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Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
Fitsi web based tools presentation
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Fitsi web based tools presentation

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  • Web 2.0 . While there is no set definition of Web 2.0, it generally refers to the use of the web as a more social platform where users participate by generating their own content alongside the content provided by the websites.
  • Online mediums used to facilitate social interactions online such as the sharing of content, opinions, insights, experiences, perspectives, and actual media. Social media takes on various forms including blogs, communities/social networks, wikis, podcasts, vlogs.
  • The Internet is sometimes referred to as the "Cloud". Cloud Computing refers to the recent trend of using the internet as an application platform, such as using an online version of a word processor as opposed to using a word processor that is installed on your computer's hard drive. It also refers to using the Internet as a service, like storing all of your pictures online at Flickr rather than keeping them on your hard drive.
  • The digital version of grassroots, 'viral' refers the process of an article, video or podcast becoming popular by being passed from person to person or rising to the top of popularity lists on social media websites. DC http://www.youtube.com/watch?v=a1Y73sPHKxw Librarian Gaga http://www.youtube.com/watch?v=a_uzUh1VT98
  • The most recent trend of the web is the 'opening up' of websites whereby they allow other websites access to their information. This allows information from multiple websites to be combined for creative effect, like the information from Twitter and Google Maps being combined to create a visual representation of 'tweets' coming in from all across the map. Super Friends http://www.youtube.com/watch?v=khGUPEdY-Fk Oil spill : http://paulrademacher.com/oilspill/
  • Folksonomy: The organization of the web based on community use of tags for categorization of content. This contrasts the traditional approach to web classification known as Taxonomy - where editors and computers categorize the web. Tag / Tag Cloud . A 'tag' is a descriptive keyword or phrase often used to categorize a piece of content. A tag cloud is a visual representation of tags, usually with the more popular tags being shown in a larger font.
  • Geotagging . The process of including location information, such as providing the location a photo was taken or using the GPS of a cell phone to 'geotag' where you were when making an update to your blog or a social networking site.
  • SEO . Search Engine Optimization (SEO) is the process of building a website and creating content in such a way that search engines will rank the web page(s) higher in their listings.
  • Semantic Web . This refers to the idea of a web capable of gleaning the subject matter of web pages without relying on keyword phrases within the content. In essence, it is the process of teach a computer to 'read' the page.
  • RSS Really Simple Syndication (RSS) is a system of transporting articles across the internet. An RSS feed (sometimes simply called a 'web feed') contains either full or summarized articles without all the fluff contained on the website. These feeds can be read by other websites or by RSS readers. http://netvibes.com
  • Think about ways that you might be able to use these tools in your teaching, either as presented or in some new and inventive way
  • What we're going to look at this morning are technology based tools that you can leverage in your teaching.  They can present opportunities to break through barriers that you may have encountered without the typical technology overhead; training, cost, complexity.A disclaimer: Many of these tools are considered unsupported by UNH IT.However, they are generally all web-based, relatively low threshold and available for little or no cost.We're showing you a mere handful of the hundreds of things available.During these sessions, we ask that you "Mind the gap" - think about ways that you might be able to use these tools in your teaching, either as presented or in some new and inventive way.  There will be a Q&A component at the end of each section where we'll be able to share our ideas.
  • Enables you to stay in touch and update your contacts on where you are and what you are do- ing. Usually formatted to respond to the question “Where are you now...” or “what are you think- ing...” with a strict limit (about 140 – These “tweets” can provide links and serve a gateways to more information
  • twitter - 8. [http://chronicle.com/article/10-High-Fliers-on-Twitter/16488/] Scott McLeod, an associate professor at Iowa State University and director of the university's Center for the Advanced Study of Technology Leadership in Education. Tweet: "College students are online more AND reading more? http://snipurl.com/eko4k" http://twitter.com/mcleod Followers: 1,307. Posts: 1,190. Mr. McLeod argues that professors have been too slow to adopt Twitter. Academic discussions online often take place on closed e-mail lists, he says, when they should be happening in public forums like Twitter, so that a diverse group of outsiders can join in. "I think academics are actually missing a lot by not being involved in more of these social tools," he told me. "There are a lot of academics who think, 'If it's not coming from some other academic it's not worth a damn,' and that's not right." He admits that some of the messages on Twitter are banal, such as people describing what they had for lunch that day, but he said such notes are part of what makes Twitter such a powerful way to feel connected to far-flung colleagues. "It's like those daily interactions you have with your neighbor — sometimes they're highbrow and sometimes they're lowbrow, but after a while you really get to know the person.” twitter - student engagement: Bill Caraher is an Assistant Professor in the Department of History at the University of North Dakota investigating how using Twitter as an "back channel" class information resource can improve student engagement: http://mediterraneanworld.typepad.com/the_archaeology_of_the_me/2010/05/teaching-with-twitter-an-interim-report.html "Twitter seemed one way to try to engage the students on the days when my one-day-a-week, 100 level class is probably the furthest thing from their minds." Many students (over 75% of all the students in the class) voluntarily signed up for Twitter/followed the class Twitter feed "Generally, I'd post a quick recap to the class on Wednesday, I'd post weekly announcements on Thursday, and on Friday I would post some kind of trivia questions on my world famous "Trivia Friday"" http://www.readwriteweb.com/archives/how_one_teacher_uses_twitter_in_the_classroom.php Author of "Thirty Interesting Ways* to use Twitter in the Classroom" http://docs.google.com/present/view?id=dhn2vcv5_118cfb8msf8 http://www.c4lpt.co.uk/140Learning/twitter.html How to use Twitter for Social learning
  • Very new technology that enables live interac- tive video broadcasting to a global audience us- ing just a camera and internet connection You can connect people at a distance to an audio or video meeting from your computer. You can also use Skype or telephone to connect them. Enables people to talk, see, use a whiteboard and annotate or share files.
  • Teaching to students who can't come to campusUnlimited office hoursShare your desktop UNH - Marian Litvaitis (COLSA - Dept of Nat Resources: Marine invertebrate zoologist) used Skype to conduct research with others around the world.  They posted photos and data on a private blog and used Skype for real-time discussion. UNH - Various faculty use simple and advanced chat programs for office hours. The Mixxer ( http://www.language-exchanges.org/ ) - A free site utilizing Skype to connect foreign language students to practice their language. Skype In The Classroom ( http://skypeintheclassroom.wordpre ss.com/ ) - EduSkyper's Phonebook: A regis try of educators who want to connect their classrooms.
  • Social Networking (LinkedIn) LinkedIn - Finding expertise and opportunities Higher Ed Job Search Group http://www.linkedin.com/groups?home=&gid=1844698 Social Media in Higher Education Careers: http://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=129 Technology-Using Professors Group http://www.linkedin.com/groups?gid=934617 LinkedIn in the classroom at Purdue: https://wiki.itap.purdue.edu/display/Social/Linkedin Features of other tools offered as well Microblogging in LinkedIn = "Status Updates" Social Bookmarking exists in LinkedIn as well in the form of add ons like "Reading List" boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication , 13 (1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html Facebook: ( http://www.scribd.com/doc/30980261/Using- Social-Media-to-Increase-Student-Retention-FACEBOOK )
  • CASE STUDIES (ALL) Social Networking (LinkedIn) LinkedIn - Finding expertise and opportunities Higher Ed Job Search Group http://www.linkedin.com/groups?home=&gid=1844698 Social Media in Higher Education Careers: http://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=129 Technology-Using Professors Group http://www.linkedin.com/groups?gid=934617 LinkedIn in the classroom at Purdue: https://wiki.itap.purdue.edu/display/Social/Linkedin Features of other tools offered as well Microblogging in LinkedIn = "Status Updates" Social Bookmarking exists in LinkedIn as well in the form of add ons like "Reading List" boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication , 13 (1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html Facebook: ( http://www.scribd.com/doc/30980261/Using- Social-Media-to-Increase-Student-Retention-FACEBOOK )
  • http://www.commoncraft.com/blogs
  • A weblog is usually a personal website where individuals can publish whatever they want to share with others. Blogs are essentially self-contained and, rather like a diary, reflect the opinions, thoughts and ideas of the people who write them. Many blogs provide commentary or news on a particular subject. Others function as more personal online diaries. Sometimes they are related to academic sites or subjects, in order to develop in depth discussions about specific fields. Blogs are an increasingly important communication tool in social, work and academic contexts. Most blogs are text based but often combine the text with images and links to websites and other blogs and media related to its topic. Entries are commonly displayed in reverse chronological order. The structure and layout of a blog will reflect an individual user’s approach to gathering and arranging information. A blogs can be a two-way tool that allows interaction between the writer and the reader with facilities for people to comment or offer feedback on what the blogger has written.
  • Knowledge sharing with peers About innovative teaching practices, new sources of information, research developments etc. Collaborative working with peers About building up a body of knowledge reflecting on that knowledge. Course announcements and readings giving students the ability to comment on the announcements and the readings. Annotated links for students giving students the ability to provide their own comments and to add to the provided links. Course FAQ site Reflective Academic develop meta-cognitive skills reflecting on their own learning processes course journal a record of their academic progress. objective criteria such as grades tutor feedback Personal experience with the course and with their learning Dialogue space for group work engage in collaborative learning at a time and place of their own choosing Electronic portfolio of course work reflection through comments Social space for distance education students get to know one another reflect on their learning talk about their real lives
  • http://www.colbertnation.com/the-colbert-report-videos/24039/october-17-2005/the-word---truthiness http://www.commoncraft.com/video-wikis-plain-english
  • Wikis are obviously open to abuse Rather than make it difficult to edit and add content, wikis are designed so that unwanted material can be got rid of easily Editors can check quickly what changes have been made and delete them or restore a previous version The same general principle will apply to wikis you may create in your classroom.
  • There is always some new piece of information to add, some old piece to delete or revise and so on. Through each individual’s contribution, the resulting product gets better and better.
  • An entire class can use a wiki to generate a collective product. If the learning activity of an individual has to be assessed or examined, you can choose to create single accounts for every participant so that you can see who is writing what and you can check that the progress of each individual is satisfactory. Conversely, you may want to assess their ability to work as a team and create a shared log in for a whole group. You can use wikis with your colleagues to create the material for a course Produce a single product collaboratively The book that you are reading has been written using a wiki to which every author added their materials and the opportunity for everyone else to revise it. So one use of a wiki is in a situation where a group of people have to write a single document – a paper, a book, etc. – on a specific topic. However, if the final document is long and complex, it is useful to assign each part of the work to a particular contributor who is responsible for managing and checking the content of particular wiki pages and another person who will edit the final version.
  • You do not need to store your bookmarks in your browser any longer. You can tag them, store them on-line and share them with others.
  • Simple demo – search tags – find other users who have already searched
  • Reinforce explanation of case study talk about how its a case study, but on youtube to promote tie back to marc hiller using the same methodology bullets on other flickr features http://www.youtube.com/watch?v=W3s7QEiq7-s http://www.flickr.com/groups/683857@N21/
  • A great way to have a back up of your presentations. You can link to them or embed them.
  • Transcript

    • 1. David Blezard Daniel Blickensderfer Ben Ranfeld Michael McIntire Marquis Walsh Kevin Wong Web Based Tools
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    • 19. The delivery of education or the acquisition of knowledge using computers or computer based materials as a medium
    • 20. <ul><li>Distance Learning </li></ul><ul><ul><li>Goes on in the absence of a teacher </li></ul></ul><ul><ul><li>Separated geographically from the learners </li></ul></ul><ul><li>Blended Learning </li></ul><ul><ul><li>Mix traditional with E-learning methods </li></ul></ul><ul><ul><li>Supplement or complement face-to-face </li></ul></ul>Distance vs. Blended
    • 21. &nbsp;
    • 22. Disclaimer: Much of what you are about to see is unsupported by UNH IT
    • 23. Categories of Tools <ul><li>Communicating and Interacting </li></ul><ul><ul><li>Microblogging and Instant Messaging </li></ul></ul><ul><ul><li>Broadcasting and Online Meetings </li></ul></ul><ul><ul><li>Social Networking </li></ul></ul><ul><li>Creating and Authoring </li></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><li>Storing and Sharing </li></ul><ul><ul><li>Social Bookmarking </li></ul></ul><ul><ul><li>Presentation Sharing </li></ul></ul><ul><ul><li>Video Hosting and Sharing </li></ul></ul>
    • 24. Pause
    • 25. Communicating and Interacting <ul><ul><li>Microblogging and Instant Messaging </li></ul></ul><ul><ul><li>Broadcasting and Online Meetings </li></ul></ul><ul><ul><li>Social Networking </li></ul></ul><ul><ul><li>(9:30 – 10:30) </li></ul></ul>
    • 26. Microblogging and Instant Messaging <ul><li>Communicating and Interacting </li></ul><ul><li>(Dan and Marquis) </li></ul>
    • 27. Tools <ul><li>Twitter </li></ul><ul><li>Google Talk </li></ul>
    • 28. What Does It Do? <ul><ul><li>Microblogging (Twitter) lets you create and/or follow very short posts. These posts can be used to perform research, provide an information “back channel” or peer response for in-class use. </li></ul></ul><ul><ul><ul><li>update your contacts </li></ul></ul></ul><ul><ul><ul><li>where you/they are and what you/they are doing </li></ul></ul></ul><ul><ul><ul><li>140 character limit </li></ul></ul></ul><ul><ul><li>Chat lets you stay in touch in real-time, in class or out of class </li></ul></ul>
    • 29. In the Classroom <ul><li>twitter - in the classroom &amp;quot;The Twitter Experiment&amp;quot;: Professor Monica Rankin using Twitter as an instructional application at the University of Texas at Dallas: http://www.readwriteweb.com/archives/how_one_teacher_uses_twitter_in_the_classroom.php (video) </li></ul><ul><ul><li>&amp;quot;Rankin uses a weekly hashtag to organize comments, questions and feedback posted by students to Twitter during class. Some of the students have downloaded Tweetdeck to their computers, others post by SMS or by writing questions on a piece of paper. Rankin then projects a giant image of live Tweets in the front of the class for discussion and suggests that students refer back to the messages later when studying. The Professor’s results so far have been mixed but it is clear that more students are participating in classroom discussions than they used to.&amp;quot; </li></ul></ul><ul><ul><li>Summary of use of twitter in the classroom in U.S. History class at U.T. Dallas by Monica Rankin - http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm </li></ul></ul><ul><li>Chuck Martin uses this well at UNH -- http://www.wsbe.unh.edu/chuck-martin -- MKTG 598.JTA: Top/Social Media in Marketing (January Term 2010) </li></ul>
    • 30. Broadcasting and On-Line Meetings <ul><li>Communicating and Interacting </li></ul><ul><li>(Ben and David) </li></ul>
    • 31. What Does It Do? <ul><ul><li>Live interactive video broadcasting using just a camera and internet connection </li></ul></ul><ul><ul><li>Connect people at a distance to an audio or video meeting from your computer. </li></ul></ul><ul><ul><li>Enables people to talk, see, use a whiteboard and annotate or share files. </li></ul></ul>
    • 32. In the Classroom <ul><li>Collaborating with colleagues around the world </li></ul><ul><li>Flexible office hours </li></ul><ul><li>Connecting your classroom and students to the global community </li></ul><ul><li>UNH - Marian Litvaitis (COLSA - Marine invertebrate zoologist) uses Skype to conduct research with others around the world.  They posted photos and data on a private blog and used Skype for real-time discussion. </li></ul><ul><li>UNH - Various faculty use simple and advanced chat programs for office hours. </li></ul><ul><li>The Mixxer (http://www.language-exchanges.org/) - A free site utilizing Skype to connect foreign language students to practice their language. </li></ul><ul><li>EduSkyper&apos;s Phonebook (http://skypeintheclassroom.wordpress.com/) - A registry of educators who want to connect their classrooms. </li></ul>
    • 33. Tools <ul><li>Skype </li></ul><ul><li>GoToMeeting </li></ul><ul><li>iLinc </li></ul>
    • 34. Social Networking <ul><li>Communicating and Interacting </li></ul>
    • 35. Tools <ul><li>LinkedIn </li></ul><ul><li>Facebook </li></ul>
    • 36. What Does It Do? <ul><ul><li>A social network service provides a framework for building and maintaining social networks among people based on shared interests and experiences </li></ul></ul>
    • 37. In the Classroom <ul><ul><li>Social Networking </li></ul></ul><ul><ul><ul><li>Facebook: Using Social Media to Increase Student Awareness </li></ul></ul></ul><ul><ul><ul><li>( http://www.scribd.com/doc/30980261/Using-Social-Media-to-Increase-Student-Retention-FACEBOOK ) </li></ul></ul></ul><ul><ul><ul><li>LinkedIn - Finding expertise and opportunities </li></ul></ul></ul><ul><ul><ul><ul><li>Technology-Using Professors Group http://www.linkedin.com/groups?gid=934617 </li></ul></ul></ul></ul>
    • 38. Facebook Stats <ul><li>According to Time Magazine, in June 2010, Facebook will log it’s 500 Millionth user. </li></ul><ul><li>The average internet user spends more time on Facebook than on Google, Yahoo, You Tube, Microsoft, Wikipedia, and Amazon Combined . </li></ul><ul><li>There are over 25 Billion web links posted on Facebook. </li></ul><ul><li>The average user posts 70 pieces of content each month </li></ul>
    • 39. Project: To create a facebook page for Human Biology as a means to share resources such as videos, web sites, and images, and to create and maintain a sense of community among students in Union County College’s BIO102 courses. Purpose: The project’s purpose is to 1) increase course retention 2) encourage classroom participation 3) enhance student confidence in, and understanding of, course subject matter, and 4) demonstrate the benefits of using social media as a means to engage students
    • 40. <ul><li>Project Statistics (As of 5/5/10) </li></ul><ul><li>Snapshot </li></ul><ul><li>380 total page views, 121 unique visitors. </li></ul><ul><li>90 combined audio plays, and photo and video views </li></ul><ul><li>76 post, 25 videos, 15 images </li></ul><ul><li>19 members, 18 fans </li></ul>
    • 41. <ul><li>Conclusion </li></ul><ul><li>The authors believe that the project’s objectives have been met. </li></ul><ul><li>However they conclude that an additional research with support from the college faculty, administration and improved student awareness is needed to provide more conclusive findings . </li></ul><ul><li>With its low cost, ease of implementation and potential for substantial benefi t to the college community its worth to take a further look. </li></ul>
    • 42. <ul><li>LinkedIn Stats </li></ul><ul><li>LinkedIn has over 70 million members in over 200 countries. </li></ul><ul><li>A new member joins LinkedIn approximately every second. </li></ul><ul><li>Executives from all Fortune 500 companies are LinkedIn members. </li></ul>
    • 43. <ul><li>Why LinkedIn? </li></ul><ul><li>Connect with Colleagues </li></ul><ul><li>Research / Information gathering </li></ul><ul><li>Collaboration </li></ul>
    • 44. BREAK
    • 45. Creating and Authoring <ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>(Kevin) </li></ul></ul><ul><ul><li>(10:45 – 11:15) </li></ul></ul>
    • 46. Blogs <ul><li>Creating and Authoring </li></ul><ul><li>(Kevin) </li></ul><ul><li>(10:45 – 11:00) </li></ul>
    • 47. What Does It Do? <ul><li>Personal website </li></ul><ul><ul><li>In depth discussions about specific topics </li></ul></ul><ul><ul><li>Links to websites, other blogs and media </li></ul></ul><ul><ul><li>Reflects the thoughts and ideas of the author </li></ul></ul><ul><li>Commenting </li></ul><ul><ul><li>Two-way tool that allows feedback </li></ul></ul>
    • 48. In the Classroom <ul><li>Knowledge sharing </li></ul><ul><li>Collaborative work with peers </li></ul><ul><li>Course announcements and readings </li></ul><ul><li>Annotated links for students </li></ul><ul><li>Course FAQ site </li></ul><ul><li>Reflective journals </li></ul><ul><li>Dialogue space for group work </li></ul><ul><li>Electronic portfolio of course work </li></ul><ul><li>Social space for distance education students </li></ul>
    • 49. Tools <ul><li>WordPress </li></ul><ul><li>Blogger </li></ul><ul><li>Blackboard </li></ul>
    • 50. Wikis <ul><li>Creating and Authoring </li></ul><ul><li>(Kevin) </li></ul><ul><li>(11:00– 11:15) </li></ul>
    • 51. What Does It Do? <ul><li>Create, edit and link </li></ul><ul><ul><li>Contribute new information </li></ul></ul><ul><ul><li>Amend content </li></ul></ul><ul><ul><li>Connect pages </li></ul></ul><ul><li>Versioning </li></ul><ul><ul><li>Changes are recorded </li></ul></ul><ul><ul><li>Shows who made what changes and when </li></ul></ul><ul><ul><li>Restore a previous version </li></ul></ul>
    • 52. Trust and security <ul><li>Open wikis </li></ul><ul><ul><li>Rely on large community of users </li></ul></ul><ul><ul><li>Are more open to ‘vandalism’ </li></ul></ul><ul><ul><li>Grow faster </li></ul></ul><ul><li>Closed wikis </li></ul><ul><ul><li>‘Vetting’ process </li></ul></ul><ul><ul><li>More reliable and vandal-proof </li></ul></ul><ul><ul><li>Grow more slowly </li></ul></ul>
    • 53. Two Assumptions <ul><li>Knowledge is transitory and not static </li></ul><ul><li>The whole is greater than the sum of the parts </li></ul>
    • 54. In the Classroom <ul><li>Collaborative Web-writing </li></ul><ul><li>Create collective knowledge </li></ul><ul><li>Information sources </li></ul><ul><li>Project ‘spaces’ </li></ul><ul><li>Problem solving </li></ul><ul><li>Practice collaboration and co-operation skills </li></ul>
    • 55. Tools <ul><li>PBWiki </li></ul><ul><li>Google Docs </li></ul><ul><li>Google Wave </li></ul>
    • 56. Pause
    • 57. Storing and Sharing <ul><ul><li>Social Bookmarking </li></ul></ul><ul><ul><li>Videos and Images </li></ul></ul><ul><ul><li>Presentations </li></ul></ul><ul><ul><li>(11:15 – 12:00) </li></ul></ul>
    • 58. Social Bookmarking <ul><li>Storing and Sharing </li></ul><ul><li>(Marquis &amp; Dan) </li></ul><ul><li>(11:15 – 11:30) </li></ul>
    • 59. What Does It Do? <ul><ul><li>Social bookmarking is a method for Internet users to share, organize, search, and manage bookmarks of web resources. </li></ul></ul><ul><ul><li>Unlike file sharing, the resources themselves aren&apos;t shared, merely bookmarks that reference them. You can tag them, store them on-line and share them with others. </li></ul></ul>
    • 60. Tools <ul><li>Del.icio.us </li></ul>
    • 61. Videos and Images <ul><li>Storing and Sharing (Marquis and Mike) </li></ul><ul><li>(11:30 – 11:45) </li></ul>
    • 62. According to Internet researcher eMarketer, by 2014, 77% of all U.S. Internet users -- 193.1 million -- will be watching video content monthly.
    • 63. What Does It Do? <ul><ul><li>You can upload and store videos using web- cams, camcorders and mobile phones and allow others to share them. You can also search or browse videos made by others and comment on them. </li></ul></ul><ul><ul><li>Your personal or professional picture collection can be tagged and stored on-line and shared with others. Access and the facility to download can be controlled. </li></ul></ul>
    • 64. In the Classroom <ul><li>This is Public Health </li></ul><ul><ul><li>Making people aware of the public health issues around them. </li></ul></ul><ul><ul><li>Using both flickr and youtube </li></ul></ul>
    • 65. Tools <ul><li>Flickr </li></ul><ul><li>Picnik </li></ul><ul><li>YouTube </li></ul><ul><li>Ted Talks </li></ul>
    • 66. Presentations <ul><li>Storing and Sharing (Marquis) </li></ul><ul><li>(11:45 – 12:00) </li></ul>
    • 67. What Does It Do? <ul><ul><li>If you create presentations using Keynote or PowerPoint you can store them, tag them and share them on-line. </li></ul></ul><ul><ul><li>You can make them available publicly, privately, downloadable or not. </li></ul></ul><ul><ul><li>You can also search for other’s presentations that </li></ul></ul><ul><ul><li>may be of use to you. </li></ul></ul>
    • 68. Tools <ul><li>Slideshare </li></ul>
    • 69. E-Learning David Blezard ACS 862-0213 Daniel Blickensderfer IDC/PAD 862-1862 Ben Ranfeld IDC 862-4158 Michael McIntire IDC 862-0643 Marquis Walsh IDC 862-2431 Kevin Wong DAC 862-0054

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