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Web 2.0 Overview for Administrators
 

Web 2.0 Overview for Administrators

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This is a presentation/overview of Web 2.0-based resources applicable to K12 education. It is only meant as an overview and the focus was on wikis, blogs, mashups, podcasting, and social networks.

This is a presentation/overview of Web 2.0-based resources applicable to K12 education. It is only meant as an overview and the focus was on wikis, blogs, mashups, podcasting, and social networks.

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Web 2.0 Overview for Administrators Web 2.0 Overview for Administrators Presentation Transcript

  • Web 2.0: Changing the way that kids learn and produce today Steve Spengler & Rosanne Ragnacci Directors of Instructional Technology Pocono Mountain School District June 24, 2008
    • “ The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn .”
    • Alvin Tofflin
    • Cult Futurist of the 1970s
  • The Millennial or The Digital ( today’s student )
    • Collaborates
    • Expresses creativity
    • Has direct access to EVERYTHING
    • Driven by information/content
    • Demands FLEXIBILITY
  •  
  • Let’s look at where we were… Something has changed in the Web during this decade of online history… At the beginning it was all about being online ; now it’s about socializing in the online environment .
  • Until recently, to produce content for a large audience you needed to be a...
    • Publisher
    • Broadcaster
    • Billboard owner
    • Pilot flying a sign-dragging airplane
    • Guy holding up signs at football games on television
    • Cable-access show (Wayne’s World)
    • Person with a loud voice
  • …but now…
    • Publisher ( blog, wiki )
    • Broadcaster ( podcasting, YouTube )
    • Billboard owner ( wiki, Web page )
    • Pilot flying a sign-dragging airplane ( blog, wiki )
    • Guy holding up signs at football games on television ( YouTube )
    • Cable-access show (Wayne’s World) ( YouTube )
    • Person with a loud voice ( Podcasting )
  • The Origin: Web 1.0
    • Most people read the Net instead of producing for it, because producers needed:
    • HTML coding skills ( for the techie )
    • Programming skills ( for the elite techie )
    • Graphic design skills ( for the esthetic )
    • Hosting ability ( for those with money )
    • Promotion mechanisms ( more money )
  • Minor Upgrade: Web 1.5
    • Most people still read the Net instead of producing for it BUT the skill set was getting more manageable:
    • FrontPage or DreamWeaver ( no HTML )
    • Applications to do programming ( no programming )
    • Templates ( no graphic design )
    • Yahoo hosts Web sites ( no need to host )
    • Search engines can promote ( no promotion )
  • Creating a Content-Friendly, People Friendly Internet
    • Late 1990s: New types of online software to simplify content creation
    • Allowed people to focus on ideas and creativity rather than technical know-how
    • “ The Read-Write Web”
    • AKA “Web 2.0”
    • AKA “We Media”
  • Numbers say they’re doing it…
    • 48 million Americans have posted content online
    • 1 in 12 Internet users publish a Blog
    • 1 in four have shared original content
    • Young people more likely to post content
    • Race, income, education less of a factor
    • Latinos, African Americans slightly more likely to post online content than whites
    • Source: Pew Internet & American Life Project, Home Broadband Adoption 2006
  • Web 2.0?
    • Tim O'Reilly and John Battelle summarized key principles they believed characterized Web 2.0 applications…
      • the Web as a platform
      • data as the driving force
      • an architecture of participation
      • open source development
      • content and service syndication
      • the end of the software adoption cycle (" the perpetual beta ")
  • Web 2.0 (cont.)?
    • Second generation of the Web
    • Collaboration , interaction , customization
    • It’s a Phenomena , NOT technology
    • It’s a phase of a continuum, NOT an event
    • It’s about US!!
    • Information silos  Information sharing
    • Designed  Customizable
    • “ One to Many”  “Many to Many”
    • ( publication )  ( conversation )
    • Authority  Consensus
    • (i.e. “ The Wisdom of Crowds ”)
    The Change…
  •  
  • Web 2.0 Blogs Wikis MashUPS Social Networking Podcasting
  • Information is no longer difficult to create and access www.creativecommons.org Find Creative Commons Licensed Work License Your Work
  • Example 1: Blogs
    • WEB + LOGS = BLOGS
    • Web pages with updates in chronological (or reverse chronological) order
    • 1997 term first emerged
    • Now 55 million Blogs and growing by one a every second!
    • Opportunity to enable responses from readers and RSS dissemination make Blogs 2.0 technologies
  • Example 1: Blogs
    • A Blog is a Web site where entries are made in journal style and displayed in a reverse chronological order.
    • A Blog entry typically consists of the following:
      • Title , the main title, or headline, of the post.
      • Body , main content of the post.
      • Permalink , the URL of the full, individual article.
      • Post Date , date and time the post was published.
    • A Blog entry optionally includes the following:
      • Comments
      • Categories (or tags) - subjects that the entry discusses
      • Trackback and or pingback - links to other sites that refer to the entry
  • ` Participatory journalism is living its renaissance powered by the “credibility crackdown” of traditional media ( MSM ) and it’s reaching its own “technology perfection” through this new social media that are Blogs , and that “vigorous communication subspace” , emerging within the Web itself, that is the Blogosphere .
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  • Some Blogs…
    • http://www.leadertalk.org/
    • http://www.eduspaces.net
    • http://mrmackeyscience.blogspot.com/
    • http://www.principalspage.com/theblog/
    • http://www.elizabethfullerton.com/
  • So let’s make a blog entry… Writing Prompt!
  • Some fads are dangerous, some are just fun. How do you know where the line is BEFORE you’ve crossed it.
  • Example 2: Podcasting
    • In 2007…
    • Awareness of the term, "Podcasting," increased from 22% to 37%
    • Persons who had 'ever' listened to an audio Podcast rose from 11% to 13%
    • Persons who had 'ever' watched a video Podcast rose from 10% to 11%
    • © Edison Media Research. All rights reserved
  • Example 2: Podcasting One in five (19 percent) of those under the age of 30 have iPods/MP3 players
  • So what is it??
    • iPod + broadcast = podcast
    • Way to distribute multimedia files over the internet
    • Audio event, conversation, lecture, song, speech, group presentation
    • Delivered via RSS
    • Mobile device synchronized with a computer
  • So what is it??
    • Podcasting allows access to many different voices compared to “traditional channels.”
    • Portable studio consisting of a recorder and a laptop
    • Podcasting differs from other types of media distribution in that it's a subscription model, using automatic feeding mechanisms (RSS) to deliver files
    • Podcasting can be done by anyone, anywhere, as long as they have a computer, a recording device, and software
  • Image credit: University of Missouri School of Journalism Push – Pull Technology
  • Where to go…
    • www.philamuseum.org/podcast /
    • http://a4esl.org/podcasts/
    • http:// ihistory.wordpress.com/tag/podcasts /
    • www.princetonreview.com/podcasts /
    • http:// www.jodcast.net /
  • Where to go…
    • http://www.intelligenic.com/kidcast/
    • http://epnweb.org/
    • http://www.Podcastalley.com/
    • http://www.odeo.com
    • http:// www.audioBlog.com
  • What do you need? Microphone Computer Audacity
  • So let’s make a podcast together…
  • Example 3: Wikis
    • Easily add, remove and otherwise edit and change some available content, sometimes without the need for registration
    • An effective tool for COLLABORATIVE AUTHORING
    • The open philosophy of most Wikis—of allowing anyone to edit content—does not ensure that editors are well intentioned
  • Example 3: Wikis
    • Wikis represent consensus over authority -- the knowledge of many people is considered more valuable and correct than the knowledge of any one person, even an expert
    • Wikis like Wikipedia still rely on the valuable input of experts to correct errors and improve the value of the resource
    • Wikipedia was compared to Encyclopedia Britannica and found to be about as accurate in articles on the sciences
    • Wikis use a slightly different markup than the Web, but it’s easy to learn
  • Wikis Simplified
    • Online workspaces where anyone can read, write, edit documents
    • Previous edits trackable; virtual “paper trail”
    • Encourages group collaboration
    • Wiki=Hawaiian for “quick”
  • Then there’s Wikipedia
    • The world’s largest encyclopedia
    • Launched in 2001
    • 1,000,000+ entries in 200+ languages
    • A magnet for controversy
  • The BIG Issue
    • Pro :
    • Anyone can create or edit Wikipedia entries
    • Con :
    • Anyone can create or edit Wikipedia entries
  • Some Wikipedia suggestions...
    • Wikipedia as research exercise
    • Assign Wikipedia (wiki) entries to students
    • Students examine entries’ accuracy
    • Use multiple sources to correct entries
    • “ Final” version given seal of approval
    • Use for student projects where group members need to contribute at different times and
    • from geographically diverse locations.
    • Use for collaborating on ideas and organizing documents and resources from
    • individuals and groups of students.
    • As a group research project for a specific idea.
    • Manage school and classroom documents.
    • Use as a collaborative handout for students.
    • Writing: student created books and journaling.
    • Create and maintain a classroom FAQ
    • As a classroom discussion and debate area.
    • A place to aggregate web resources.
    • Choose a topic on Wikipedia, break the topic into facts, students verify the facts using
    • their information literacy skills, and make changes accordingly (Citing sources).
  • Some Wikis…
    • http://wiki.ciu20.org
    • http://school20.wikispaces.com/
    • http://westwood.wikispaces.com/
    • http://en.wikibooks.org
    • http://en.wikibooks.org/wiki/Wikijunior
    • http://educationalwikis.wikispaces.com
    • http://projectlemonade.wikispaces.com/
  • So let’s make a wiki page together…
  • Example 4: MashUPS
    • A mash up is a Web site or Web application that seamlessly combines content from more than one source into an integrated experience.
    • Content used in MashUPS is typically sourced from a third party via a public interface. Other methods of sourcing content for MashUPS include Web feeds and JavaScript.
    • Many companies are experimenting with MashUPS using eBay, Amazon, Google, Windows Live, and Yahoo.
  • MashUPS
    • A unique assembly of individual things from more than one source into a single integrated whole.
    • MashUPS are for EVERYTHING!
      • Music
      • Content
        • Wiki, Blogs, Video, on and on
      • Searching/finding
        • Tag Clouds
      • Events
      • Competencies, people
  • MashUPS simplified: You already know the model Think Lego blocks!
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  • So let’s make a mashup…
  • Example 5: Social Networking
    • Online communities where people are actively encouraged to use and share each other’s original content
    • Web sites that focus on community
    • Encourage interaction, discussion, debate
    • Public member profiles
    • User-generated content
    • Often target specific audiences
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  • http://elgg.ciu20.org
  • What’s Needed: ICT Literacy
    • Technical skills
    • Content generation skills
    • Research skills
    • Information literacy
    • Media literacy
    • Online safety and responsibility
  • http://go2web20.net/
  • Web 2.0: Changing the way that kids learn and produce today Steve Spengler & Rosanne Ragnacci Directors of Instructional Technology Pocono Mountain School District June 24, 2008