Introduction to Web 2.0 tools
Topics covered today <ul><li>What is ‘Web 2.0’? </li></ul><ul><li>Introduction to Web 2.0 concepts </li></ul><ul><li>Level...
What is Web 2.0?
Evolution of the internet
Web 2.0 concepts <ul><li>Based on Tim O’Reilly’s definition in his essay (‘What is Web 2.0’, 2005)  </li></ul><ul><ul><li>...
(1) Individual production/UGC <ul><li>http://english.ohmynews.com/ </li></ul>
(2) ‘Crowdsourcing’ <ul><li>http://www.cambrianhouse.com/ </li></ul>
(3) Data on an epic scale  <ul><li>http://www.amazon.co.uk/ </li></ul>
(3) Data recombined – ‘mashups’ <ul><li>http://twittervision.com/ </li></ul>
(4) Network effects <ul><li>http://www.facebook.com </li></ul>
(5) Openness <ul><li>http://www.walkjogrun.net/ </li></ul>
Levels of participation <ul><li>From Forrester’s Social Technographics report 2007 </li></ul>
Blogs <ul><li>http://timesonline.typepad.com/dons_life/ </li></ul>
Wikis <ul><li>http://www.wikipedia.org/ </li></ul>
Social networks
Photo/video sharing <ul><li>http://www.flickr.com/ </li></ul>
Tagging <ul><li>http://www.kottke.org/ </li></ul>
‘ Tag clouds’ <ul><li>http://www.flickr.com/photos/tags/ </li></ul>
Social bookmarking <ul><li>http://delicious.com/ </li></ul>
Academic social bookmarking <ul><li>http://www.brainify.com </li></ul>
Web-based applications (1) <ul><li>http://www.google.com/calendar/render </li></ul>
Web-based applications (2) <ul><li>http://docs.google.com/ </li></ul>
A Vision of Students Today <ul><li>http://www.youtube.com/watch?v=dGCJ46vyR9o </li></ul>
Note – what students said <ul><li>I will read 8 books this year, 2300 web pages and 1281 Facebook profiles </li></ul><ul><...
How do we reach these students?
UU YouTube channel <ul><li>http://www.youtube.com/user/uu </li></ul>
Google map – Access & Distributed Learning website
Facebook – ILL group page <ul><li>http://www.facebook.com/home.php? - /group.php?gid=31659526120&ref=mf </li></ul>
Bebo - Accounting <ul><li>http://www.bebo.com/accountinguu </li></ul>
Delicious links
CETL – e-learning calendar <ul><li>http://cetl.ulster.ac.uk/elearning/calendar.php </li></ul>
CELT – Ning community <ul><li>http://uustudents.ning.com/ </li></ul>
Second Life <ul><li>Access and Distributed Learning </li></ul>
Second Life (2) <ul><li>Magee Campus </li></ul>
Legal issues <ul><li>Copyright </li></ul><ul><li>Intellectual property </li></ul><ul><li>Data protection </li></ul><ul><li...
Legal issues – JISC Legal resources <ul><li>http://www.jisclegal.ac.uk/Web2/ (Information, guidance, legal workshops) </li...
Legal issues – Web2Rights project <ul><li>http://www.web2rights.org.uk/index.html  </li></ul>
Links –  http://delicious.com/C1_Newsletter
Why use wikis in class? <ul><li>Ideal for collaborative communication </li></ul><ul><li>Track users/changes to pages – thr...
Why use blogs in class? <ul><li>Easy to set up and use </li></ul><ul><li>Encourage active learning/participation </li></ul...
Why use social networks? <ul><li>Orientation – getting to know other students </li></ul><ul><li>Focus on learner and inter...
Any questions?
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Introduction to Web 2.0 tools

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A staff development lunchtime seminar which introduces staff to a definition of \'web 2.0\', introduces them to a series of web 2.0 key concepts, talks about levels of participation online, online tools that use web 2.0 key ideas, \'digital natives\' and their adoption of new technologies, and case studies within the University of Ulster

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  • Introduction to Web 2.0 tools

    1. 2. Introduction to Web 2.0 tools
    2. 3. Topics covered today <ul><li>What is ‘Web 2.0’? </li></ul><ul><li>Introduction to Web 2.0 concepts </li></ul><ul><li>Levels of online participation </li></ul><ul><li>Online tools and technologies </li></ul><ul><li>Web 2.0 and your students </li></ul><ul><li>Teaching and learning case studies </li></ul><ul><li>Legal issues </li></ul>
    3. 4. What is Web 2.0?
    4. 5. Evolution of the internet
    5. 6. Web 2.0 concepts <ul><li>Based on Tim O’Reilly’s definition in his essay (‘What is Web 2.0’, 2005) </li></ul><ul><ul><li>Individual production and UGC </li></ul></ul><ul><ul><li>Harness the power of the crowd </li></ul></ul><ul><ul><li>Data on an epic scale/data recombined </li></ul></ul><ul><ul><li>Network effects </li></ul></ul><ul><ul><li>Openness </li></ul></ul>
    6. 7. (1) Individual production/UGC <ul><li>http://english.ohmynews.com/ </li></ul>
    7. 8. (2) ‘Crowdsourcing’ <ul><li>http://www.cambrianhouse.com/ </li></ul>
    8. 9. (3) Data on an epic scale <ul><li>http://www.amazon.co.uk/ </li></ul>
    9. 10. (3) Data recombined – ‘mashups’ <ul><li>http://twittervision.com/ </li></ul>
    10. 11. (4) Network effects <ul><li>http://www.facebook.com </li></ul>
    11. 12. (5) Openness <ul><li>http://www.walkjogrun.net/ </li></ul>
    12. 13. Levels of participation <ul><li>From Forrester’s Social Technographics report 2007 </li></ul>
    13. 14. Blogs <ul><li>http://timesonline.typepad.com/dons_life/ </li></ul>
    14. 15. Wikis <ul><li>http://www.wikipedia.org/ </li></ul>
    15. 16. Social networks
    16. 17. Photo/video sharing <ul><li>http://www.flickr.com/ </li></ul>
    17. 18. Tagging <ul><li>http://www.kottke.org/ </li></ul>
    18. 19. ‘ Tag clouds’ <ul><li>http://www.flickr.com/photos/tags/ </li></ul>
    19. 20. Social bookmarking <ul><li>http://delicious.com/ </li></ul>
    20. 21. Academic social bookmarking <ul><li>http://www.brainify.com </li></ul>
    21. 22. Web-based applications (1) <ul><li>http://www.google.com/calendar/render </li></ul>
    22. 23. Web-based applications (2) <ul><li>http://docs.google.com/ </li></ul>
    23. 24. A Vision of Students Today <ul><li>http://www.youtube.com/watch?v=dGCJ46vyR9o </li></ul>
    24. 25. Note – what students said <ul><li>I will read 8 books this year, 2300 web pages and 1281 Facebook profiles </li></ul><ul><li>I will write 42 pages for class and over 500 pages of email </li></ul><ul><li>I Facebook through most of my classes </li></ul><ul><li>How I spend my day: </li></ul><ul><ul><li>1 ½ hours watching TV, 2 hours on mobile </li></ul></ul><ul><ul><li>2 ½ hours listening to music </li></ul></ul><ul><ul><li>3 ½ hours a day online </li></ul></ul><ul><ul><li>3 hours in class, 3 hours studying </li></ul></ul>
    25. 26. How do we reach these students?
    26. 27. UU YouTube channel <ul><li>http://www.youtube.com/user/uu </li></ul>
    27. 28. Google map – Access & Distributed Learning website
    28. 29. Facebook – ILL group page <ul><li>http://www.facebook.com/home.php? - /group.php?gid=31659526120&ref=mf </li></ul>
    29. 30. Bebo - Accounting <ul><li>http://www.bebo.com/accountinguu </li></ul>
    30. 31. Delicious links
    31. 32. CETL – e-learning calendar <ul><li>http://cetl.ulster.ac.uk/elearning/calendar.php </li></ul>
    32. 33. CELT – Ning community <ul><li>http://uustudents.ning.com/ </li></ul>
    33. 34. Second Life <ul><li>Access and Distributed Learning </li></ul>
    34. 35. Second Life (2) <ul><li>Magee Campus </li></ul>
    35. 36. Legal issues <ul><li>Copyright </li></ul><ul><li>Intellectual property </li></ul><ul><li>Data protection </li></ul><ul><li>Liability for defamation </li></ul><ul><li>Privacy & University’s duty of care to students </li></ul>
    36. 37. Legal issues – JISC Legal resources <ul><li>http://www.jisclegal.ac.uk/Web2/ (Information, guidance, legal workshops) </li></ul>
    37. 38. Legal issues – Web2Rights project <ul><li>http://www.web2rights.org.uk/index.html </li></ul>
    38. 39. Links – http://delicious.com/C1_Newsletter
    39. 40. Why use wikis in class? <ul><li>Ideal for collaborative communication </li></ul><ul><li>Track users/changes to pages – through History </li></ul><ul><li>Pools strengths of many </li></ul><ul><li>Easy to browse or modify content without specialist software </li></ul><ul><li>No HTML/programming knowledge required </li></ul><ul><li>Export your pages to Word/PDF with one click </li></ul><ul><li>Use for group projects/editing book chapters/curriculum planning/online help facilities </li></ul><ul><li>No need for multiple emails about projects </li></ul>
    40. 41. Why use blogs in class? <ul><li>Easy to set up and use </li></ul><ul><li>Encourage active learning/participation </li></ul><ul><li>Opportunities for collective learning (read/comment on others’ blogs in class) </li></ul><ul><li>Promote critical/analytical thinking </li></ul><ul><li>Can track ideas/progress over time </li></ul><ul><li>Helps develop writing skills </li></ul><ul><li>Move from users to co-creators on Internet </li></ul><ul><li>More student-centred activity </li></ul>
    41. 42. Why use social networks? <ul><li>Orientation – getting to know other students </li></ul><ul><li>Focus on learner and interactions </li></ul><ul><li>Suits digital natives (they expect interaction) </li></ul><ul><li>To facilitate communication about groupwork </li></ul><ul><li>Community building </li></ul><ul><li>Informal space for reflection </li></ul><ul><li>Building links with other students </li></ul><ul><li>Making connections </li></ul><ul><li>Eases loneliness of distance learning </li></ul>
    42. 43. Any questions?

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