Search

Loosely Coupled Teaching with "Web 2.0" Tools (2008)

Loading...

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

0 comments

Post a comment

    Post a comment
    Embed Video
    Edit your comment Cancel

    Notes on slide 1

    1. Look at 6 different individual uses of Web 2.0 technologies in higher education 2. Move the conversation about teaching with Web 2.0 tools away just from the tools and open up the discussion more about how to achieve educational goals 3. Discuss other examples, some of the issues you’ve faced incorporating these techniques and possible solutions PLEs

    What is web 2.0?

    Web 2.0 is important because it accompanies a cultural shift, digital info, access, openness, metadata, participatory, personalized

    If you’ve never tried to identify the goals of education it’s a valuable exercise. Hard to boil down agreeable list of goals and positive practices, but these are a good selection based on sources bloom’s taxonomy – lower order knowledge, understanding operate successfully in real world Haven’t yet seen a job description aimed at college grads that didn’t have this Ties into 2 Work learn succeed – take care of themselves At the same time, collaborative skills, work in teams, leverage skills and talents of colleagues and peers Fluency too. Use the tools, apply the tools Real world application; meaning fully in context Affective factor. Maximize individual learning and engagement World has changed, world is changing, world will change. Currency in existing skills, adapt new skills, new information

    Not matching 1-1 but side-by-side for convenience As we go through examples we’ll ask you to consider 1. Which attributes are present in the tool 2. Which educational practices are shown in the example 3. What other educational practices you could envision for this tool

    This course explores the impact of the Internet and digital technologies on the Economy. The objective of the course is not to produce a trained economist or a computer scientist; instead, the objective is to expose students to current practices in the digital market place and the market impacts of emerging technologies. Students formed groups, asked to blog about their selected readings, and then lead discussions around these readings Course has run a couple of times, past sessions resources also available to current terms students

    If time and environment allow… Discussion What other examples have you seen? Barriers? Issues? Solutions? Workarounds? If you were to implement this in your class… JARED: I see a lot of teachers using blogs as a course home, substitute for LMS I personally use blogs as a complement to an online course. Web dev course, where pre-professionals are planning to enter a work place where the best of the best communicate, analyze, discuss, and brainstorm through blogs. I want students a part of that.

    Wikipedia is the poster child of wikis, which is what we’ll look at next. Wikipedia is the online website of encyclopedic information authored and edited and revised by the public.

    Wikipedia isn’t the only way to use a wiki. A couple other notable wiki projects include wikieducator, Articles and learning material for educators

    Wikiversity, open university level learning materials

    Books and textbooks, open and collaboratively authored.

    Here’s a short list of what defines a wiki “ wiki” means quick Wikis are web sites of interconnected, interrelated, interlinking articles. Lots of links in context is characteristic Write a whole article, edit, add to, or pare down Revision history: see who’s done what Wiki reliability as a teaching opportunity: how does one evaluate information? sourcing Used to teach Collaborative authoring Open resource for students Maintain currency Faculty reuse article(s) in Bb Used to learn Article authoring Local wiki Public wikis Wikipedia, Wikibooks, Wikiversity, Eduwiki Article revising Andrew Collins immunology class (did both, local first then to wikipedia) "students respond poorly to badly designed assignments with no real purpose" - Ruth Reynard, Campus Technology Logs of contributions Simplicity joy of use Participatory User-centric but also content-centric Perpetual beta – always available for revision Openness – open system, open to editors, cc licensing? Or gnu pl? Communicate effectively May have syndication features Remixability Cognitive mastery of content Think critically Efficiency Improved writing skills – collaborate, peer editing Reading comprehension Depending on the status of the article breadth and depth Encourage research practices ICT / Information/ Media literacy Authentic - learning by doing", or "experiential learning – dewey vygotsky Personalized – check out logs to show personal contributions

    wiki project at my insitution, UVU Locally hosted wiki service for academic content Demarcated by departments CS department faculty reduced redundancy, leveraged their collective knowledge and time, authored, co-authored, and edited class-specific content for CS students CS changes rapidly, using a wiki lets registered students contribute and help maintain currency of info

    CS faculty chose to construct this course by course, similar to a book, or an LMS based course But in this instance the wiki is not the home page of the course.

    Not just text but images and illustrations

    I teach for DGM and we have a wiki on wikilearn. Unlike CS’s approach I prefer to have wiki articles based on topics or subjects, making pages useable by a broader range of courses. Again, having students contribute helps maintain currency. But as instructor and good steward I am obliged to watch pages and monitor for vandalism or inaccuracies. I actually link to these pages from the LMS Moodle.

    E.g. in web tract many courses will want to provide students with info on web browsers.

    Editing of articles is easy. Wikis use a simplified markup that is less complex than HTML.

    Not all wikis are used to deliver learning content, some are used for projects or collaboratively authoring. This middle school wiki article was written by a small group of students who researched and reported on mobile phones.

    This university class worked collaboratively to author articles on romantic-era writers

    What other examples have you seen? Barriers? Issues? Solutions? Workarounds? If you were to implement this in your class…

    Don’t have to run your own wiki, there are free services like wikispaces that make it easy to get a wiki up and running.

    PBwiki is another good free wiki host

    1. Small groups or class

    6. Create: source, construct, ~plagiarize Edit: correct, synthesize, condense, expand 8. View logs, watchlist

    Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...

    JARED Like the desktop app, online Work, collaborate, save, share – anywhere

    Screens from Google Docs in Plain English, entertaining video tutorials on YouTube Describes your home, with a computer, and a file. If we email a file we have multiple copies of that file on other peoples computer

    What if instead we gave multiple people access to that one file?

    In the past we’ve attached a file to an e-mail

    Google Docs lets us attach email addresses to a file!

    Google Docs is not the only online suite of office tools. Zoho is another

    Adobe’s Buzzwords is a fairly new online word processor

    Grad course structured something like a role-playing game with classes

    Shared sources

    What is a form Quizzing Live Polling Embed into a page or blog

    What is a form Quizzing Live Polling Embed into a page or blog

    What is a form Quizzing Live Polling Embed into a page or blog

    Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...

    Getting started with Google Docs requires you—and your students—to have a Google account.

    Creating an account is easy. You can use an existing e-mail address OR, and I recommend this, create a Google Gmail account.

    1. Walkthrough set up of accts, basic sharing

    Students were divided into four groups of various sizes, and assigned the task of either creating KML markups for specific locations mentioned in the novel (Lübeck, Travemünde and Beyond), or of presenting pertinent background information in geospatial format (The Hanseatic League, The 1848 Revolution).  The goal of this exercise, and of the class as a whole, was to show that literature can act as a kind of map and has a profound effect on the ways in which a culture imagines its place in the known world.  A secondary goal of the Lit Trip assignment was to raise student awareness of intellectual copyright issues; all quotations required proper citation and all images had to be either in the public domain or had to undergo prior copyright clearance.

    Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...

    Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...

    “ Web 2.0” is exciting because the affordances of network-based computing are finally showing up as integral to these apps, BUT… In all of these cases, it was the educational aims that made these work, not just the tools themselves It’s entirely possible to do bad pedagogy with Web 2.0 tools When we start with the educational goals in mind we have the potential to use the affordances to the fullest extent possible to achieve a new, authentic and lifelong learning experience.

    1 Favorite

    Loosely Coupled Teaching with "Web 2.0" Tools (2008) - Presentation Transcript

    1. Loosely Coupled Teaching with Web 2.0 Scott Leslie Jared Stein
    2. Goals
      • Examine uses of Web 2.0 in higher ed
      • Move from “neat tools” to educational goals
      • Discuss your examples, issues, and solutions
      • Luca Cremonini, http://www.railsonwave.it/2007/1/2/web-2-0-map/
    4.  
    5. Web 2.0 Attributes
      • Sources
      • Tim O'Reilly "What is Web 2.0" http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
      • Scott Leslie "How I learned to stop worrying and love web 2.0" http://solr.bccampus.ca/wiki/index.php/SREB_Web2.0
      • Peter Rawsthorne “Teaching with Web 2.0” http://www.slideshare.net/prawsthorne/teaching-with-the-web-20-presentation
      Embed-ability, Remix-ability Tagging Syndication / Aggregation Susceptible to Network Effects / Emergent Openness Perpetual Beta Social User-Centric User Generated Content / Participatory Simplicity and Joy of Use
    6. Educational Goals/Practices
      • Sources
      • 21st Century Skills http://21stcenturyskills.org
      • UNESCO “Education For All”
      • http://portal.unesco.org/education/en/ev.php-URL_ID=42579
      • Economic Policy Institute http://www.epi.org/publications/entry/webfeatures_viewpoints_education_goals/
      21 st Century Skills: http://21stcenturyskills.org UNESCO: http://portal.unesco.org/education/en/ev.php-URL_ID=42579 Economic Policy Institute: http://www.epi.org/publications/entry/webfeatures_viewpoints_education_goals/ Life-long learning Personalized Authentic ICT / Information / media literate Collaborative Self-reliant / Independent Creative and Innovative Communicate Effectively Think Critically / Solve Problems Cognitive Mastery of Content
    7. Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    8. Teaching with Blogs
      • “ Net-centric Economics course” - http://neteconomics.wordpress.com
      • Seminar led by Kathy E. Gill, University of Washington
      • Course Blog + Individual Student Blogs
      • Blogs Used for Discussion, Book Reviews Reflection on Readings and Presentations
    9. http://neteconomics.wordpress.com
    10. http://neteconomics.wordpress.com
    11. http://neteconomics.wordpress.com
    12. http://neteconomics.wordpress.com
    13. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    14. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    15. Discussion
      • What other examples have you seen?
        • Barriers? Issues?
        • Solutions? Workarounds?
      • If you were to implement this in your class…
    16. Other Teaching w/ Blogs Examples
      • UMW Blogs - http://umwblogs.org/
        • http://rocksoulprog.umwblogs.org/
      • Intro to Open Ed - http://www.opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus
      • CIOS 246 - Implementing Internet Tools and Technologies (using Social Software)
        • http://community.uaf.edu/~chris/wiki/CIOS246-S09/HomePage
      • SO many more… see http://delicious.com/tag/edublogging
    17. Some Tips/Solutions to Common Problems
      • RSS readers
        • Google Reader - http://google.com/reader/
        • Bloglines - http://www.bloglines.com/
      • “ Webtop” Aggregators
        • Netvibes - http://www.netvibes.com/
        • PageFlakes - http://www.pageflakes.com/
        • Grazr - http://grazr.com/
        • Drupal, Wordpress
    18.  
    19. http://wikieducator.org
    20. http://wikiversity.org
    21. http://wikibooks.org
    22. Wiki: Common Attributes
      • Quick editing in real-time
      • Hypertext articles
      • Collaborative authoring
      • Anonymous or user accounts
      • Revision history
      • Discussion of articles/changes
      • Open/public
    23. http://wikilearn.uvu.edu/cs
    24. http://wikilearn.uvu.edu/cs
    25. http://wikilearn.uvu.edu/cs
    26. http://wikilearn.uvu.edu/cs
    27. http://wikilearn.uvu.edu/dgm
    28. http://wikilearn.uvu.edu/dgm
    29. http://wikilearn.uvu.edu/dgm
    30. http://horizonproject.wikispaces.com/Mobile+Phones
    31. http://ssad.bowdoin.edu:9780/snipsnap/eng242-s05/space/start
    32. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    33. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    34. Discussion
      • What other examples have you seen?
        • Barriers? Issues?
        • Solutions? Workarounds?
      • If you were to implement this in your class…
    35. http://wikispaces.com
    36. http://pbwiki.com
    37. Wiki Tips
      • Start with collaboration
      • Provide wiki editing reference
    38. http://meta.wikimedia.org/wiki/Help:Reference_card
    39. Wiki Tips
      • Start with collaboration
      • Provide wiki editing reference
      • Clear, problem-based instructions
      • Tie to course objectives
      • Authentic and applicable
      • Create or edit?
      • Citations and sources
      • Process vs product
      • Share
    40. Teaching with Social Bookmarks
      • KCB201 Virtual Cultures - second year undergraduate course on Virtual Cultures taught by Axel Bruns at the Queensland University of Technology
      • http://delicious.com/tag/kcb201
      • Write-up at http://tinyurl.com/bvuwwa
      • Students were asked to use Delicious to identify 5 resources each week
      • They were also encouraged to seek out other users of Delicious
      • After 6 weeks, students compiled selection of links along with details of three other posters and submitted this for assessment
      • Criteria included measures of consistency, quality and scholarship of resources as well as effective use of tagging and demonstrated understanding of taxonomies
    41. http://delicious.com/tag/kcb201
    42. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    43. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    44. Discussion – Social Bookmarks
      • What other examples have you seen?
        • Barriers? Issues?
        • Solutions? Workarounds?
      • If you were to implement this in your class…
    45. Other Social Bookmarking Examples
      • Michael Wesch’s Digital Ethonography Course - http://mediatedcultures.net/ksudigg/?p=199
    46. Social Bookmarking Tips and Tricks
      • Simple Ways to Aggregate and Syndicate
        • Grazr – http://grazr.com/
        • Feed2js - http://feed2js.org/
      • Diigo - http://www.diigo.com/
      • Trailfire - http://trailfire.com/
      • Zotero - http:// www.zotero.org /
    47. Online Office Apps
    48. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
    49. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
    50. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
    51. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
    52. http://zoho.com
    53. http://buzzword.acrobat.com
    54. Online Office: Common Attributes
      • Account-based
      • Online authoring
      • Docs, and spreadsheets, presentations, forms
      • File import/export
      • Share view with others
      • Share editing with others
    55. http://docs.google.com
    56. David Wiley’s Intro to Open Ed http://open.byu.edu/ipt692r-wiley/
    57. Collaborative Projects
    58. Collaborative Projects
    59. Collaborative Projects
    60. Peer Review
    61. Maniuplate Web Data
      • Formula =importHTML, importXML
    62. Maniuplate Web Data
      • Formula =GoogleLookup()
    63. Publish to Web or Blog
    64. Quizzes & Polls with Forms
    65. Quizzes & Polls with Forms
    66. Quizzes & Polls with Forms
    67. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    68. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    69. Discussion
      • What other examples have you seen?
        • Barriers? Issues?
        • Solutions? Workarounds?
      • If you were to implement this in your class…
    70. http://docs.google.com
    71. http://mail.google.com
    72. http://docs.google.com
    73. Online Office Tips
      • Get Things Started
      • Clear, problem-based instructions
      • Tie to course objectives
      • Authentic and applicable
      • Collaborate, peer review, publish
      • Process and product
    74. Teaching with Google Maps/Earth
      • Google LitTrips - http://www.googlelittrips.org/
      • Buddenbrooks by Thomas Mann - http://tinyurl.com/adm4v2
      • Developed jointly by students in "Fictions of the Known World“ class at the University of Notre Dame under supervision of Professor Tobias Boes
    75.  
    76.  
    77.  
    78.  
    79. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    80. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    81. Discussion
      • What other examples have you seen?
        • Barriers? Issues?
        • Solutions? Workarounds?
      • If you were to implement this in your class…
    82. Other Examples
      • Complete Guide to Using Google Earth in Geoscience Classroom - http://serc.carleton.edu/sp/library/google_earth/
      • Not a Google map, but John Hopkins Interactive Map Tool case studies - http://www.cer.jhu.edu/maptool.html
    83. http://skype.com http://skype.com/
    84. http://code.google.com/p/openmeetings
    85. Educational Applications
      • Language learning
      • Peer collaboration
      • Oral assessments
      • Negotiation of meaning
      • Virtual office hours
    86. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    87. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
    88. Discussion
      • What other examples have you seen?
        • Barriers? Issues?
        • Solutions? Workarounds?
      • If you were to implement this in your class…
    89. Final Thoughts
      • “ Web 2.0” is exciting, BUT…
      • In all cases, educational aims made these examples work!
      • Bad pedagogy + Web 2.0 is still bad pedagogy
      • Start with educational goals in mind…
      • … Achieve engaging , authentic and lifelong learning experiences.
    SlideShare Zeitgeist 2009

    + Jared SteinJared Stein Nominate

    custom

    136 views, 1 favs, 0 embeds more stats

    Scott Leslie and Jared Stein collaborate to present more

    More info about this document

    CC Attribution-NonCommercial LicenseCC Attribution-NonCommercial License

    Go to text version

    • Total Views 136
      • 136 on SlideShare
      • 0 from embeds
    • Comments 0
    • Favorites 1
    • Downloads 3
    Most viewed embeds

    more

    All embeds

    less

    Flagged as inappropriate Flag as inappropriate
    Flag as inappropriate

    Select your reason for flagging this presentation as inappropriate. If needed, use the feedback form to let us know more details.

    Cancel
    File a copyright complaint
    Having problems? Go to our helpdesk?

    Categories

    Tags

    -->
    Search
    RSS Feed
    What's new?

    © 2009 SlideShare Inc. All Rights Reserved