Topic: 1. Application of Web 2.0 in education today. The Latin American reality in the use of Web 2.0, Case Presentation.Title: Using Web 2.0 in an Introduction to Computing Simon Bolivar UniversityAuthorAngel Ernesto Ceballos Van Grieken Using Web 2.0 in an Introduction to Computing in Simon Bolivar University by Angel Ceballos is licensed under a CreativeUniversidad Simón Bolívar Commons Attribution-NonCommercial-NoDerivs firstname.lastname@example.org Unported License. AbstractThe following work is part of an experience of the use of Web 2.0 in an Introduction toComputing at the University Simon Bolivar. The subject of Introduction to Computing isissued in compliance with theoretical and practical components concerning basicconcepts of computing. The Simon Bolivar University in 1999 suffered a landslide thatcaused the loss of much of its infrastructure coupled with this, the students of thecourse with the arrival of the rainy season have difficulty making physical presence inthe University, because heavy rains and fears of a possible re-release of what wasexperienced in 1999. Professor of the subject has had to make use of the servicesoffered by Web 2.0 in order to continue with the course of the subject, knowledgeconstruction and facilitation of content without the students and teacher do physicalpresence in the classroom .Key Words: Experience, Web 2.0, Introduction to Computing
Features of the course Introduction to Computing The course Introduction to Computer Science at the Universidad Simón Bolívar isadministered by the Department of General Education and Basic Sciences, which allcollege students must attend it. The area is characterized by a structure consist oftheoretical and practical, in the subject being studied basic concepts of computing,among which include the use of tools offered by the Web to allow the exchange ofinformation, participation and collaboration by users of this medium. The unitscomprising the course are: Unit I: Conceptual Foundations of Computing. Unit II: Software and Systems. Unit III: Communication Networks. Unit IV: Data Storage and Security. Unit V: Office Automation, Database and Information Systems. Unit VI: E - Commerce. Each unit consists of a practice session, in which exercises are performed ortechnical procedures to supplement the theory or simply place the contents studied in aperformance situation as similar to reality. Terms college The Simón Bolívar University (Headquarters of the Coast), suffered seriousdamage in the physical structure during the landslide of 1999, losing about 90% of itsacademic and sports facilities, which resulted in the suspension of studiesHeadquarters coastline and pursuing studies in Sartenejas, although started academicactivities in new buildings still under construction status, coupled with this tropicallocation generates our rainy periods characterized by heavy rains, which createsnervousness in the university community and resistance to attend classes in conditionsthat involve risk and danger to the physical, because the experience in 1999 and areassurrounding the campus.
Why the use of tools based on Web 2.0 in the subject and its link withthe conditions under which the University is located? Traditional instructional design (face to face) for the course is based on thecontent dictated by the teacher to make students then practice individually. The use of Web 2.0 as a tool to study the subject of Introduction to Computing ina modified physical stresses generated by climate, was based on a radical change inthe traditional working methods of the subject itself, the design was modifiedinstructional to fit perfectly in the course methodology, which relied on the power ofsocial learning, specifically, the triadic reciprocal model of Albert Bandura: Person Behavior Environment Figure 1. Triadic Reciprocal Model of Albert Bandura. The triadic reciprocal model underwent an adaptation by the teacher. Thisadaptation was to a virtual environment, because the physical environment had beenchanged due to climatic influence student behavior which was reluctant to make aphysical presence in the classroom. "The students behavior, modify the educationalenvironment" (Shunk, 1997). Modifica Person Behavior Web 2.0 Direct Impact Generates a Change Virtual Environment Figure 2. Adaptation of triadic reciprocity model Albert Bandura to virtual environments, conducted by Angel Ceballos
The Web 2.0-based services used, managed to motorize the change of theeducational environment, and this did not happen in a physical environment and rainyand generator troubles for the students of the course Introduction to Computing andProfessor, and the educational event occurs then to a virtual level which was notneeded direct physical interaction between teacher and students, who changed thebehavior of voltage change of environment that allowed the use of Web 2.0, creatingpositive disposition to continue the course of the subject. For the characteristics of infrastructure Simón Bolívar University (Home of Litoral)and Instructional Design and modified based on current psychological above, theproposed teaching students the use of Internet-based services such as Web 2.0teaching tools that allow follow the course of activities and content without beingphysically teachers and students in the classroom, Web 2.0-based services contain thefollowing features: • applications for users. • Platform to place content • audiovisual content can be presented • allow the exchange of information. • Collaboration in the production of elements and contents. • Involvement of users. How to place content platform used a Wiki for ease of editing and Web placementwere used to present tools that allow audiovisual content publishing slide shows withaudio narration, tools for student participation, information sharing and collaboration incontent production and elements were used chat services, video and messagingallowing operation include the code within the HTML editor of the Wiki platform servingcontent. All Web 2.0 services used allowed once the weather made it difficult physicalencounter between students and teachers, following the course of the subject throughthe following methodology: It was published on the platform a slideshow with audio explanation (offered byWeb 2.0 Service SplashCast) once observed the class students, they proceeded with aphase of activities consisting of:
• Exercises. • Reflections. • Practice. The exercises performed with the office software at home or loan facilitiesproviding computers and Internet access, then were sent to the Virtual Classroom ofthe Simon Bolivar University for evaluation by the teacher. The reflections were guided by the teachers questions related to the career ofstudy participants, then planned a chat groups created by members of different raceswhich group reached a conclusion regarding the issue under consideration. Some practices were carried out real-time chat, the student was placed in asimilar situation to the reality, which had to respond as learned and demandingteacher. Actual cases were created as distance mentoring troubleshooting with thecomputer, advice on the implementation of technology in an enterprise security inInternet sales, in which the student put into practice the knowledge acquired in thecontent viewed. The teacher offered counseling days live through a Web-based service 2.0(Mogulus) that can transmit live what is captured by a webcam, students could answerquestions regarding content, activities and exercises that establishing contact time withProfessor through chat. Attitude of students Students showed a great acceptance of the strategies applied, the Web 2.0-based services gave them the freedom to review and study the class material at anytime, but the most important aspect was to interact with peers and the teacher as wellshare videos and other content related to the units of the course Introduction toComputers, the use of Web 2.0 allowed saving transfer time (some only were travelinga long way to pursue the matter only lasting 2 hours in classroom a specific day). Evenin a survey conducted at the end of the course, were interested in using these servicesand favorable attitude showed that teachers will use the Internet in this way, not limitedonly to sending emails or repositories guides as shown by a study conducted by theDivision of Social Sciences and Humanities at the University Simon Bolivar in theproject "Distance Education through the Use of Information Technology and
Communication" which is evidence that the increased use teachers give managementplatforms learning as the Virtual Classroom of the Simon Bolivar University, is therepository of documents that can then be downloaded by students and often involvessyllabus and exercises containing digitized copies to resolve or discuss in classcontent. The use of Web 2.0 services based on captured the attention of the student bodyby activating the voluntary attention of all, the student was motivated to the new way ofpresenting content and even the new way to "attend classes", in this way, the changingphysical to a virtual environment and innovation in the use of Web 2.0 in the studentcreated a degree of motivation that changed their attitude towards other subjects andteachers, is evident then that whenever there is a change, is amended our perceptualfield, "The motives influence both individual behavior and on the social" Zepeda. Results Among the results, it can be mentioned that although the weather conditionswere not the best for a physical encounter between teacher and students, were issuedto all content ruled the course, students learned to use Web 2.0-based services andthe group who were unaware had a significant academic progress over other coursespreviously taught by the teacher. Students were motivated towards the subject of thenew methodology implemented, some services were known and did not think to learnand be part of an educational process that took into account such as digital videorepository YouTube and synchronous communication services such as written Chat. Atthe end of the course content Introduction to Computing A survey was referring to thesubject and Web 2.0-based services used by the teacher, the survey was implementedby the service implementation and application of online surveys offered bySurveyMonkey in which yielded the following results: What unit of the course did you like best? Percentage Basic Concepts 10Options Programming 25 Network and Internet 65
While the above table does not seem directly related to present a demonstrationof acceptance or motivation of students to the methodology used by the professorlecturing with Web 2.0 based tools is important to note that the issue that generatedmost interest to students was the network and Internet content and practices whichaddressed the issue of Internet history (we studied the development of the web from itsbeginnings to the web 2.0), the issue of communication across networks, Socialnetworks, including other more technical aspect as processing, assembling andoperating a computer network. Would you like to continue watching classes Percentage using the tools offered by the Internet? Yes 90Options Sometimes 10 No 0 Students became consumers of Web 2.0, to the point of advising the communityof teachers use the Internet in their teaching and learning. As shown by the resultsobtained for this item, are willing to participate in Web-based educational processes. How do you rate the teacher in the use of Information Percentage and Communication Technologies applied to Education? Excellent 75Options Good 25 Regular 0 Bad 0 The table presented above, expresses acceptance of students to the use ofInformation Technology and Communication in the education process. There is a link toreview either the teacher if this makes use of tools that are part of the context of thestudent, as is Web 2.0. Students show interest in the use of Web 2.0 based tools,
considering that handle certain Internet services in most common ways that teachersare certainly areas that teachers should be dealing with educational content andstrategies, and capitalize on the interest that have our students towards technology. ReferencesLeón de Viloria, Chilina (1997). Impactos y retos de la teoría social, histórica y cultural de Lev Vygotsky. (pp.13 – 20). Cuadernos de UCAB. N° 1 (1997).Pozo (1999). Teorías Cognitivas del Aprendizaje. (pp. 177 – 191).Shunk D. (1997). Teorías del Aprendizaje. México: Prentice Hall, 2da ed.Zepeda, F. (2003). Introducción a la Psicología: Una visión científico humanista. México. Pearson Educacion Angel Ceballos Researcher in: Educational Technology, Mobile Learning, Neural Impulse Actuator and Digital Television in Mobile Devices E-mail: email@example.com Twitter: angelceballos_ Facebook: Angel Ceballos van grieken