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Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
Teaching with Web Apps
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Teaching with Web Apps

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Like the variety of Web 2.0 applications, theories of learning and instructional models are also primarily content independent. So it is left up to the teacher educator to match learner …

Like the variety of Web 2.0 applications, theories of learning and instructional models are also primarily content independent. So it is left up to the teacher educator to match learner characteristics, content, pedagogy and technologies. This presentation will concentrate on the use of Web 2.0 technologies in contemporary constructivist and cognitivist learning environments. We will present the characteristics of Web 2.0 tools to support teaching and learning, including low threshold applications, a variety of tools and models, as well as access to tools and knowledge. Finally, we will identify the limitations and challenges that exist with using these tools, such as immature applications, longevity of applications, number of applications, unconsolidated services and security and ethics.

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Transcript

  • 1. Teaching with! Web Tools: ! Characteristics, Implications & Limitations Michael M. Grant, PhD | Suha Tamim, MPH The University of Memphis
  • 2. ha elMic t . Gr anM
  • 3. http://viral-notebook.com
  • 4.   Get  it all   here!  http://bit.ly/unionedforum
  • 5. 3 Questions How does learning occur?What’s teaching and learning " like with Web 2.0? What are the challenges " to using Web 2.0?
  • 6. How does learning occur?
  • 7. Cognitive Learning
  • 8. Cognitive Load
  • 9. Constructivist Learning
  • 10. Assimilation v.Accommodation
  • 11. Su ha am imT
  • 12. What’s teaching andlearning like with Web 2.0?
  • 13. Low Threshold Applications
  • 14. “Low threshold applications are:a)  easy to learn by teachers and students,b)  not intimidating to require re-examination of teaching practices,c)  Simple enough to require little technical training,d)  almost ubiquitous. — Gilbert (2002) Teaching, Learning & Technology Group
  • 15. “The technologies that are chosen should be…a)  Those that afford a variety of technical skill levels among students,b)  Those that allow for the construction and sharing of learning products. — Sade (2005)
  • 16. Variety of Tools & Models
  • 17. Lovely Charts Creatly Mindmeister
  • 18. Access toTools &Knowledge
  • 19. Access toTools &Knowledge
  • 20. What are thechallenges to using Web 2.0?
  • 21. ImmatureApplications
  • 22. Longevity
  • 23. Number of Applications
  • 24. UnconsolidatedServices
  • 25. Security & Ethics
  • 26. “There are strongly mixed reactions about the newtechnology. Some end users like it (and some love it),but professionals who built a lifetime of skills aroundthe old technology are very suspicious, oftenundermining it. Even the advocates admit thetechnology often has to be cajoled intoworking….Invariably, people just did not realize howhard it was to pull off. What seemed easy andobvious is in fact quite daunting. — Clark Aldrich (2005) Learning by Doing

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