Your SlideShare is downloading. ×
0
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Aapt 2008
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Aapt 2008

532

Published on

Published in: Business, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
532
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • * Use 7 Principles as guide to what makes a good PHI class. Might think especially about promoting critical philosophical thinking and discourse in the classroom. * Introduce WEB 2.0 briefly; highlight key elements that lend themselves to good teaching * Look at only a few applications and their usefulness. * Time for questions and discussion and trial
  • Transcript

    • 1. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom AAPT August 2008
    • 2. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom
    • 3. <ul><li>encourages student-faculty interaction </li></ul><ul><li>encourages cooperation among students </li></ul><ul><li>encourages active learning </li></ul><ul><li>gives prompt feedback </li></ul><ul><li>emphasizes time on task </li></ul><ul><li>communicates high expectations </li></ul><ul><li>respect diverse talents and ways of learning </li></ul>7 principles of good practice in undergraduate education Good Practice March 1987 AAHE Bulletin, Chickering and Gamson
    • 4. <ul><li>“ Any given instructional strategy can be supported by a number of contrasting technologies (old and new), just as any given technology might support different instructional strategies. But for any given instructional strategy, some technologies are better than others: Better to turn a screw with a screwdriver than a hammer — a dime may also do the trick, but a screwdriver is usually better.” </li></ul><ul><li>Arthur W. Chickering and Stephen C. Ehrmann </li></ul><ul><li>IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever </li></ul>7 principles of good practice in undergraduate education Good Practice March 1987 AAHE Bulletin, Chickering and Gamson
    • 5. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom
    • 6.  
    • 7. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents
    • 8. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents Web 2.0 is the network as platform , spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an &quot; architecture of participation ,&quot; and going beyond the page metaphor of Web 1.0 to deliver rich user experiences . OReilly, Tim. “What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software.” Communications and Strategies 65 (2007): 17-37. image: http://hinchcliffe.org
    • 9. Markus Angermeier: Web 2.0 Mindmap Translated versions ( http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20/ )
    • 10. image source: http://www.jeffro2pt0.com interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents
    • 11. OReilly, Tim. “What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software.” Communications and Strategies 65 (2007): 17-37.
    • 12. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents <ul><li>Architecture of Participation </li></ul><ul><li>posting, commenting, and creating </li></ul><ul><li>Collective intelligence </li></ul><ul><li>sharing and collaborating </li></ul><ul><li>Folksonomy </li></ul><ul><li>organizing and searching </li></ul><ul><li>Syndication </li></ul><ul><li>feeding and aggregating </li></ul><ul><li>Rich Internet Applications </li></ul><ul><li>software as service and browser as desktop </li></ul>WEB 2.0
    • 13. <ul><li>Principles of Good Practice in Undergraduate Education </li></ul><ul><li>What is Web 2.0? </li></ul><ul><li>How Web 2.0 technologies can help us apply these Principles in undergraduate philosophy classes. </li></ul>WEB 2.0 In the philosophy classroom
    • 14. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.diigo.com “ You are what you annotate.”
    • 15. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents “ your easy-to-use web site, where you can quickly post thoughts, interact with people, and more” www.blogger.com
    • 16. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.pbwiki.com “ your students get a gentle introduction into online collaboration”
    • 17. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents docs.google.com “ Create documents, spreadsheets and presentations online”
    • 18. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.netvibes.com Netvibes: “a global community of users who are taking control of their digital lives”
    • 19. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.netvibes.com Michael Wesch’s KSU group is “dedicated to exploring and extending the possibilities of digital ethnography.”
    • 20. <ul><li>encourages student-faculty interaction </li></ul><ul><li>encourages cooperation among students </li></ul><ul><li>encourages active learning </li></ul><ul><li>gives prompt feedback </li></ul><ul><li>emphasizes time on task </li></ul><ul><li>communicates high expectations </li></ul><ul><li>respect diverse talents and ways of learning </li></ul>March 1987 AAHE Bulletin, Chickering and Gamson
    • 21. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents www.pageflakes.com Pageflakes: “the easiest way to read, see, discover and share your favorite things on the web”
    • 22. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents del.icio.us
    • 23. interaction | cooperation | active learning | feedback | time on task | high expectations | diverse talents <ul><li>Resources </li></ul><ul><li>Seven Principles of Good Practice in Undergraduate Education </li></ul><ul><li>Implementing the Seven Principles: Technology as Lever </li></ul><ul><li>APA Statements on the Profession: The Teaching of Philosop hy </li></ul><ul><li>OReilly, Tim. “What is Web 2.0: Design Patterns and Business Models for the Next Generat ion of Software.” </li></ul><ul><li>Michael Wesch, A Portal to Media Literacy (YouTube video) </li></ul><ul><li>Michael Wesch, A Vision of Students Today (YouTube video) </li></ul><ul><li>Michael Wesch, The Machine is Us/ing Us (YouTube video) </li></ul><ul><li>NetVibes: AAPT 2008 </li></ul><ul><li>Applications | Alternatives </li></ul><ul><li>Diigo | Delicious </li></ul><ul><li>Google Docs | Zoho </li></ul><ul><li>NetVibe s | Pageflakes </li></ul><ul><li>Blogger | WordPress </li></ul><ul><li>PbWiki | Wikispaces </li></ul>Rudy Garns | [email_address] Nancy Hancock | hancockkn@nku.edu

    ×