Using Web Tools To Enhance Teaching & Learning
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Using Web Tools To Enhance Teaching & Learning

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Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la ...

Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.

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Using Web Tools To Enhance Teaching & Learning Using Web Tools To Enhance Teaching & Learning Presentation Transcript

  • Using Web 2.0 tools to enhance the teaching and learning of graduate blended courses
    Nitza M. Hernández, Ph.D.
    Graduate School of Information Sciences and Technology
    University of Puerto Rico
    HETS First Annual Best Practices Showcase
    San Juan PR
    January 14, 2010
  • Purpose of thispresentation
    To share how the use of web 2.0 tools have changed the way I have designed and delivered graduate courses.
    To show the effective use of web 2.0 tools for teaching and learning such as blogs, wikis and collaborative portals to motivate graduate students and engage them actively in their learning experience.
    To acknowledge the use of blended learning as an innovative approach or strategy that has proven to promote student success.
  • “…blended learning is more than fashionable; it is training and educational delivery method of choice. Blended learning is dominating news in higher education, in corporate America, and in governmental training settings. It is now standard part of the education and training lexicon.” (Bonk, Kim & Zeng, 2005)
    AboutBlended Learning
  • “In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches. Even when used by itself, online learning appears to offer a modest advantage over conventional classroom instruction.”
    Advantages of blendedlearning
    It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
    Means, B. et al. (2009) in Learning Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Center for Technology, US Department of Education.
  • Exciting opportunities for students to debate and discuss scholarly ideas in an asynchronous forum, including blogs.
    Bring in outside or invited lecturers for a synchronous chat or videoconference.
    Some course meetings or training events are conducted virtually rather thanface-to-face.
    Supplement course readings and activities with online articles, simulations, events, videoconferences, and other technological resources.
    Conditions of blendedlearning
  • Hybrid modality that combines face-to-face interactions with online learning.
    Potential to provide more flexibility and accessibility to the course content at anytime from any place (most of the material available online).
    Provides for discussions in the classroom about the content of course on the Web.
    Most of the creative work come from the inclusion of Web 2.0 tools.
    Some studies demonstrate that students using Web resources learn more than using a traditional teaching approach (Rosales et al., 2008).
    Blended learning (B-learning)
  • Role of the instructor in BL
    The instructor can combine various teaching methods and resources.
    A combination of technology-based materials and face-to-face sessions to present content.
    Begin a course with a well-structured introductory lesson in the classroom, and then proceed with follow-up materials online.
  • Web 2.0 Tools – Opportunitiesforblendedlearning
  • My coursedesign w/Web 2.0 Tools
    CINF 6300: IntroductiontoInformation Technologies
  • Blending web 2.0 tools and other technologies
    We used Blogger to develop the course blog TecnoInfoand PBWorks to develop the WIKI for the graduate course on Introduction to Information Technologies.
    The course blog was open to the community and some people outside the classroom visited the site and became “followers”.
    We did a video conference (IP) with professor Rene Sainz, from the Texas University in Bronwsville, to learn more about the technology of videoconferencing and to stimulate inter-institutional collaboration between two HETS members.
  • Open source applications that facilitate interactive information sharing and collaboration on the Web.
    Some examples of Web 2.0 applications
    Wikis
    Blogs
    Video sharing sites (Youtube)
    Social networking sites (Facebook)
    Allow to organize and make information easy and fast to access.
    Provide for a greater diversity and enhancement of learning strategies and experiences
    Web 2.0 Tools
  • TecnoInfo- The Course Blog
    My posts serve to introduce, integrate and summarize course topics
    Selected and valuable videos from Youtube supplement and enhance learning
    Links to other valuable blogs, websites and online resources widen learning perspectives
    Students are authorized as content developers together with me. They post or publish (mostly in Spanish, but some have done it in English as well, as they prefer):
    Article and news reviews about emerging technologies
    Brief summaries of assigned readings
    Reflections of their learning experience (brief essays)
    Executive Summaries of the Group Projects
  • Quality standards, timeliness and relevance are emphasized as major criteria for content development and publishing. [I edit at times students entries.]
    Everyone is required or motivated to make comments to entries, as assigned or on a voluntary basis.
    Students create their own blogs following the model of the course blog.
    Autonomous and cooperative learning takes place.
    TecnoInfo- The Course Blog
  • Entries and comments in the Blog (Fallsemester 2009)
    ENTRIES / POSTINGS
    COMMENTS toentriesorpostings
    10 --- Professor
    26 --- Students
    Total --- 36
    61 --- Professor
    38 --- Students
    Total --- 99
    TOPICS
  • Topicsdeveloped in the Blog
    Emerging and web 2.0 technologies
    Google Wave, Twitter, Last.fm, Podcasting, Google Earth and museums, wiki, Youtube
    Open source
    Open access
    Technological paradigms
    Digital libraries
    Virtual education
    Videogames in libraries
    Data bases
  • Usedmainlyfor:
    Guidelines and rubricsforcourseprojects
    Monitoringteamworkfor final projects
    Working virtual spacesforeachgroup
    Studentcollaboration
    TheCourse Wiki
  • Flexible access to online materials and course documents.
    Development of a cooperative network to exchange information and knowledge on the web.
    Combination of different strategies in the teaching-learning process to enrich class discussion and blog posting.
    Outcomes
  • Outcomes
    Students strengthen their research skills using various information and communication technologies.
    Students learn to communicate and collaborate through virtual/online learning environments, from anywhere at anytime.
    As part of their final projects students develop project proposals and value added information products using podcasting, screencasting and videocasting technologies, as well as other social networking tools.
  • Feel much more prepared for using Web 2.0 tools
    Value theoretical background of the course for internet usage and professional applications of social networking technologies.
    Changed their technological paradigm.
    Recognized the “added value” of internet tools for their research and development of professional competencies in librarianship.
    Learned how to evaluate, classify and choose reliable information available on the Internet.
    Student course evaluations(What students expressed (11/09)
  • Student course evaluations
    (What students expressed (11/09)
    Satisfaction with their group work at a distance (WIKI), the blended strategies and flexible access to the course materials (24/7).
    Appreciation of content requirements and quality standards for publishing their work in a graduate blog that is public.
    Value the paperless nature of the course and the digitized resources.
    Blog allowed and Wiki allowed constant and open communication with the professor and among peers.
    Recognition of the innovative modality of the course.
  • On the Seminar we use an open source content management system to create virtual learning environment.
    Students have access to digitized readings in the Document Library and have posted their work on the content management system.
    TheSeminaronKnowledge Management
  • Use of Alfrescoforblendingthecourse in a portal environment – open sourceapplicationforcollaboration
    • Documentmanagement – capture, share and retaincontent
    • Web contentmanagement – engagestudentsthroughcontent
    • Collaboration – Collaborativecontentmanagement
    Use of SKYPEformost of thevideoconferenceswithinvitedlecturers. (Weretaped and placed in the portal.)
    TheSeminaronKnowledge Management
  • Final words – a testimony
    Things I havelearned…
    Use web 2.0 resourcestoinnovateon my teachingstrategies and transformtheway I teach.
    Focusessentiallyonstudents’ learning and outcomes.
    Empower my studentswithpublishingcapabilities in a blog thatisbeingmadepublic.
    Stimulateautonomouslearning and guide collaboration of my studentsthroughtechnology.
    Managetheknowledge and learningprocesswith social networktechnologies.
  • References
    TecnoInfo - UnaComunidad de Aprendizaje en Linea - http://tecnoinfo6300.blogspot.com/
    Means, B., Toyama, Y. Murphy, R, Bakia, M., Jones, J. (2009). Learning Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Center for Technology US Department of Education.
    Rosales García, S et al. (2008). Modalidad hÍbrida y presencial: comparación de dos modalidades educativas. Revista de Educación Superior. XXXVII (4), No. 148, pp. 23-29. ISBN: 0180-2560.
    Bonk, C., Kim K. & Zeng, T. Future Directions of Blended Learning In Higher Education and Workplace Learning Settings. In Bonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of Blended Learning: Global Perspectives, Local designs. Wiley, John & Sons,
  • Thankyou! ¡Gracias por su atención!
    I am thankfultoall my studentsforthisgreatlearningexperience.
    nitza.hernandez@upr.edu