Web 2 tools for Education


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Presentation at University of Bath e-learning seminar, 8th December

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  • Introduce Lisa and yourself. Explain that this is not a ‘best practices’ seminar and we are exploring the potential of emerging internet technologies to support the teaching and learning experience. We are not here to tell you how to teach, but to share our experiences of using these technologies in practice. Briefly go over the outline of the presentation-
  • Web 2 tools for Education

    1. 1. Using Emerging Internet Technologies in Management Education Experiences from Southampton, Bath and Beyond Dr Lisa Harris is a Senior Lecturer in Marketing at Southampton University School of Management, and Course Director of the MSc in Marketing Analytics. She is a Chartered Marketer and a Director of the Chartered Institute of Marketing. Lisa Harris and Simran Grewal
    2. 2. Outline <ul><li>Rationale- why are we adopting Web 2.0 technologies? </li></ul><ul><li>How are we using NING, discussion boards and Second Life? </li></ul><ul><li>Reflections </li></ul><ul><li>Questions and Discussion </li></ul>
    3. 3. Is using the Internet becoming natural? <ul><li>Digital natives (Generation Y) </li></ul><ul><ul><li>>Age 18-28 </li></ul></ul><ul><ul><li>>have grown up in the digital age and technology is embedded into everything they do </li></ul></ul><ul><ul><li>> More likely to be online than watch TV </li></ul></ul><ul><li>Digital immigrants (Generation X) </li></ul><ul><ul><li>>Age 28-42 </li></ul></ul><ul><ul><li>>have adapted their natural behaviour and learned to use technology for its convenience and benefits </li></ul></ul>
    4. 4. The big picture <ul><li>Students Today </li></ul><ul><li>http://uk.youtube.com/watch?v=dGCJ46vyR9o </li></ul><ul><li>The ‘Google Generation’ Report by University College London (Jan 2008) found that students </li></ul><ul><ul><li>lacked online research skills </li></ul></ul><ul><ul><li>skimmed a range of sources at a superficial level </li></ul></ul><ul><ul><li>multi-tasked a range of other activities while working </li></ul></ul><ul><ul><li>were familiar with the major tools (eg Wikipedia) but not always the basic principles of their use </li></ul></ul><ul><ul><li>lacked the discretion to evaluate the credibility of information sources </li></ul></ul>
    5. 5. The big picture <ul><li>Recent research by the British Library (2008) found that the skills and enthusiasm for Web 2.0 tools amongst the ‘Google generation’ have been highly overrated: </li></ul><ul><ul><li>the students surveyed used social networks for personal activities but were sceptical about their wider relevance </li></ul></ul><ul><ul><li>they actually expected more traditional means of interaction to take place in the office or classroom. </li></ul></ul><ul><ul><li>Kennedy et al (2007) studied first year students in Australia and found that usage of Web 2.0 technologies was low. </li></ul></ul>
    6. 6. The Cooke Report on Online Innovation (Oct 2008) <ul><li>Calls for the establishment of </li></ul><ul><ul><li>nationally co-ordinated core of open access e-learning resources </li></ul></ul><ul><ul><li>national centres of expertise in e-pedagogy and new technologies </li></ul></ul><ul><ul><li>For the full report, see www.tinyurl.com/5rl4sm </li></ul></ul>
    7. 7. The network approach to learning <ul><li>the strongest determinant of success in HE was the ability to participate in small study groups </li></ul><ul><li>these students were more engaged in their studies, better prepared for class, and learned significantly more </li></ul><ul><li>students can clarify areas of uncertainty and help struggling colleagues </li></ul><ul><li>they acquire the practices and behavioural norms of established practitioners within a community of practice through “productive inquiry”: knowledge is obtained as necessary for a specific task </li></ul>
    8. 8. The role of web 2.0 technologies in social learning <ul><li>blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites (eg del.icio.us) are part of a new infrastructure that focuses on conversation, participation and action-based learning. </li></ul><ul><li>allow a new approach to learning characterised by ‘ demand-pull’ (driven by the particular interests of the learner) rather than the traditional ‘ supply-push’ mode of knowledge acquisition (with specific content dictated by the tutor or institution). </li></ul>
    9. 11. Increased Exposure to “Out of Classroom Media” <ul><li>Heightened exposure to the Internet influences learning styles. (Prosperio & Gioa, 2007, Academy of Management Learning and Education) </li></ul><ul><li>Process based style of learning. </li></ul><ul><li>Mismatch in teaching and learning styles. </li></ul><ul><li>Students retain 10% of what they read. 25% of what they hear, but 70% of what they discuss and experience with others. (Johnson, 1996) </li></ul><ul><li>62 per cent of students wanted web 2.0 technologies - blogs, wikis, and podcasts - to be used for teaching and assessment. (Joint Information Systems Committee, 2008) </li></ul>
    10. 12. Pedagogical Approach: Active Learning Experience of: Dialogue with: Source: Adapted from Fink (2003) Group Presentations Use of Video Illustrations Case studies Lectures Seminars Group Activity Discussions Second Life Activity Think Points Critical Thinking Activities Moodle SELF OTHERS DOING OBSERVING
    11. 13. What is Second Life and how is it being adopted across Higher Education?
    12. 14. An exercise in group decision making in Second Life
    13. 15. Reflecting on Second Life: What did I learn from my experience? <ul><li>Manage expectations </li></ul><ul><li>High risk </li></ul><ul><li>Language barriers </li></ul><ul><li>Students engaged </li></ul><ul><li>Constructively align the exercise to the topic/subject taught. </li></ul>
    14. 16. Conclusion <ul><li>Set clear boundaries of acceptable behaviour </li></ul><ul><li>Make sure that you have a contingency plan in the case of technology or sense of humour failure! </li></ul><ul><li>Helps address issues of students studying in a second language </li></ul><ul><li>Provides opportunity to engage students with both each other and the materials at a deeper level </li></ul><ul><li>Link to assessment where possible </li></ul><ul><li>Remember that not all students are familiar and comfortable with the tools and may need significant help in getting started </li></ul><ul><li>‘ Mix and match’ with more traditional methods rather than force students into a (tutor) preferred channel </li></ul>
    15. 17. Questions?