This document provides the syllabus for a course on Web 2.0 tools for learning. The course will introduce students to various Web 2.0 tools such as blogs, wikis, podcasting, and social bookmarking. Students will learn how to integrate these tools into their own classroom learning environments and curriculum. Over the course of the semester, students will explore different tools, discuss appropriate uses, and develop a final project incorporating one or more tools into their teaching. The syllabus outlines course objectives, policies, assignments, and a schedule of topics to be covered each week.

1. ANNA MARIA COLLEGE
WEB 2.0 TOOLS FOR LEARNING
Instructor(s): Patricia K. Roberts
Office: 102 Central Street
Office hours: By appointment
Office Telephone: 978-415-0099 or cell 508-769-3661
Email: proberts@shrewsbury.k12.ma.us & prducks@att.net
COURSE TITLE Web 2.0 Tools for Learning
REQUIRED TEXT: On-line resources
COURSE DESCRIPTION
Today’s students are very different and require different tools for learning. They grew up with technology and the Internet.
The Internet has evolved dramatically over the last few years with the creation of many new ways to view, collect and
manipulate information. Facets of the current Internet now feature two-way communication and independence for sharing
and reusing subject matter. This course will investigate a myriad of different web based tools such as blogging, wikis, social
bookmarking, podcasting, digital imagery, video streaming, and RSS feeds. Today’s teachers can significantly influence the
way students learn by incorporating these tools into their instructional methods. Throughout this course participants will be
exposed to Web 2.0 tools. They will determine which tools fit appropriately into their classroom learning environments. They
will discuss how to integrate the tools into the student learning process. They will discuss the ways students can use Web 2.0
tools safely. They will construct a project that will be used in their classroom and published on the World Wide Web as a
model for other teachers to adapt to their classrooms.
COURSE OBJECTIVES
This course will engage participants in real world learning experiences as a classroom teacher or administrator to learn the
various facets of Web 2.0 tools. Examples of use will aid their understanding of the power of the tools for learning. Web
based tools will include but are not limited to blogs, wikis, podcasts, video streaming, RSS feeds, digital images, and social
bookmarking applications. Participants will be actively engaged in investigating the benefits and issues of each tool as well
as participate in open discussion of ideas and methods for implementation of Web 2.0 tools into classroom learning. Content,
process and web 2.0 tools will be woven together, recognizing that all learners are individuals and each one has special needs
and specific strengths. Learning assignments will be designed to capitalize on individual strengths and roles within the class.
Frequent feedback and collaborative sharing of ideas is an expectation that aids the learning process. Open communication
will be prevalent throughout the course with participant access of the course documents, assignments and readings that will
be posted in the course moodle. Email will also be used for communication purposes.
The students will:
1. Learn the various facets of each of the Web 2.0 tools that are presented
2. Participate in classroom discussions, share strategies for using Web 2.0 tools, and communicate ideas for integrating
their curriculum areas with new tools.
3. Collaborate with colleagues/classmates in the pursuit of their studies to become familiar with Web 2.0 tools.
4. Lead a discussion in groups and/or as a class, founded on assigned readings, issues or concerns relative to Web 2.0 tools.
5. Collect ideas from colleagues in their schools through a survey.
6. Develop a project idea based on one of the Web 2.0 tools.
7. Complete a template expressing suggestions for potential use of each tool and or concerns of the tool that prevents its
implementation in their teaching environment.

2. CLASS PROCEDURES AND POLICIES
Participation and Attendance
Participation is very important in this class. Our roles as instructors in this class are to provide you with a theoretical
framework, activities, and assignments for you to utilize in developing understandings, knowledge, and skills. We care very
much about how and what you learn in our class, but we believe that you are responsible for participating in learning from
the activities we provide. We will make ourselves accessible for discussion and feedback as often as needed, and we
encourage you to see your fellow students as equally valuable resources for learning.
If you are absent from class you must contact us to notify us of your absence. You are responsible for and expected to obtain
any missed information. Any assignments that might be due on the day of your absence should be submitted unless you have
requested and been granted an extension.
You will be expected to participate in discussions and to contribute information to the class. Discussions are in small groups
and whole class. This is a required part of your grade. In order to earn full participation points for a class, you must add
something of substance to the discussion --this would consist of new ideas, your perspectives, follow-up questions, etc.
Missed Class Policy
It is expected that students will attend all classes for the entire class period. If you must miss a class or leave early, you need
to contact the instructor prior to class. If the instructor excuses the absence, the make-up assignment will be discussed and
submitted prior to the next class. Instructors will design the make-up assignment appropriate to the missed content.
Excusable absences include but are not limited to: death in the immediate family, childbirth, marriage, or illness. The
instructor may require documentation of the absence.
Team Learning
We expect students to work effectively in diverse groups and teams to achieve tasks. You must collaborate and function well
in team settings as both leaders and followers. You should respect human diversity and behave in a tolerant manner toward
colleagues and peers.
Constructive learning and hands on application is the dominant mode of instruction in this course. The process employed in
the course includes consistent participation in technological skill development along with active involvement in discussing,
questioning, analyzing, and demonstrating the application of curriculum knowledge gained from reading and personal
teaching experiences. The expected outcome of the course is to develop leadership among the participants’ schools. This new
leadership will then be capable of providing professional development for colleagues in the implementation of technology
infused curriculum and Web 2.0 tools that will actively engage students in their learning. Active participation and open
communication is the key element in the evaluation and grading of all participants in this course.
Assignments
Late assignments will be penalized with a 10% grade reduction unless you have made prior arrangements with the
instructor. Any time you feel you might be falling behind in the course, it's best to contact the instructor to discuss your
situation. All assignments and samples of learning will be stored in a central server location creating a working portfolio that
can be accessed by the instructor at any time for evaluation purposes.
Form a partnership with a classmate. Be responsible for gathering and delivering any class material if your partner is absent.

3. Academic Honesty
It is expected that all members of the college community act in a responsible and ethical manner and to uphold the values,
rules, and regulations of the College. The principles of individual honor, integrity, responsibility, and respect for the rights of
others are essential to student conduct in both academic and co-curricular life.
A student must always submit work that represents his or her original words or ideas and is in compliance of acceptable use
for both their district and the world. If any words or ideas are used that do not represent the student's original words or ideas,
the student must cite all relevant sources. The student should also make clear the extent to which such sources were used.
Words or ideas that require citations include, but are not limited to, all hardcopy or electronic publications, whether
copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from
an identifiable source.
Accommodations and Support Services
Any student, who due to a disability needs special accommodations to participate in class and/or complete assignments,
should see the instructor as soon as possible so that reasonable accommodations can be made.
GRADUATE GRADING
LETTER GRADE POINTS EARNED
A 94-100
A- 90-93.9
B+ 87-89.9
B 84-86.9
B- 80-83.9
C+ 77-79.9
C 70-76.9
F 0-69.9
METHOD AND WEIGHT OF COURSE REQUIREMENTS
Course Expectations and Requirements
1. Attend face-to-face meetings and participate in class discussions. 10%
2. Use mail and online (moodle) communication routinely with instructor and classmates. 20%
3. Complete template for determining Web 2.0 tool(s) are the best fit for individual classroom use 20%
4. Develop a project incorporating Web 2.0 tool(s) into individual curriculum 40%
5. Prepare a presentation and post project on the Internet 20%
• Write up a formal summary of your lesson integrating Web 2.0 tool(s) – limit two pages
• Include in the summary the following:
i. Standards addressed (curriculum & technology)
ii. Web 2.0 tool(s) used
iii. Include a copy of research article that supports your project idea or example of model you are
adapting
iv. Describe how you will use the Web 2.0 tool(s) in the classroom with students.
v. Describe the expected outcomes for students involved in the project.
• Prepare copies of materials (items i – v above) for instructor and classmates

4. Class Meeting Schedule with Timeline and Assignments
Meeting 1 - - - Focus: Introduction to Web 2.0 Tools for Learning Course
Syllabus
Course requirements
Organization of Expert Groups, partnerships
Email
Introduction to course documents on Shrewsbury Moodle
Forums, assignments, and readings
Meeting 2 - - - Focus: The “New” Internet
Overcoming technical difficulties. Web 2.0 Tools overview
Assignment: Connect to class moodle and introduce yourself to the class.
Meeting 3 - - - Focus: Blogging
What is a blog? How do they work?
Sample blogs, how they are used with students, purpose of blogs, and good blogs vs. bad blogs
Assignment: Set up your blog on the class moodle site. Investigate educational blogs. Share with class.
Meeting 4 - - - Focus: Wiki
What is a wiki? Is the information valid?
Sample wikis, how they are used with students, verifying a wiki.
Assignments: Investigate educational wikis. Identify one you could use with your students. Share with class.
Meeting 5 - - - Focus: Podcasting and Video Streaming
What is a podcast? How do I create a podcast? How do I post a podcast?
Sample podcasts, how they are used in education.
Assignment: Review ready made podcasts. Explore Garageband for creating podcast. Create a mini podcast with
garageband.
Meeting 6 - - - Focus: Web 2.0 Free Applications
Wordle, Jing, Allmyfavs, Vocabulary Video (WordAhead), Splashup, Quizlet, etc.
Assignment: Investigate the various free applications. Become familiar with one or two applications. Determine
how it might be used with your students. Share your findings with class.
Meeting 7 - - - Focus: Webcasts
Explore various web sites applications such as Skype. How are they used in the classroom?
Assignment: Install or ask school technical person to install Skype on your computer. Explore its features.
Meeting 8 - - - Focus: Social Networking, Bookmarking, & Tags
What is Social Networking? Social Bookmaking? What is a tag cloud? How do I create a tag cloud?
Examples of uses for teachers and students. Look at different websites such as twitter and digg
Assignment: Create a tag cloud using one of the applications and some content from your curriculum.
Meeting 9 - - - Focus: RSS feeds
What is an RSS feed? How can I use it to make finding, retrieving and bookmarking more efficient?
Subscribing, adding to other Web 2.0 tools such as a wiki.
Meeting 10 - - - Focus: Internet Safety
Making students aware of the dangers of using Internet resources and communicating online. Strategies for safe use
will be discussed.
Assignment: Create a statement (student contract, school AUP, letter to parents, etc.) that you would use with your
students and families to warn about safety on the Internet.
Meeting 11 - - - Focus: Final Project Preparation
Finalize presentation, prepare materials, research information.
Post to the Web to initiate Web authoring
Questions and concerns regarding final project. Resolving issues with Web 2.0 Tools.
Lab time

5. Meeting 12 - - - Focus: Sharing your Learning Experiences
Self-Assessment
Evaluations
Bibliography
March 2009 | Volume 66 | Number 6
Literacy 2.0
Anywhere Learning
James Angelo, Kay Conners and Tara Helkowski
http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Anywhere_Learning.aspx
March 2009 | Volume 66 | Number 6
Literacy 2.0 Pages 8-13
Orchestrating the Media Collage
Jason Ohler
http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Orchestrating_the_Media_Collage.aspx
Tech Tools for Learning by Will Richardson, Access Learning – Jan 06
Educating the Net Generation, book
Educause Learning Initiative
7 Things you should know about Social Bookmarking
Vol. 2 No.2 Autumn 2006
New Technology Trends for Education
Building Online Learning Communities
February 2005 | Volume 62 | Number 5
How Schools Improve Pages 81-83
Research Matters / How Student Progress Monitoring Improves Instruction
Nancy Safer and Steve Fleischman
Moving Toward Web 2.0 in K-12 Education
Steve Hargadon - October 22nd, 2008 - (Brave New Classroom 2.0)
http://www.britannica.com/blogs/2008/10/moving-toward-web-20-in-k-12-education/

6. Anna Maria College
(Excel for Teachers and Administrators) Syllabus Agreement
I ____________________________________________________________________ , on this day
_________________________ , have received information regarding this course. I understand this information is available
in writing in the course syllabus. I have reviewed the information with my instructor, have asked questions, and thoroughly
understand my responsibilities as I participate in this course. The information addressed included:
• Policies and Procedures
• Assignments
• Due Dates
• Grading Policies
• Availability of instructor(s)
I further understand that I have the opportunity to request additional information and/or explanation on any of the above as
needed.
Student signature: ____________________________________________________
Instructor signature: __________________________________________________