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Web 2.0 presentation at AAEEBL 2010

Web 2.0 presentation at AAEEBL 2010

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  • Japanese!
  • Catalan
  • Spanish!
  • Mandarin
  • Essentially, industries, companies and people go through the 5 stages of: 1) heh, this is cool, 2) yeah, we all think this cool, 3) woah, we were sold down the river, 4) no, come to think of it, used in the right way, this can be good and finally 5) this has become part of what we do."
  • Many of us use the cloud, or cloud-based applications, without even being aware of it. Advances in computer science to ensure redundancy and protection from natural disasters have led to data being shared across many different hosting facilities. Improved infrastructure has made the cloud robust and reliable; as usage grows, the cloud is fundamentally changing our notions of computing and communication.
  • Part of a trend that began with simple innovations like personalized start pages, RSS aggregation, and customizable widgets, the personal web is a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it. Using a growing set of free and simple tools and applications, it is easy to create customized, personal web-based environments — a personal web — that explicitly supports one’s social, professional, learning and other activities via highly personalized windows to the networked world


  • 1. Your Digital Self: Web 2.0 as Personal Learning Environment and E-Portfoliohttp://sites.google.com/site/web2workshop2010
    Dr. Helen Barrett
    Researcher & Consultant
    Electronic Portfolios &Digital Storytelling for Lifelong and Lifewide Learning
    Assistant Professor, Educational Technology (retired)
    College of Education
    University of Alaska Anchorage (1991-2005)
  • 2. Personal Learning Environment Supports Self-Directed Learning
  • 3. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”
    Learning that is…
    • Social and Participatory
    • 4. Lifelong and Life Wide
    • 5. Increasingly Self-Directed
    • 6. Motivating and Engaging
    • 7. … and Online!
  • Personal Learning Environments
    How do you define your PLE?
  • 8.
  • 9.
  • 10.
  • 11. Types of E-Portfolio Implementation
    Working Portfolio
    The Collection
    The Digital Archive
    Repository of Artifacts
    Reflective Journal(eDOL)
    Collaboration Space
    Portfolio as Process-- Workspace (PLE)“shoebox”
    Presentation Portfolio(s)
    The “Story” or Narrative
    Multiple Views (public/private)
    Varied Audiences(varied permissions)
    Varied Purposes
    Portfolio as Product-- Showcase
  • 12.
  • 13. Japanese
  • 14. Catalan
  • 15. Spanish
  • 16. Mandarin
  • 17. Structure of E-Portfolio Types
    Portfolio as Process/ Workspace
    Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences
    Primary Purpose: Learning or Reflection
    Reflection: immediate focus on artifact or learning experience
    Portfolio as Product/ Showcase
    Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
    Primary Purpose: Accountability or Employment or Showcase
    Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
  • 18. Processes
    Digital Storytelling
    Social Networks
  • 19. Web 2.0 tag cloud
  • 20. Recent changes in technology
  • 21. Web 1.0 vs.Web 2.0
    Britannica Online
    personal websites
    domain name speculation
    page views
    screen scraping
    content management systems
    directories (taxonomy)
    Google AdSense
    search engine optimization
    cost per click
    web services
    tagging ("folksonomy")
    O'Reilly, T. (2005)
  • 22. Architectureof InteractionArchitecture of Participation (Web 2.0)
    allows a
    Pedagogyof Interaction
  • 23. Web 2.0 Tools in ePortfolios
    Portfolio Activities
    Reflective Journal
    Immediate feedback
    Creation/Collection/Storage of artifacts
    Collaborative editing
    Collaborative publishing
    Web 2.0 tools
    Microblogs (Twitter)
    GoogleDocs, YouTubeDropBox, Box.net
    Grou.ps, Ning,
    GoogleDocs, Etherpad, typewith.me, ietherpad
    Wiki/Google Sites
  • 24. Web 2.0 deep trends: a revolution in human augmentation
    Web 2.0 Expo, April 2008: Tim O’Reilly, O’Reilly Media
  • 25. Wikibook
    http://en.wikibooks. org/wiki/Web_2.0_and_Emerging _Learning _Technologies
  • 26. Why Web 2.0?
    Access from Anywhere!
    Lifelong Skills!
    Mostly FREE!
  • 27. All you need is… an <Embed> Code!
    <object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/ckcSegrwjkA&amp;hl=en_US&amp;fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/ckcSegrwjkA&amp;hl=en_US&amp;fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object>
  • 28.
  • 29. Technologies to Watch
    One year or less
    Cloud Computing
    Two to Three Years
    The Personal Web
    Four to Five Years
    Semantic-Aware Applications
    Smart Objects
  • 30. Cloud Computing
    “The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines.”
    disk storage and processing cycles a readily available, cheap commodity
    thin-client, web-based applications for image editing, word processing, social networking, and media creation
    More reliable than desktop storage
    The Horizon Report, 2009
  • 31. The Personal Web
    … computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web.
    The Horizon Report, 2009
  • 32. Social Learning
    How can we integrate technology use with what we know about social learning and interactivity?
  • 33. How can you leverage the technologies students own?
    Accessibility from home computers
    Connectivity with cell phones
  • 34. How is social networking impacting technology in education?
    It is having a huge impact on our social and political world!
  • 35. A New Cultural Wedge
    “less calls, more web” mobile phones from 3
    Emphasis on social networking
    Online versions of
  • 36. Web 2.0, an Architecture of Interaction/Collaboration
    Using Interactive Productivity Tools (GoogleApps: GoogleDocs, GoogleSites)
    Using Social Networking Strategies
    (Facebook, Ning, Twitter, Edmodo)
  • 37. Planning Issues
    What is your purpose?
    Software capabilities: allow interaction between faculty and students around learning activities and products
  • 38. http://sites.google.com/site/web2workshop2010/
    Free, often open-source tools on the WWW
    “Me Publishing (blog and wiki)
    Shared Writing (GoogleDocs)
    Web Publishing(Google Sites)
    May require higher technology competency
    Mostly not secure websites
    “Small Pieces, Loosely Joined”
  • 39. Public Google Tools vs. GoogleApps for Education?
    Public Google Tools (Gmail account)
    Google Apps for Education
    Student owns the account for life (must be over 13)
    Student has complete control of access
    FREE for anyone
    No uploading to Google Video (must use YouTube to embed videos)
    Start immediately
    Protected environment (school assigns account)
    School can control access (limit to members)
    FREE for education
    Limited use of Google Video (2 GB)
    Need some advanced set-up time
  • 40. GoogleDocs
    Documents, presentations or spreadsheets can be edited
    Maintains a record of all revisions, with identity of author.
    Interactivity is maintained through comments and co-authoring.
    Easily embed presentations into blog.
    Convert all documents to Microsoft Office or OpenOffice or PDF.
    Set up own system for managing the feedback on student work.
    Requires full time high speed Internet access.
    No attachments, only hyperlinks to documents.
  • 41. Validating my dissertation research
    When learning new tools, use familiar tasks
    When learning new tasks, use familiar tools
  • 42. Google Sites
    Free website builder
    Flexibility and creativity in portfolio authoring.
    Helps students build technology skills.
    Automatically store pages online.
    100 MB limit on uploaded attachments
    Set up own system for managing the feedback on student work.
  • 43. Google Sites ePortfolios
  • 44. Page Types in Google Sites
    Web Page – create your own structure
    Announcements – blog with RSS feeds
    File Cabinet – upload files, organize in folders
    List – simple flat-file data base
  • 45. Explore Google Sites Capabilities for ePortfolio Requirements
    File Cabinet page type to upload artifacts
    Comments for feedback on pages or entries in Announcements page
    Announcements page type (blog) with RSS feeds
    List page type as data base
    Subscribe to page or site changes
    What’s New in Google Docs? http://www.google.com/google-d-s/whatsnew.html
  • 46. Attachments in Google Sites
    More Actions -> Manage Site
    Shows pages where attachments were added and links
    (re-use files using hyperlinks – right click and copy link)
  • 47. Storage Limitations in Google Sites – Apps vs. Sites
    sites.google.com/site/ account limited to 100 MB of attachments in each Google Site you set up
    GoogleApps for Education domains with a maximum of 100 GB per domain, assigning accounts for each student
    Standard GoogleApps account, with your own domain name, for $10 a year, currently allows a maximum of 10GB of attached files in all Sites created under your domain
    Google's FAQ on Storage in different versions of Google Sites
  • 48. handouts
    WordPress/Movable Type ePortfolios
  • 49. Level 1 - Collection
  • 50. Level 2: Primary Purpose: Learning/Reflection
  • 51. Blogs
    Quickly, easily create a learning journal, documenting growth over time with entries that are date-stamped.
    WordPress allows additional pages and sub-pages.
    Interactivity is maintained through RSS feeds and Comments that can be added.
    WordPress file limit 3 GB!
    WordPress blogs can be password-protected.
    Prescribed order (reverse-chronological) of entries.
    Does not allow organizing attached files into folders.
    Limited attachments in Blogger.
  • 52. Less abouttellingMore about talking!
    - Julie Hughes, University of Wolverhampton
    Take advantage of Web 2.0 strategies in learning
  • 53. Don’t jump tothe final presentation prematurely…
    Document the learning process over time… through a learning journal.
  • 54. Review Examples of Scaffolding for Reflection
  • 55. Forms of Assessment
    Formative Assessments
    Provides insights for the teacher
    Assessment FOR Learning
    Provides insights for the learner
    Summative Assessments (Assessment OF Learning or Evaluation)
    Provides insights (and data) for the institution
    Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
  • 56. Level 3: Primary Purpose: Showcase/Accountability
  • 57. Wikis
    Free (for education) online system.
    Wikispaces allows 2 GB online storage (PBWorkslimits 50 MB).
    Page can be edited by approved members.
    Discussion link on top of every page.
    Saves draft pages and keeps versions.
    Allows embedding media and building tables on pages.
    Does not allow organizing files into folders.
    Archived version does not save navigation menu.
    Ads! (Google Sites is a wiki without ads!)
  • 58. Making ePortfolios Stick
    Will your students want to use the ePortfolio process after they graduate?
  • 59. Ali Jafari (2004) “The “Sticky” E-Portfolio System: Tackling Challenges & Identifying Attributes” EDUCAUSE ReviewJuly/August 2004.
  • 60. Success Factors
    Successful ePortfolio Project = I + J + K + L + M + N + O, where:I = ease of use J = sustainable business planK = advanced featuresL = robust integrated technologyarchitectureM = lifelong supportN = standards and transportability,andO = X (undetermined factors)
  • 61. Key Qualities of an idea that is made to stick:
  • 62. Qualities
    Simplicity: "How do you strip an idea to its core without turning it into a silly sound bite?"
    Unexpectedness: "How do you capture people's attention... and hold it?"
    Concreteness: "How do you help people understand your idea and remember it much later?"
    Credibility: "How do you get people to believe your idea?"
    Emotional: "How do you get people to care about your idea?"
    Stories: "How do you get people to act on your idea?"
  • 63. Isn’t this Web 2.0 thing just a fad?
    cognitive surplus
    Telling about Interview with TV producer
    looking for the mouse
    Web 2.0 Expo, April 2008, Clay Shirky
    Author of the book Here Comes Everybody
  • 64. Dr. Helen Barrett
    Researcher & ConsultantElectronic Portfolios & Digital Storytelling for Lifelong and Life Wide Learning