Learning, teaching & Web 2.0: Finding a comfortable fit


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Web 2.0 tools are web-based, typically free to the user, support collaboration and interaction, and are responsive to the user. These increasingly available tools include wikis, blogs, file-sharing services and social networks. Freely available and appealing, these tools are not designed for teaching and learning, yet have been embraced by learners and educators alike. Web 2.0 tools offer alterative instructional strategies that can support deeper learning through active construction of knowledge, social negotiation of understanding, and learner-produced content

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  • Web 1.0 is like buying a can of Campbell's Soup: everything is in the can and can be messed up if modified
  • web 2.0 is a two-way platform where participation is a key-word. Web 2.0 is like making homemade soup and inviting your soup-loving friends over
  • R. Mayer, Multimedia Learning (dual channel) - http://en.wikipedia.org/wiki/Multimedia_learning
  • “ Web 3.0 shows more intelligence: the "web machine" learns, suggests and anticipates what people like and would like to get. * Web 1.0 is like buying a can of Campbell's Soup * Web 2.0 is like making homemade soup and inviting your soup-loving friends over * The semantic web is like having a dinner party, knowing that Tom is allergic to gluten, Sally is away til next Thursday and Bob is vegetarian. We are already starting to see the first hints of the semantic web in the mainstream: the photo tagging feature on Facebook is a great example. You upload a photo, tag the photo with your friend's name, and Facebook automatically notifies that person that there's a new picture of them in your photo album. It's a lightweight vision of the future, where the context adds value.” From interview with Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html
  • My interest in lifelong learning is situated in the segmentation of markets that require us to learn new systems, processes, ways of interacting as we go through our lifelong development process. Technology, I believe, should not draw attention to itself. http://www.pewinternet.org/Reports/2009/Generations-Online-in-2009.aspx
  • Impact of school as a not so safe place, 9-11, media and technology culture, multiculturalism; Value immediacy, structure, fair play, diversity; prefer group activities, self-confident, optimistic; cannot imagine NOT having many career paths; multi-taskers that see themselves at the forefront of change
  • Adventure Learning - http://www.ascilite.org.au/ajet/ajet26/veletsianos.html
  • Bonding over cadaver labs was preferred by some students
  • Preparation for Future Learning Does learning involve multiple experiences? Do you provide for relaxed alertness that includes high challenge and low threat? Is there orchestrated participation of the learner through engagement, and authentic and varied experience? Is active processing through which meaning is made available? CHECK FOR UNDERSTANDING
  • Veronica
  • Veronica
  • Here we will tour the site - Veronica
  • WHY? Check for understanding Table conferencing for assessment in an integrated curriculum (University of Utah) – graded on: accuracy, clarity, depth & detail, use of cadaver Students participated in 3 conferences per semester TA function that is valued for learner: availability for confirming what is known, expert resources
  • Anatomy Voicethread - http://voicethread.com/#q+anatomy.b988645.i5268605 Slideshare - http://www.slideshare.net/MiamiDadePA/anatomy-lect-8-le-presentation SciVee - http://www.scivee.tv/node/14306
  • TA’s role – support, mediate between faculty and student, dissection guidance
  • http://mind42.com/ http://www.datamasher.org/mash-ups/poverty-rate-plus-adult-overweight-obesity-rate http://www.wolframalpha.com/input/?i=BMI+5%2710%27%27%2C+165lb http://www.notemesh.com
  • Expectations that work/ideas/opinions will be made public, e.g. Table Conferences, Integration of knowledge
  • Reinforce multiple representations
  • See http://digitalstory.osu.edu/movies/dassler-f.html
  • Learning, teaching & Web 2.0: Finding a comfortable fit

    1. 1. Learning, teaching & Web 2.0: Finding a comfortable fit Patricia McGee, PhD. The University of Texas at San Antonio
    2. 3. Web 2.0 Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html
    3. 5. Web 2.0 Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html
    4. 6. Affordances of Web 2.0? <ul><li>Web-based application, </li></ul><ul><li>Typically free to the user, </li></ul><ul><li>Can support collaboration and interaction, </li></ul><ul><li>Highly responsive to the user </li></ul><ul><li>Multi-modal </li></ul>
    5. 7. Web 3.0 Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html On-call doctor Vegetarian Allergic to gluten
    6. 11. Generations Nexters or Millennials Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 67-88 years old Middle to end work force 50-66 years old Beginning to mid work force 30-49 years old In K-20 education system 10-29 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980 1981-2000
    7. 12. 20 th vs 21 st Century Learning <ul><li>Then </li></ul><ul><li>Textbook Learning </li></ul><ul><li>Lecture Learning </li></ul><ul><li>Project Learning </li></ul><ul><li>Video Learning </li></ul><ul><li>Distance Learning </li></ul><ul><li>Now </li></ul><ul><li>Adventure Learning </li></ul><ul><li>Virtual Learning </li></ul><ul><li>Learning through Storytelling </li></ul><ul><li>Game Learning </li></ul>
    8. 13. Millennials <ul><li>Characteristics </li></ul><ul><li>34% are black, Hispanic, Asian, or Native American </li></ul><ul><li>One third have been raised by a single parent </li></ul><ul><li>Play, social, and learning behavior has been framed by technology </li></ul><ul><li>Learning supported by </li></ul><ul><li>Teamwork/Collective Reflection </li></ul><ul><li>Experiential/Active Activities </li></ul><ul><li>Structure </li></ul><ul><li>Strategy & Problem Solving </li></ul><ul><li>Guided Mentoring </li></ul>
    9. 14. Personal (learning) Network
    10. 15. Social Media <ul><li>Twitter™ </li></ul><ul><li>Blogs </li></ul><ul><li>SmartPhones </li></ul><ul><li>iPods™ </li></ul><ul><li>Games </li></ul><ul><li>Facebook™ </li></ul><ul><li>Skype™ </li></ul><ul><li>YouTube™ </li></ul><ul><li>Meetup™ </li></ul><ul><li>Flickr™ </li></ul><ul><li>Ustream™ </li></ul><ul><li>The Sims™ </li></ul>keitai shousetsu – cell phone novels
    12. 18. Study of Anatomy? <ul><li>Complementarity of structure & function </li></ul><ul><li>Locations </li></ul><ul><li>Interactions </li></ul><ul><li>Relationships </li></ul>
    13. 19. <ul><li>Never memorize anything you can look up in book. </li></ul><ul><li>Albert Einstein </li></ul>
    14. 20. <ul><li>It doesn’t exist for me if it I can’t find it on Google™. </li></ul><ul><li>Unknown </li></ul>
    15. 22. Prepare for Future Learning
    16. 23. Tools by Name
    17. 24. Tools by Instructional Application
    18. 25. http://elearningtools.wetpaint.com/
    19. 26. Active Construction of Knowledge <ul><li>Strategies </li></ul><ul><li>Collaborative Writing </li></ul><ul><li>Data Mashups </li></ul><ul><li>Visualizations </li></ul><ul><li>Polling/Surveying </li></ul><ul><li>Reflecting & Reporting </li></ul><ul><li>Tools </li></ul><ul><li>Wikis </li></ul><ul><li>Google Apps™ </li></ul><ul><li>Blogs </li></ul><ul><li>Poll Daddy™ </li></ul><ul><li>Hipcast™ </li></ul><ul><li>Vyew™ </li></ul>
    20. 27. Instructional Applications <ul><li>Introduce Material </li></ul><ul><li>Anticipatory Set </li></ul><ul><li>Advance Organizer </li></ul><ul><li>Outline </li></ul><ul><li>Novel situation, event, phenomenon </li></ul><ul><li>Present Information </li></ul><ul><li>Lecture quips </li></ul><ul><li>Primary data </li></ul><ul><li>Historical records </li></ul><ul><li>Previous student presentations </li></ul><ul><li>Examples </li></ul>
    21. 28. examples
    22. 29. Social negotiation of understanding <ul><li>Strategies </li></ul><ul><li>Peer Critique </li></ul><ul><li>ePortfolio (course, topic, project) </li></ul><ul><li>Expert Review </li></ul><ul><li>Mentoring </li></ul><ul><li>Publication </li></ul><ul><li>Virtual Community of Practice </li></ul><ul><li>Collaborative Note-taking </li></ul><ul><li>Tools </li></ul><ul><li>Epsilen™ </li></ul><ul><li>Ning™, Elgg™, Yahoo Groups™ </li></ul><ul><li>Google Apps™ </li></ul><ul><li>Twitter™ </li></ul><ul><li>Lulu™, Scribd™ </li></ul><ul><li>NoteMesh™ </li></ul>
    23. 30. Instructional Applications <ul><li>Provide examples of </li></ul><ul><li>Disciplinary skills </li></ul><ul><li>Processes </li></ul><ul><li>Documentation procedures </li></ul><ul><li>Primary data </li></ul><ul><li>Secondary data </li></ul><ul><li>Types of Interaction </li></ul><ul><li>Check for understanding </li></ul><ul><li>Contribution </li></ul><ul><li>Revision </li></ul><ul><li>Labeling (Tagging) </li></ul><ul><li>Ranking/Rating </li></ul>
    24. 31. examples
    25. 32. Learner Produced Content <ul><li>Strategies </li></ul><ul><li>Digital Stories </li></ul><ul><li>Visualizations </li></ul><ul><li>Concept Maps </li></ul><ul><li>Information Mashups </li></ul><ul><li>Citizen Reporting </li></ul><ul><li>Tools </li></ul><ul><li>Our Story™ </li></ul><ul><li>Bubblus™ </li></ul><ul><li>Google Maps™ </li></ul><ul><li>Flicker™ </li></ul><ul><li>Wolfram|Alpha™, DataMasher™ </li></ul><ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Podcasts </li></ul><ul><li>Videocasts </li></ul>
    26. 33. Instructional Applications <ul><li>Strategies </li></ul><ul><li>Collections </li></ul><ul><li>Competitions </li></ul><ul><li>Showcase </li></ul><ul><li>Peer Review </li></ul><ul><li>Expert Review </li></ul><ul><li>Publication </li></ul><ul><li>Presentations </li></ul>
    27. 34. examples
    28. 35. Things Small by Cynthia Dassler
    29. 36. Key Points for using Web 2.0 Tools <ul><li>Keep the learner in the forefront: Prepare for Future Learning (PFL) </li></ul><ul><li>Select tools that for instruction as well as learning </li></ul><ul><li>Make sure the tool supports the learning goal </li></ul><ul><li>Focus on practice, construction, and collaboration. </li></ul>
    30. 37. Tools - http://elearningtools.wetpaint.com/ Paper- http://tiny.cc/AAA-McGee [email_address]