweb2.png

Web 2.0

The web as platform todeliver software services provide services independent of deviceprovide a rich dynamic, interactive

experienceSoftware that gets better the more

people use it

The Web is social and collaborative:

• Proliferation of online communities, chat rooms, and social networks sharing everything from thoughts to bookmarks to music to photos

• Collaborative writing—not just reading but writing rich content as well

Web 2.0

KNOWLEDGE MANAGEMENT

Web 2.0 approach

• Collect - wikis, blogs• Organize - tagging• Discover - search and

retrieve• Share – RSS feeds

COMMUNICATION / MARKETING

Web 2.0 approachImprove communication both horizontal and vertical

– Between team and project members– Communicating effectively with clients

Allow users to communicate with each other Improve customer service and

enhance customer relations Discovery of information no longer limited to

email and print

ACADEMIC STUDENT SERVICES

Web 2.0 approach

Instant, synchronous exchange of information

Digital Reference Virtual Advising Institutional or service presence in

Facebooks/MySpace

Empowering employees/ Enhancing productivity

Web 2.0 approach

Efficient use of available time

Do all Institutions need a Web 2.0 strategy?

Not a revolution--It is a gradual transformation with easy to use tools without much structure, which allow interaction, collaboration, sharing, and content creation

Your School on iTunes

iTunes U – Penn State

Knowledge Management – Institutional Tagging

Communication/Marketing

Customer Service - School Wide Blogging

Academic Student Services Blog

Podcasting

Academic Student Services – Virtual Advising

Empowering Employees

Top Ten List

Google gmail, reader, widgets, tool, docs, igoogle, etc.

Del.icio.us YouTube MySpace/Facebook RSS - Feedburner

Top Ten List Wiki – PBwiki Blogs – Blogger Bloglines Podcasting (front end)-iTunes Podcasting (back end)– Audacity IM – Meebo

Web 3.0?http://www.personalizemedia.com/

IT’s Place in Web 2.0

Are we passive or active in this change scenario?

Do we have a plan?Is this part of our future?

Questions?

Metta Lash Tim Murphy Vani MurthyComplete bibliography and list of interesting

projects at:http://metta.pbwiki.com/Educause08

Montgomery College– Office of Information Technology

– Maryland

Copyright © 2008

Copyright Montgomery College, 2008. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.