I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I’m going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time.
Describing Everything - Open Web standards and classificationDan Brickley
The document discusses the need for a hybrid approach to classification that combines traditional library classification systems with modern web technologies and standards. It proposes putting classification data on the open web so it can be more widely used and built upon. This will help drive innovation by making the data accessible to developers, designers and content creators.
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
The document discusses the emerging "big picture" of Web 2.0 from various perspectives. It summarizes that Web 2.0 is a phenomenon, not a technology, and is defined by active user participation and involvement. Examples of Web 2.0 technologies and design patterns are provided, as well as characteristics like scale, participation, customization and a power shift to users being in control. The future of mashups and long tail learning are also briefly discussed.
The document introduces LeMill, a web community for finding, authoring and sharing open learning resources. LeMill allows teachers to find and share not just content but also activities, methods and tools. Resources on LeMill can be divided into content, activities and tools. LeMill is designed for teachers and aims to better meet their needs compared to learning management systems or object repositories. Teachers are encouraged to join and share resources on LeMill under a Creative Commons license.
The document discusses the concepts of Web 2.0 and Library 2.0. It provides definitions of Web 2.0, including key concepts like collaboration, sharing, and social connections. Library 2.0 is defined as focusing on delivery, constant change, adaptation, user participation and feedback. The document also discusses how libraries should engage with Web 2.0 technologies like RSS, blogs, and instant messaging to better serve library users.
The document discusses the concept of Web 2.0 and its implications. Web 2.0 refers to a transition of the World Wide Web from static websites to a platform for web applications. Key aspects of Web 2.0 include harnessing collective intelligence through user participation, data being reused in many applications, and rich user experiences across devices. Examples mentioned include social bookmarking, photo sharing, instant messaging, blogging, and social networks. The document argues that libraries should embrace these Web 2.0 technologies and applications to better serve users, engage communities, and remain relevant in a changing digital landscape.
The document discusses how social software can be used in higher education settings. It defines social software as tools that allow people to communicate, collaborate, and build community online. Examples of social software discussed include blogs, wikis, podcasting, and screencasting. Benefits mentioned are humanizing instructors and facilitating reflective learning. The document advises educators to avoid "technolust" and consider sustainability when choosing tools, and emphasizes that technology should enhance learning rather than be the focus.
I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I’m going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time.
Describing Everything - Open Web standards and classificationDan Brickley
The document discusses the need for a hybrid approach to classification that combines traditional library classification systems with modern web technologies and standards. It proposes putting classification data on the open web so it can be more widely used and built upon. This will help drive innovation by making the data accessible to developers, designers and content creators.
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
The document discusses the emerging "big picture" of Web 2.0 from various perspectives. It summarizes that Web 2.0 is a phenomenon, not a technology, and is defined by active user participation and involvement. Examples of Web 2.0 technologies and design patterns are provided, as well as characteristics like scale, participation, customization and a power shift to users being in control. The future of mashups and long tail learning are also briefly discussed.
The document introduces LeMill, a web community for finding, authoring and sharing open learning resources. LeMill allows teachers to find and share not just content but also activities, methods and tools. Resources on LeMill can be divided into content, activities and tools. LeMill is designed for teachers and aims to better meet their needs compared to learning management systems or object repositories. Teachers are encouraged to join and share resources on LeMill under a Creative Commons license.
The document discusses the concepts of Web 2.0 and Library 2.0. It provides definitions of Web 2.0, including key concepts like collaboration, sharing, and social connections. Library 2.0 is defined as focusing on delivery, constant change, adaptation, user participation and feedback. The document also discusses how libraries should engage with Web 2.0 technologies like RSS, blogs, and instant messaging to better serve library users.
The document discusses the concept of Web 2.0 and its implications. Web 2.0 refers to a transition of the World Wide Web from static websites to a platform for web applications. Key aspects of Web 2.0 include harnessing collective intelligence through user participation, data being reused in many applications, and rich user experiences across devices. Examples mentioned include social bookmarking, photo sharing, instant messaging, blogging, and social networks. The document argues that libraries should embrace these Web 2.0 technologies and applications to better serve users, engage communities, and remain relevant in a changing digital landscape.
The document discusses how social software can be used in higher education settings. It defines social software as tools that allow people to communicate, collaborate, and build community online. Examples of social software discussed include blogs, wikis, podcasting, and screencasting. Benefits mentioned are humanizing instructors and facilitating reflective learning. The document advises educators to avoid "technolust" and consider sustainability when choosing tools, and emphasizes that technology should enhance learning rather than be the focus.
Is traditional reading and writing enough to be considered literate in the 21st century? We need to rethink our notion of critical literacy, develop authentic learning and assessment opportunities, upgrade and amplify our curriculum.
Top 20 Free Web Applications for Teachers and LibrariansSteve Yuen
The document lists and describes 20 free web applications for teachers and librarians. It provides the name, URL, and a brief 1-2 sentence description of each application. The top ranked application is Google Apps Education Edition which includes Gmail, Google Talk, Google Calendar, Google Docs & Spreadsheets, and Google Page Creator. These allow for email, messaging, scheduling, document creation and sharing.
This document discusses using podcasts and other web tools for educational purposes. It describes what podcasts are and how they can be useful for administrators and teachers to communicate with students and the community. The document provides steps to create a podcast, examples of equipment that can be used, and discusses other tools like social bookmarking sites, wikis, screen casting, blogs, and video sharing sites and how they can be applied in an educational setting.
The document discusses how kids today are different than in the past due to technology and provides tips for using blogs in the classroom. It notes that kids are now "iKids" who are multi-taskers accustomed to the internet and encourages teachers to use the tools kids are familiar with, like blogs. The document then provides advice on setting up blogs through services like Blogger and WordPress and gives examples of how blogs can be used for things like student portfolios, collaborative projects, journalism, and facilitating discussion.
This document discusses how school leaders can use social media to communicate with staff, the community, and develop professionally. It begins with establishing goals for the session and explaining the rationale for being a "connected leader". The document then outlines specific social media tools for each audience, including Twitter, podcasting, blogging, and web/photo sharing. It provides examples of how each tool can be used and exercises for participants to learn tools like Polleverywhere, TodaysMeet, and Diigo. Resources are provided for participants to continue developing their skills after the session.
The document provides an overview of a social networks introduction event being held at the Digital Enterprise Research Institute (DERI) in Galway, Ireland. It discusses the history and purpose of social networking services, some of the major social networking sites, and the breakout session topics that will be covered at the event, including the future of social networks, trust and privacy issues, and evaluation strategies for social networks. Food is available downstairs or across the road at the Westwood Hotel. The afternoon sessions will include breakout discussions on various topics related to social networks.
Learning With Technology the Educator's Role revisedtuchodi
This document provides an overview of key concepts related to using Web 2.0 tools in education. It discusses the importance of students developing skills like research, assessment, collaboration, communication, critical thinking and creativity. It cautions against assuming students are "digital natives" just because they use social media. Good teachers act as coaches and get students to engage with tools in a way that creates learning experiences. The document also discusses personal learning environments, communities of practice, networks of practice, and modeling tool use for students. It provides examples of specific Web 2.0 tools and suggests ways students and teachers can use them. Throughout, it emphasizes that the focus should be on learning rather than just using tools for their own sake.
Using Social Media for Professional DevelopmentVanessa Dennen
This document outlines Dr. Vanessa Dennen's presentation on using social media for professional development. She discusses how educators can create personal learning networks (PLNs) online by connecting with colleagues, communicating through discussion and sharing resources, collaborating to solve problems, and contributing their own knowledge. Some recommended tools for online professional development include Diigo for bookmarking and annotating web pages, Evernote for collecting information, and SlideShare and Coursera for accessing presentations and online courses. The key is for educators to be active participants in their PLNs by both consuming and contributing knowledge.
This document discusses various tools of Web 2.0 that enable user-generated content and social interaction online. It describes blogs as frequently updated websites that allow people to publish personal thoughts and commentary. Wikis allow any user to add and edit content collaboratively. Podcasting involves publishing audio files that users can subscribe to. Social networks map relationships between individuals through online connections. Social sharing sites allow users to post photos, videos and other content for others to view. The document provides examples of these tools and encourages readers to set up accounts and explore their capabilities.
SlideShare as a Business Tool: How to use for networking and business promotionWendy Soucie
This presentation was given at the monthly meeting for the Madison Area Business Consultants. This is a membership based group of over 250 professionals and freelance consultants who cover a diverse range of expertise from marketing, education, manufacturing, training, sales, IT, business development, financial services, organizational management etc. The goal was to introduce attendees to a social media business tool that could enhance presentations they were already given and make them more useful as a marketing effort, public relations, thought leadership, and educational tool for potential clients and partners.
The document discusses Mozilla Webmaker, a Mozilla community that teaches digital skills and web literacy. It introduces Athul Jayaram, a student ambassador and mentor for Webmaker. Webmaker teaches people to explore, build, and connect on the web through stages of navigating, creating content, and participating online. It provides tools like X-Ray Goggles, Thimble, Popcorn Maker, and Appmaker to help people discover, make, and teach the web.
The document discusses various topics related to teaching others about new technologies. It covers an agenda for a teaching session that includes discussions of internet TV and content creation/sharing tools like YouTube, Flickr, and social networks. It also provides tips for teaching others, such as keeping lessons short and simple, using real-world examples, and finding out students' interests. The document emphasizes teaching others to use new technologies as a way to better understand and explain them to others.
This document discusses the use of Web 2.0 tools in education. It introduces concepts like digital natives, ICTs, e-learning models, and different levels of participation. It then explains key aspects of Web 2.0 like its collaborative and social nature, user-generated content, folksonomies, and examples of tools like blogs, RSS feeds, wikis, and Skype that can be used for learning. The document emphasizes that Web 2.0 allows users to save time, work and learn together, do research, interact with others, and have fun.
The document provides an overview of social media and various web tools for social interaction, communication, collaboration and sharing online. It defines social media as activities that integrate technology, social interaction and sharing of content. It then categorizes and describes different types of social media and tools, including social networking, microblogging, social bookmarking, file sharing, communication tools, collaboration tools, blogging, podcasting and social media platforms. The document also discusses how people spend time online and how this course will help students learn about and apply various web tools.
Social Media: Are you maximising its potential? #AHEIAJoyce Seitzinger
This document discusses maximizing the potential of social media. It provides an overview of the speaker's extensive personal social media presence and participation across multiple platforms. It then addresses challenges to social media adoption, including organizational obstacles. The speaker advocates developing a personal learning network (PLN) and connecting it to communities of practice. She also discusses the role of universities in cultivating "cloud academics" and networked practices, as well as strategies for capacity building through coaching and curating digital habitats that support online communities.
The document discusses the evolution of the web from Web 0.x to Web 2.0 and how it has become a platform where everybody participates and contributes content. It provides examples of how blogging, wikis, social bookmarking, image sharing, online calendars and team collaboration have become more participatory with Web 2.0. The key aspect of Web 2.0 is participation by users to both consume and produce content.
What's The Social Graph Got To Do With It?Alisa Leonard
The social graph and data portability have long been a geek discussion. This is hopefully a nice primer for marketers to start thinking about the social graph and its potential. Granted, there are many counterpoints to the ideas expressed here, and many other issues around data portability including decentralization, the creation of microformats and how FBC is contrary to the Open movement...but I wanted this to be an intro for marketers.
This document discusses social software and IBM solutions for social collaboration. It begins with an introduction and overview of social software, noting how it has enabled interaction and information sharing through sites like Facebook and YouTube. It then discusses IBM solutions for social collaboration, including Lotus Connections for on-premise deployment and LotusLive as a software-as-a-service offering. Both provide features like profiles, blogs, files sharing, and activities. The document concludes by highlighting benefits experienced by IBM through increased productivity, knowledge sharing, and skills development using social software.
Mobile marketing is a study from 2008 that explores what mobile marketing is and its main teachings. It discusses how mobile is a key medium that is personal, ubiquitous, immediate, can be localized, and is a great direct marketing tool that provides a wide range of marketing tools like SMS, MMS, web, Bluetooth, location services, and QR codes.
This document discusses Web 2.0 business models and strategies. It provides examples of typical Web 2.0 business models like creating a niche user community and selling API access or services. It emphasizes that most Web 2.0 startups get to market with 200k Euros or less by giving value for free initially. The document also outlines strategies for positioning a Web 2.0 business, driving users through bottom-up innovations, and leveraging the power law of participation to engage users at different levels.
Is traditional reading and writing enough to be considered literate in the 21st century? We need to rethink our notion of critical literacy, develop authentic learning and assessment opportunities, upgrade and amplify our curriculum.
Top 20 Free Web Applications for Teachers and LibrariansSteve Yuen
The document lists and describes 20 free web applications for teachers and librarians. It provides the name, URL, and a brief 1-2 sentence description of each application. The top ranked application is Google Apps Education Edition which includes Gmail, Google Talk, Google Calendar, Google Docs & Spreadsheets, and Google Page Creator. These allow for email, messaging, scheduling, document creation and sharing.
This document discusses using podcasts and other web tools for educational purposes. It describes what podcasts are and how they can be useful for administrators and teachers to communicate with students and the community. The document provides steps to create a podcast, examples of equipment that can be used, and discusses other tools like social bookmarking sites, wikis, screen casting, blogs, and video sharing sites and how they can be applied in an educational setting.
The document discusses how kids today are different than in the past due to technology and provides tips for using blogs in the classroom. It notes that kids are now "iKids" who are multi-taskers accustomed to the internet and encourages teachers to use the tools kids are familiar with, like blogs. The document then provides advice on setting up blogs through services like Blogger and WordPress and gives examples of how blogs can be used for things like student portfolios, collaborative projects, journalism, and facilitating discussion.
This document discusses how school leaders can use social media to communicate with staff, the community, and develop professionally. It begins with establishing goals for the session and explaining the rationale for being a "connected leader". The document then outlines specific social media tools for each audience, including Twitter, podcasting, blogging, and web/photo sharing. It provides examples of how each tool can be used and exercises for participants to learn tools like Polleverywhere, TodaysMeet, and Diigo. Resources are provided for participants to continue developing their skills after the session.
The document provides an overview of a social networks introduction event being held at the Digital Enterprise Research Institute (DERI) in Galway, Ireland. It discusses the history and purpose of social networking services, some of the major social networking sites, and the breakout session topics that will be covered at the event, including the future of social networks, trust and privacy issues, and evaluation strategies for social networks. Food is available downstairs or across the road at the Westwood Hotel. The afternoon sessions will include breakout discussions on various topics related to social networks.
Learning With Technology the Educator's Role revisedtuchodi
This document provides an overview of key concepts related to using Web 2.0 tools in education. It discusses the importance of students developing skills like research, assessment, collaboration, communication, critical thinking and creativity. It cautions against assuming students are "digital natives" just because they use social media. Good teachers act as coaches and get students to engage with tools in a way that creates learning experiences. The document also discusses personal learning environments, communities of practice, networks of practice, and modeling tool use for students. It provides examples of specific Web 2.0 tools and suggests ways students and teachers can use them. Throughout, it emphasizes that the focus should be on learning rather than just using tools for their own sake.
Using Social Media for Professional DevelopmentVanessa Dennen
This document outlines Dr. Vanessa Dennen's presentation on using social media for professional development. She discusses how educators can create personal learning networks (PLNs) online by connecting with colleagues, communicating through discussion and sharing resources, collaborating to solve problems, and contributing their own knowledge. Some recommended tools for online professional development include Diigo for bookmarking and annotating web pages, Evernote for collecting information, and SlideShare and Coursera for accessing presentations and online courses. The key is for educators to be active participants in their PLNs by both consuming and contributing knowledge.
This document discusses various tools of Web 2.0 that enable user-generated content and social interaction online. It describes blogs as frequently updated websites that allow people to publish personal thoughts and commentary. Wikis allow any user to add and edit content collaboratively. Podcasting involves publishing audio files that users can subscribe to. Social networks map relationships between individuals through online connections. Social sharing sites allow users to post photos, videos and other content for others to view. The document provides examples of these tools and encourages readers to set up accounts and explore their capabilities.
SlideShare as a Business Tool: How to use for networking and business promotionWendy Soucie
This presentation was given at the monthly meeting for the Madison Area Business Consultants. This is a membership based group of over 250 professionals and freelance consultants who cover a diverse range of expertise from marketing, education, manufacturing, training, sales, IT, business development, financial services, organizational management etc. The goal was to introduce attendees to a social media business tool that could enhance presentations they were already given and make them more useful as a marketing effort, public relations, thought leadership, and educational tool for potential clients and partners.
The document discusses Mozilla Webmaker, a Mozilla community that teaches digital skills and web literacy. It introduces Athul Jayaram, a student ambassador and mentor for Webmaker. Webmaker teaches people to explore, build, and connect on the web through stages of navigating, creating content, and participating online. It provides tools like X-Ray Goggles, Thimble, Popcorn Maker, and Appmaker to help people discover, make, and teach the web.
The document discusses various topics related to teaching others about new technologies. It covers an agenda for a teaching session that includes discussions of internet TV and content creation/sharing tools like YouTube, Flickr, and social networks. It also provides tips for teaching others, such as keeping lessons short and simple, using real-world examples, and finding out students' interests. The document emphasizes teaching others to use new technologies as a way to better understand and explain them to others.
This document discusses the use of Web 2.0 tools in education. It introduces concepts like digital natives, ICTs, e-learning models, and different levels of participation. It then explains key aspects of Web 2.0 like its collaborative and social nature, user-generated content, folksonomies, and examples of tools like blogs, RSS feeds, wikis, and Skype that can be used for learning. The document emphasizes that Web 2.0 allows users to save time, work and learn together, do research, interact with others, and have fun.
The document provides an overview of social media and various web tools for social interaction, communication, collaboration and sharing online. It defines social media as activities that integrate technology, social interaction and sharing of content. It then categorizes and describes different types of social media and tools, including social networking, microblogging, social bookmarking, file sharing, communication tools, collaboration tools, blogging, podcasting and social media platforms. The document also discusses how people spend time online and how this course will help students learn about and apply various web tools.
Social Media: Are you maximising its potential? #AHEIAJoyce Seitzinger
This document discusses maximizing the potential of social media. It provides an overview of the speaker's extensive personal social media presence and participation across multiple platforms. It then addresses challenges to social media adoption, including organizational obstacles. The speaker advocates developing a personal learning network (PLN) and connecting it to communities of practice. She also discusses the role of universities in cultivating "cloud academics" and networked practices, as well as strategies for capacity building through coaching and curating digital habitats that support online communities.
The document discusses the evolution of the web from Web 0.x to Web 2.0 and how it has become a platform where everybody participates and contributes content. It provides examples of how blogging, wikis, social bookmarking, image sharing, online calendars and team collaboration have become more participatory with Web 2.0. The key aspect of Web 2.0 is participation by users to both consume and produce content.
What's The Social Graph Got To Do With It?Alisa Leonard
The social graph and data portability have long been a geek discussion. This is hopefully a nice primer for marketers to start thinking about the social graph and its potential. Granted, there are many counterpoints to the ideas expressed here, and many other issues around data portability including decentralization, the creation of microformats and how FBC is contrary to the Open movement...but I wanted this to be an intro for marketers.
This document discusses social software and IBM solutions for social collaboration. It begins with an introduction and overview of social software, noting how it has enabled interaction and information sharing through sites like Facebook and YouTube. It then discusses IBM solutions for social collaboration, including Lotus Connections for on-premise deployment and LotusLive as a software-as-a-service offering. Both provide features like profiles, blogs, files sharing, and activities. The document concludes by highlighting benefits experienced by IBM through increased productivity, knowledge sharing, and skills development using social software.
Mobile marketing is a study from 2008 that explores what mobile marketing is and its main teachings. It discusses how mobile is a key medium that is personal, ubiquitous, immediate, can be localized, and is a great direct marketing tool that provides a wide range of marketing tools like SMS, MMS, web, Bluetooth, location services, and QR codes.
This document discusses Web 2.0 business models and strategies. It provides examples of typical Web 2.0 business models like creating a niche user community and selling API access or services. It emphasizes that most Web 2.0 startups get to market with 200k Euros or less by giving value for free initially. The document also outlines strategies for positioning a Web 2.0 business, driving users through bottom-up innovations, and leveraging the power law of participation to engage users at different levels.
Viral, Buzz & Influential Marketing : How to adopt Marketing 2.0. By Vanksen|Culture-Buzz.com (VanksenGroup).
Read more about Word of Mouth marketing, buzz, viral, blog, influential, guerilla marketing on http://www.culture-buzz.com
Vanksen|Culture-Buzz is an integrated agency providing leading brands such as Sony, L'Oréal, Warner Bros, ArcelorMittal, Thierry Mugler, Nike, Absolut, P&G, LMVH, Ubisoft, 20th Century Fox, Canal Plus, BIC, Nokia, LG, Casio, Microsoft, with innovative, & creative integrated communication strategies (tv, print, online, viral, buzz, blog,..).
Vision trumps all other senses. We have better recall for visual information. Pictures beat text - recognition soars with pictures. Exercise boosts brain power. We don't pay attention to boring things and attention steadily drops after 10 minutes, so presenters should change gears every 10 minutes.
ESC Amiens_Henri Lefèvre_Soutenance de Grand OralHenri Lefèvre
Retrouvez sur ce diaporama la présentation de ma soutenance de Grand Oral. D'abord, j'y présente mon apprentissage et les missions qui m'ont été confiées. Ensuite, je présente mon mémoire de fin d'études, ma problématique, mes hypothèses, mon étude empirique et les principales conclusions. Enfin, je définis mon projet professionnel.
Follow our mantra of sending the right message, to the right person, at the right time, with the right frequency as a framework for your email marketing strategy.
This document provides tips for creating effective PowerPoint presentations. It notes that many presentations are "unbearable" due to a lack of significance, structure, simplicity, and rehearsal. It emphasizes the importance of having a clear purpose for your presentation, using a simple structure like problem-solution, keeping slides concise with minimal text and images over clipart, writing speaker notes instead of long slides for printing, and rehearsing your presentation aloud to work out any issues. The overall message is that presentations should be passionate, memorable and scalable through a focus on simplicity and clarity of message.
Love reading comics? You're not the only one. What about these stories about super-beings keep our eyes glued to the pages and our minds salivating for more? We explore in this deck how comic writers use these storytelling techniques and how you can apply it in your presentation.
Annual LIANZA / SLANZA Weekend School, held Nelson, New Zealand on 28 April, 2007. This keynote presentation explores the Web 2.0 world, and the 'possibilities' for libraries in a digitally networked world.
This document provides an overview of Web 2.0 learning tools and their applications for libraries. It discusses how libraries are embracing new technologies like social networking, blogging, wikis, podcasting, and folksonomies to create Library 2.0 environments. Specific examples are given of libraries using tools like Second Life, RSS feeds, and Twitter to enhance user experiences. The document advocates that libraries embrace these new technologies to remain relevant and engage with patrons in a web-savvy world.
TWU Librarian Greg Hardin, was a presenter for the session, The Social Web: Why It Matters to Librarians with Lilly Ramin, University of North Texas Librarian and Virtual Reference Coordinator, and Shaun Seibel, Library Specialist & web designer for the UNT Discovery Park Library.
Web 2.0 - Presentation for Operation Sparkahopkins
This document provides an overview of various Web 2.0 tools that can help teachers be better educators in the 21st century classroom. It discusses blogs, wikis, RSS feeds, social bookmarking, photo sharing, video, and more. Survey results are presented showing what students do with technology outside of school versus inside of school. Specific Web 2.0 tools are described, like Google Docs, Flickr, YouTube, and tools for creating podcasts.
This document discusses the concept of Web 2.0 and how libraries can utilize various Web 2.0 tools and technologies. It defines Web 2.0 as services that allow users to collaborate and share information online through social media sites, wikis, communication tools, and tagging. It then provides examples of how libraries can use blogs, social networking, bookmark managers, wikis, instant messaging, podcasting/videocasting, and more to better engage with patrons, provide services, and remain relevant in the digital age. The document stresses that libraries must embrace these new tools to stay connected with current and future generations of library users.
This document discusses how libraries can utilize emerging Web 2.0 technologies like blogs, social networking, tagging, and user-generated content to better engage with patrons. It outlines the key aspects of Web 2.0 including RSS, tagging, comments, user content, and friending. Examples are given of how libraries can use blogs, social networking, wikis, instant messaging, podcasting, and videocasting to communicate with and reach patrons in new ways. The goal is to extend libraries beyond their physical spaces and run both physical and digital branches to build unique digital services and conversations with patrons.
Library 2.011 Free Web Tools for Libraries Cheryl Peltier-DavisCheryl Peltier-Davis
This document provides information about various Web 2.0 tools and how they can be used in libraries. It begins with defining Web 2.0 and listing some common Web 2.0 tools. Each tool is then described in more detail with examples of how it can be used by libraries. The document concludes with resources for staying up to date with new Web 2.0 tools.
This presentation will focus on Web 2.0 technologies and the use of these technologies in Caribbean libraries of all types. Coverage is wide-ranging, catering to the needs of experts and non-experts: creating a book review blog, social bookmarking a reference collection, developing a policy driven wiki, recording a podcast, creating a tutorial using digital video, attracting fans on a Facebook page and providing regular tweets on upcoming events in the library. Geared towards Cybrarians in the Caribbean the presentation uses examples of Web 2.0 tools currently implemented in libraries in Trinidad and Tobago.
Library 2.0? No, thank you! Obstacles to Creating a Social Library mboule
This presentation was creates by Kate Peterson, Plamen Miltenoff, and Melissa Prescott for the Five Weeks to a Social Library Project and is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. The original can be found here: http://sociallibraries.com/course/week5
This document discusses integrating user-owned technology into learning spaces and the benefits of doing so. It suggests leveraging technologies students already use like mobile phones, providing network access, and not banning useful tools like Google and Wikipedia. It also discusses using standards like Shibboleth and OpenID to expose institutional systems and allowing data portability. Building a "social stack" is proposed to help students organize information using personal tools, collaborate in groups, share on blogs and networks, and access internal and external feeds. The goal is to engage student technology and find common ground between educational institutions and the open web.
Using Social Software For Online Classes - SlidecastAlan Lew
Examples of how I used blogs, wikis, and podcasts in an online class that I taught in Spring 2007 at Northern Arizona University. --- Note that this version of the Powerpoint presentation is slightly different from the audio file. There are a couple of slides at the start and at the end that were not in the presentation when the audio was recorded, and there is one slide at the end that I mention (very briefly) that is not in the slidecast. --- Long story....
Using Web 2.0 Technologies in Computer Science ClassesSIGCSE Web 2.0
The document discusses using Web 2.0 technologies in computer science classes. It outlines the agenda for an evening workshop, which will include discussions on online participation, using Web 2.0 in education, mashups and examples, and using Web 2.0 in CS1 courses. Additional sections provide overviews and demonstrations of various social software tools and how they could be used for education, including Facebook, Twitter, YouTube, CiteULike and wikis. The implications of Web 2.0 for rethinking education are also addressed.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools using Web 2.0 tools like podcasts and wikis are also provided.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools currently using Web 2.0 tools like podcasts and wikis are also provided.
The Web 2.0 is providing new ways to create content, collaborate, and participate in wide-reaching discussions. For a graduate course in building such interactive services, I have used these recent technological advances to give students exposure to what they are to design. I will briefly describe some technologies that I have used from Web 2.0 type of applications. The first is Twitter which I use to carry classroom discussions outside of email and outside of classroom boundaries (physical and electronic). I also use DropBox as a way to share documents with students in groups. I have also used podcasts, Google Docs, Google Calendar, SlideShare, CiteULike, Delicious, and LinkedIn for other purposes related to my teaching/research.
Go Go Gadget!!! Technology, Trends, and Children\'s ServicesDavid King
Web 2.0 presentation focused on showing YA librarians what kids are already doing, and provides ideas for librarians to connect and start conversations with their younger patrons by using emerging technology tools and services.
Pre-conference presentation on social media in the communication classroom given at the 2008 National Communication Association's Annual Convention in San Diego, CA.
Presentation for DASL (Division of Academic & Special Libraries of Suffolk County Library Association) on using new technologies to market library services and resources to freshman students.
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
The document discusses the impact of digital technologies and connectivity on leadership. It notes that the internet has changed how information is accessed, shared and used to construct knowledge in just 25 years. True leadership in this age requires embracing change, welcoming innovation, and leveraging social media and online tools to meet the challenges of a globally connected world. Leaders must understand how new technologies impact learning and knowledge sharing to guide their organizations effectively.
A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
Eduwebinar: Our Everyday Tools for SuccessJudy O'Connell
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Preparing our students for Web 3.0 learningJudy O'Connell
The document discusses preparing students for Web 3.0 learning. It notes that the amount of information available online is growing exponentially, and new technologies like augmented reality, big data analytics, and linked open data are changing how information can be accessed and used. It argues that these changes require equivalent shifts in how online capabilities are understood to ensure students can fully take advantage of new information environments.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Creative
Web 2.0 learning!
CTLA Conference
Judy O’Connell, 23 May 2007 Photo source: running with seagulls
2. This is an edited version of the slides presented at the annual
CTLA Conference, held in Sydney. Links are included for videos,
and to visited and recommended sites. Links are underlined, or
embedded in images.
The Human Network
Welcome
14. Ten Years Past
Few or no experiences with....
websites, email, spam, phishing, computer viruses
mobile phones were rare and expensive
a Sony Walkman was state of the art
CDs were pretty cool
WiFi was almost unknown
MySpace was my unit or apartment!
21. to Library ATM
• The Expresso - a
$US50,000 vending
machine with a
conceivably infinite
library - is consumer
ready, and is debuting
in 10 to 25 libraries
and bookstores in
2007.
30. We need libraries to matter in a web-savvy world.
Is your library already using wikis, blogs, podcasting,
folksonomies, social networking, or other Internet
media?
Is your library blogging, using Instant Messenger, RSS,
promoting services through Flickr and MySpace, or
using a customized OPAC complete with user reviews
and electronic book enrichment?
Academic, school, public, and special libraries are
incorporating Library 2.0 technologies? ........
Are you?
31. resource environment
• MARC compliant library catalogue
• 24/7 online access for information services
• Blended content enrichment
• Federated searching, Open URL
• Taxonomy supported by global metadata
standards - SCOT, SCIS + Dublin Core etc
32. web 2.0 platform
• •
E-Learning Folksonomy
LMS, CMS, VLE, etc Tagging for
personalisation
• Social Networks
•
MySpace, Beebo etc Searching
Blogs & Wikis Browser/Desktop API
Ning networking Visual & personalised
Social Bookmarking
•
Image & media sharing Mobile computing
Audio & video
• RSS feeds
• Instant Messaging Pipes plus!
MSN, Yahoo, Meebo
•
Twitter etc Mashups
33. • Blogs & wiki - everyone can communicate
• RSS - everyone can read about it
• Del.ici.ous - sharing favourite web pages
• Flickr - sort, store and share your snaps
• Office Tools - Gliffy, Writely, Slideshare....
• Video Sharing - YouTube, Google Video, TeacherTube...
• Podcasting - mulitiple literacies in action
• Wiki - Power of the crowd
• Online Friends - MySpace, Ning, Beebo, FaceBook
34. Librarian 2.0
• •
Embrace Web 2.0 tools Touch the entire Web and
without technolust build better data
• •
Content is conversation - Expand library
be guided by how users bibliographic services
access, consume and
•
create content. Package and push
metadata - make resources
• Build new services with discoverable
Web 2.0 technologies
• Expand delivery - RSS and
• Physical and virtual beyond
services
41. • Reading materials for pleasure and study
• Information retrieval and critical analysis
support
• Learning activities - Social activities
• Academic writing guidance
• Special education learning support
• Information technology support
• Multimedia design and production
• Traditional bibliographic services
• 24/7 Learning support
creativity NOT productivity
42. key questions
• What is the purpose of the ‘commons’?
• What needs will be addressed?
• What programs will be put into place ?
• What faculty will be involved?
• What kinds of hardware, software, furnishing?
• What kinds of staff are needed?
• What promotion and training is needed?
• How will you measure success?
B
45. Blogging
• Encouraging students to write
• Communicating through an exciting
medium with engages the learner
• Provide a resource to students and
teachers
• Accessing the minds of “experts”
60. bookmarking ideas
• Filter and manage • Targetted networking
information
• Collaborative pooling
• Create a knowledge of information
network
• TAG - Your own
• Provide learning virtual filing cabinet
support
• Folksonomy
61. bookmarking ideas
folksonomy, redefines web navigation.
In addition, if Del.icio.us could aggregate the
bookmarks over all users, they could come up with a
folksonomy for everybody, based on how the total
population actually valued and referred to the
content.
technorati, google blog search and others are
aggregating this folksonomy information and creating
a web of relationships.
TAG horizonproject07 - the power of folksonomy
68. • Evaluate the global library experience
• Embrace Web 2.0 technologies
• Preserve knowledge and communities
• Experiment with creative spaces
• Make search technology work for you!
69. • Evaluate the global library experience
• Embrace Web 2.0 technologies
• Preserve knowledge and communities
• Experiment with creative spaces
• Make search technology work for you!
70. thank you
http://heyjude.wordpress.com
http://www.parra-bib-blog.blogspot.com/