2. What is Web 2.0?<br />New<br />Technology<br />Old<br />Technology<br />A<br />New<br />Culture<br />Design<br />Collaborate<br />Share<br />
3. Web 2.0<br />Users are creators<br />Users are not limited to only viewing content<br />Users become more active in what is on the web<br />Allows individuals to create pages where others can contribute their thoughts<br />Web 2.0 is characterized by openness, social networking, and microcontent<br />Alexandr, B. (2006). Educaus<br />
4. How Does it Differ from Web 1.0<br />only allowed people to create a site for others to view<br />had more privacy<br />was a publishing site where as Web 2.0 is more of a participation site<br />was a read only format while Web 2.0 is interactive<br />a sharper line “between producers and consumers of content and [2.0] shifted attention from access to information toward access to other people” (Brown & Adler, 18)<br />In learning environments information is "pushed" to the student rather than "pulled" by the user, (Brown & Adler").<br />better way of connecting people, as well as storing, retrieving, and sharing information<br />socially constructed; users play a larger role in publishing sites and blogs, posting comments to other sites, and adding pictures and videos.<br />media can be moved between websites and tagged for future reference also downloaded and uploaded to the internet. <br />sites can be saved, addressed, or built upon<br />people with common interest can collaborate by adding to projects at different times from different places; communicating their ideas and opinions<br />playing a larger role in business and education<br />students and researchers can not only find information, but can debate and discuss the information they find<br />Web 1.0<br />Web 2.0<br />VS.<br />Alexander, B. (2006). Brown & Adler (2008)<br />
6. Definitions of Some Web 2.0 Tools<br />Wiki- a collaborative site that allows creators and users to post comments, edit information, or create new pages. Wikis are an easy and a fast way to collaborate, organize, and share ideas without time constraints . can be used by everyone in all districts or companies to share ideas on improvement and sharing technology-based instruction and organizing materials for instruction. (Schweder, 2009)<br />Blog (web + log)- an interactive site that allows users to leave comments , usually on photos or videos; combines text, images, and links to other blogs<br />RSS feed (Really Simple Syndication)- is used to publish frequently updated works—such as blog entries, news headlines, audio, and video to readers who want to subscribe to updates from favorite websites or to collect feeds from many sites into one place<br />Mapping/Mash-ups- websites that combine content from more than one source (Deal, 2007)<br />Podcast- a way of downloading, watching, and listening to multimedia files over the Internet for playback on MP3 players or a computers (Deal, 2007)<br />Social Bookmarking- is saving the address of a Web site you wish to visit in the future on your computer to a public Web site and “tagging” them with keywords so they will be easy to find/search later. You can also add people to your network and share sites<br />Videoblog- a collection of a theme videos--your own or your favorites--posted on a web host web site and it's a great way to reach out to audiences and show off your work <br />Schweder, 2009<br />Deal (2007)<br />
7. Using Web 2.0<br />with Learner-Centered Approaches<br />
8. Learner-Centered Approaches<br />*Some Key Characteristics of Learner-centered Instructional Strategies:<br /><ul><li>Personalized and customized
9. Positive climate & emotional support
10. Power sharing
11. Challenging learning activities
12. Authentic learning experience
13. Self regulation
14. Assessment for learning</li></ul>*Examples of Learner-centered Instructional Strategies:<br /><ul><li>Problem-based learning
15. Project-based learning
16. Case-based learning 4. Inquiry-based learning</li></ul>*The American Psychological Association <br />Learner-centered psychological principles. The domains of the learner-centered principles – the metacognitive and cognitive, affective, personal and social, developmental, and individual differences factors – emphasize both the learner and learning. <br />
17. Project-Based Learning<br />Learner-Centered Approach using Project-Based Learning in a Classroom<br />The “7-Cs”: Critical thinking , Creativity, Collaboration, Cross-cultural understanding, Communication, Computing, Career are all necessary for success in education and workplaces of the 21st Century. These are skills that students gain from Project-Based Learning (PBL) activities. <br />PBL:<br />allows students to learn in all levels of “Blooms Taxonomy”. <br />actively engages students in authentic, problem-solving activities, which prepares students with skills for future success.<br />is teacher-facilitated while students learn by doing hands-on projects; individually and in teams. <br />allows for real world applications which encourages the use of higher order thinking skills and promotes meaningful learning that connect the students’ new learning to their previous knowledge. <br />allows the students to develop a personal attachment to their projects and the information and communication technology also allows students to explore and be competitive globally.<br />Moylan, 2008<br />
18. Problem-Based Learning<br />A Problem-based Learning Assignment with Technological Strategies <br />Create an egg drop experiment for first grade students. <br />Students are instructed to bring a raw egg to school that will be dropped from the roof students they are to find a way to keep the egg from breaking. <br />The students are allowed to do anything they want to the egg except cook it to keep it from breaking meeting the guideline. “Problem simulations used in problem based learning must be ill-structured and allow for free inquiry” (Savery, 13). <br />Upon the completion of the project the teachers drop students’ creations from the roof of the school. <br />Students would document their groups progress, ideas, and failed attempts. “Students learn during their self-directed learning and apply knowledge back to the problem with reanalysis and resolution”, on their group blog and do a summation and closing analysis on a group wiki (Savery 13-14). <br />Students will engage in science, art, math, and language arts throughout this project, therefore, meeting the guideline of “integrating from a wide range of disciplines or subjects” (Savery, 13). <br />Youtube would be a Web 2.0 tool to utilize that allows students to watch each others’ projects throughout the whole process and allow for peer and self assessment and analysis upon completion as stated by PBLguidlines (Savery, 14).<br />Savery,2006<br />
19. Advantages of Web 2.0 in Teaching<br />Web 2.0 allows teachers to be current and have relevant materials for class.<br />Web 2.0 improves classroom discussions because students have increased information and interest.<br />Students are engaged in the learning when web tools used appropriately. They challenge each other on wiki pages and want to do projects. <br />Educators can enable students to become more willing and proficient in reading and writing. Blogs are used by students as online journals in which they are required to write. <br />Students use bookmarking sites such as Delicious, to tag, make notes and share bookmarks.<br />Students can create a 3 minute podcast to teach a particular math concept, historical event, grammar point, or literature summary.<br />Web 2.0 makes creators/producers of students. Students become inspired and develop their own questions and project ideas.<br />(Byrne, 2009). The Effect of Web 2.0 on Teaching and Learning. Teacher Librarian, 37(2), 50,.<br />Youtube, for example:<br /><ul><li>can save money in the classroom instead of buying different types of media such as Cd's and DVD's.
20. makes many types of media instantly available. Old, historical footage, pictures, and audio recordings come from archives many from different time periods and can be incorporated into any lesson.
21. can be used to post comments and reflect on the views of others to show students different perspectives of a topic.
22. allows teachers to scaffold students’ learning.
23. can be used in a variety of ways to induce critical-thinking skills, reflections, and discussions in students.
24. is engaging. An engaging activity would be to let students produce their own videos.</li></ul>Thompson, 2010<br />
25. References<br />Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning. Educaus. March/April, pgs. 33-44. Retrieved from net.educause.edu/ir/library/pdf/ERM0621.pdf <br />Byrne, R. (2009). The Effect of Web 2.0 on Teaching and Learning. Teacher Librarian, 37(2), pgs. 50<br />Deal, Ashley. (2007). A teaching with technology white paper: Podcasting. Teaching with Technology. June 2007 issue, pgs.1-15. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf.<br />Learner-centered Psychological Principles: A framework for school reform and design. The American Psychological Association. Retrieved from http://www.apa.org/ed/governance/bea/learner-centered.pdf .<br />Moylan, William Alexander. (2008). Learning by project: Developing Essential 21st century skills using student team projects. International Journal of Learning. Vol. 15 Issue 9, pgs. 287-292. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl .<br />Savery, J. R. (2006). Overview of problem-based learning: definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning. Vol. 1, pgs. 9-20. <br />Schweder, Windy& Wissick, Cheryl, A. (2009). The Power of Wikis. Journal of Special Education Technology. Vol. 24(1), pgs. 57-60<br />Thompson, Gray, K., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as web 2.0 authors: Implications for assessment design and conduct. Australasian Journal of Educational Technology. Vol. 26(1), pgs. 105-122.<br />http://www.avln.org/olexpedition/apa.html (learner centered instruction from Dr. An’s paper)<br />http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpb<br />