ELI Web Seminar, April 6, 2009 1:00 p.m. ET (12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT); runs one hour

Student-Generated Content for Blogs, Wikis, Podcasts, and YouTube: Leveraging Institutional and Third-Party Efficiencies for New Media Literacy

Special Guests

Jude Higdon
Managing Director, Technology-Based Learning
University of Minnesota

Jude Higdon is the managing director of technology-enhanced learning for the College of Liberal Arts at the University of Minnesota (UMN), where he manages a team of more than 20 instructional designers. He also occasionally teaches courses at Hamline University's Graduate School of Education. Before coming to UMN, he worked at the convergence of technology and education at other institutions of higher learning. He has also developed online learning environments for several major nonprofit organizations. He holds an EdD in educational psychology from the University of Southern California, an EdM in technology in education from the Harvard University Graduate School of Education, and a BS in African politics from Northwestern University. His dissertation research focused on the intersection of goal orientation and feedback.

Karen Howell
Head, Leavey Library
University of Southern California

Karen Howell is Head, Leavey Library, in the USC Libraries at the University of Southern California. Leavey Library is a 24/7 library with an Information Commons for integrated research and computing consultation and a Multimedia Commons for assistance for student use of multimedia for class projects.

Summary

Julie Little, director of teaching, learning, and professional development at EDUCAUSE, will moderate this web seminar with Jude Higdon and Karen Howell as they discuss the perils and potential of student-generated content.

With the economic downturn and tightening budgets, the stakes in the build versus buy decision for educational technology have never seemed as high. As instructors start to engage more deeply in integrating new forms of social media production into their course assignments and assessments, are there good models of support that leverage tactical rather than enterprise hardware and third-party rather than homegrown or locally supported software?

We'll discuss a support model developed for a comparative political media course where students produced blogs, podcasts, and videos for YouTube. We'll also discuss lessons learned, the successes and challenges of providing support, and opportunities for new partnerships as we look to the future of new media literacy where students and instructors increasingly use a broad range of media in their curricular lives and beyond.

Additional Resources

• ELI's 7 Things You Should Know About Citizen Journalism
  This ELI 7 Things You Should Know About... brief explains what citizen journalism is, where it's going, and why it matters to teaching and learning.
• ELI Discovery Tool: Guide to Blogging
  The Guide to Blogging offers a practical exploration of what blogging is and how it can be used to support teaching and learning. It walks you through the important issues to consider before launching a blogging program, shows you what other colleges and universities are doing, helps you navigate discussions with stakeholders, and points you to places you can find additional information.
• ELI Discovery Tool: Guide to Podcasting
  A "know before you go" compendium, the Guide to Podcasting is designed to assist academic technology centers, IT units, and others in making the case for integrating podcasting into teaching and learning. The guide recaps what podcasting is; gives firsthand accounts of how students use—and don't use—podcasting; shows how podcasting supports learning; compares the benefits and limitations of podcasting with other tools; highlights implementation and assessment considerations; and identifies valuable podcasting resources.