Michael was crazy busy throughout the conference on Twitter (@michaelcjohnson), flickr (where he captured himself with other TTIX participants he connected with), his blog, and in two TTIX presentations. He even brought that craziness to the Social Dinner, going so far as to ask the live band Rockatonga to back him up on a rendition of “La Bamba”. Go, man, go!

2nd place goes to Jared Covili, a long-time TTIX supporter and presenter, who was active on Twitter (@covili), his blog, and in a much-praised 2-part workshop on Google tools.

Heather Leary and Rob Barton tied for third. Rob accented his Twitter activity (@robmba) with photos on flickr, while Heather’s tweets (@kolorkid) were complemented by her blog commentary.

Thanks to everyone who participated! Every year the competition gets a little more… er, competitive, so next year you know you better BRING IT!

Tom Caswell was last year’s Grand Poo-Bah winner, and he took home the crown for his relentless activity in many social media threads including Twitter and blogging. (Be sure to check out Tom’s session on the TwHistory project with Marion Jensen and others this year.)

This year we are looking for the Grandest Poo-Bah, the participant who plays to his or her own creative strengths and shares the TTIX experience with the world. So during the two-days of TTIX, plan to share in whatever way you do it best, whether that’s writing blog posts, or real-time reporting in Twitter, or capturing the event in images via Flickr, or even documenting some aspect of the conference with videos via YouTube or Vimeo. Whoever produces the best content in one or more of these areas may be crowned Grand Poo-Bah 2010!

Even though you do have to be present to win, you don’t have to be present to participate, since all TTIX 2010 sessions will be streamed via ustream. Watch this site for more details on how you can sign up.

Abstract

Though perhaps the phrase “digital natives” is hyperbole, it is true that learners in the 21st century must operate in an increasingly connected and digital world. Thriving and excelling in 21c may require learners to develop digital identities that are shared online as part of an explicit or implicit goal of networking with professionals, connecting to information, or showcasing their own work. So-called “blogs” are becoming just another personal web site, but these web sites are still the hub on online personal learning environments, and recent advances in data interaction, syndication, and aggregation increase the potency of blogs for personal development and learning.

This session introduces blogs as a space for learners to plant, cultivate, and grow their digital identity as a component of their personal learning environments, and as one track in a larger approach to active life-long learning. I will describe the affordances of blogging in general, highlight opportunities to leverage blogging for teaching and learning, and show examples from a number of institutions that highlight products of blogging in educational contexts.

Further, we will discuss the advantages and disadvantages of integrated or institutionally-controlled blogging systems versus “outworld” or externally-hosted systems. I will pay special attention to WordPress and WordPress MU, and explain the pilot project that I have been running at Utah Valley University which provides space on a locally-hosted WordPress MU system to any student, faculty, staff, or organization.

Presenter

Jared Stein
Director of Instructional Design Services
Utah Valley University

http://jaredstein.org

Jared Stein is Director of Instructional Design Services for Utah Valley University’s department of Instructional Design, Development, and Distance Education.

Presenter: Scott Leslie

The metaphor of “Teacher as DJ” isn’t that new – as Wiley noted (http://opencontent.org/blog/archives/227), ever since the phrase “Rip, Mix, Burn” entered the popular consciousness via Apple’s advertising campaign, it began to be applied to how educators might approach digital educational resources.

But with the ever increasing number of quality free open educational resources, the advent of ‘mashups’ as a widespread model of innovation both artistic and commerical, as well as the new breeds of online media tools and alternative interfaces, the “Educator as DJ” is fast moving from high level metaphor to practical art. This presentation will dig deeper into this metaphor (and indeed into the usefulness of metaphors in approaching our teaching practices) and attempt to demonstrate what the actual practice of the open educator as DJ might look like. So get ready to dance!

Abstract

Title: Build your Audience like a Virus
Purpose: We will share several tools and strategies UEN Professional Development has used to increase connection with current participants encouraging them to come back and also refer others. Learn about the real, measurable impact of various approaches as well as our hopes for the future and speculation about less tangible outcomes.
Objectives: See examples of Web 2.0 tools used to raise awareness of and access to services, as well as how these tools are used to model effective technology use. Learn about a couple text-message (SMS) alert systems that are free or affordable for small organizations, and some of the implementation issues to consider for your organization. Share and discuss your group’s needs and ideas for evaluating the effectiveness of different promotional strategies. Consider generational appropriateness of different strategies.
Applications: In this interactive session, participants will be invited to share their ideas for which tools and/or strategies demonstrated would most effectively address their needs. The tools and strategies can be applied for any small program or individual to raise awareness of their services, target next- generation audiences and more.

Presenter

Victoria Rasmussen

We begin our presentation with an overview of Google Tools and the benefits of using them in your classroom. We will also discuss the pros and cons of using Google Tools. We will discuss methods to increase student access to information, decrease workloads, and create collaborative opportunities. The second part of this presentation will present a hands-on session that will help you work with the tools. We will cover Google Docs, Reader, Sites, and Calendar.

Purpose of presentation

With the current economic times, budgets are feeling the strain, as are teachers and faculty in both K-12 and Higher Education settings. With web 2.0 tools, specifically Google Tools, we are empowered to use the technology to decrease our budgets, create a paperless environment, and introduce collaborative learning environments into our curriculum.

The researchers work to empower teachers to embrace our digital natives and create a world of digital immigrants that are comfortable with the technologies and are given new opportunities to empower their students to reach new heights. Students often feel that they must ‘power-down’ when they enter the classroom. It is our desire and passion to help teachers and faculty feel comfortable with these learners. In order for our students to compete in the current job market, they must be cross-trained in all aspects of life and their curriculum with technology. Those who can meet the demands of the current job market will reach the highest levels of success. When we keep students away from technology, due to fear and lack of training, we take away opportunities that are readily available overseas.

Objectives of the presentation

Part 1 of this presentation works to:
•    empower faculty/teachers to take control of their classrooms
•    introduce collaborative learning environments into your curriculum
•    create collaborative communities of practice among cooperative teachers
•    create a paperless learning environment

Part 1 of this presentation is a theoretical introduction to Google Tools. We will share our classroom sites and other examples of practical uses of the technologies.  Attendees will leave this seminar/session with resources found on Google docs.

Part 2 of this presentation works to:
•    present Google Documents and gives pros and cons as compared to Microsoft Word
•    present Google Spreadsheets and gives pros and cons as compared to Microsoft Excel
•    present Google Presentations and gives pros and cons as compared to Microsoft PowerPoint
•    present blogging as a method of reflection for both students and faculty
•    present Google Reader as a method of managing blogs
•    present Google Calendar as a method of organizing classes and curriculum
•    present Google Sites as a wysiwyg method of creating websites

Part 2 of this presentation is a hands-on seminar that will allow attendees the opportunity to create accounts and begin the process of creating digital resources. Attendees will leave this seminar/session with working models of the aforementioned tools.

Practical applications

Faculty can use the tools to create collaborative opportunities that previously were more difficult to set-up.  Students can collaborate with other students throughout the US and worldwide.  Students are given the opportunity to work in collaborative groups without regard to other team members’ schedules, opening up opportunities and engagement. Faculty can keep all resources digital and can carry their documents from computer to computer. Students and faculty enjoy access to documents from the web which leads to lighter backpacks, lower copy costs, reduces lost homework or hand-outs, and keeps parents informed with access to all curriculum materials.  Lesson plans are stored online and are easily accessible to substitutes and other faculty members. These tools give you immediate access from either the office or home, making grading portable and paperless.

Relationship to the conference theme

Web 2.0 tools increase the accessibility to collaborative opportunities leading to engaged students and a more involved parent support system. Everyone benefits from the use of Google tools. Students can work on projects with students at different locations across the world increasing engagement, collaboration, social connections, and cultural knowledge via new medias to which our students are native.

Information (data or theoretical base) to support what is advocated.

The researchers have integrated these resources into the classroom over a 5-year time period. The benefits of the tools and the pedagogy is well documented and tested with a great number of students, and with personal use in our curriculum.

Presenters

Sandie H Waters

Dr. Sandie Waters is an Assistant Professor in the Elementary Education Department at Utah Valley University, former Adjunct Faculty and Distance Learning Endorsement Coordinator in the Instructional Technology Department at Utah State University, and Program Coordinator of the Intern Program of the Association for Educational Communications and Technology. She has previously taught and conducted research at Indiana University, Bloomington, Utah State University, and Utah Valley University.

Dr Waters’ research focuses on the integration of Web 2.0 technologies into schools and higher education, the impact of Web 2.0 technologies on collaboration and creativity, and socially responsible open education. She has taught Distance Education, Technology Integration, Computers in Education, Foundations of Education, Projects in Instructional Technology, Practicum in Distance Education, Web 2.0 Tools in Education, and Learning Theory. She is currently working on ‘backpack’ technologies and will begin working with schools, principals, tech coordinators, IT specialists, and teachers to empower them to bring 21st Century Technological Tools into Utah’s educational system in Summer 2009. She is currently writing a book regarding Web 2.0 and backpack technologies to be published by an open publisher.

Dr Waters’ personal interests include Karate (1st Degree Black Belt), Life Coaching, bicycling, hiking, blogging , facebooking, texting, IMing, and of course my friends.

Suzy Cox

Her personal interests including spending time with her family, running, reading, and exploring new technologies.