AZLA 2009 Web2.0 Workshop


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This is the PowerPoint in the first part of the workshop. Prefaced by Did You Know v.4, and followed by examples and info at

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  • Preparing to work: straight rows, orderly, quiet, repetitive tasks, close supervision of an expert who has made all the choices and mandated what mattersToday we need a workforce that can rearrange their own rows, make priorities, make choices, reinvent their own tasks, and locate and make meaning of a variety of data and information.Photos: Left: Right: uploaded by mrstq,
  • Wikipedia has more than 2 million articles; half a million in French (20 times more than the Encyclopedia Britannica); more current, global in nature – criticized for being less reliable than our books and print – but think about Star, Enquirer, erroneous newspaper information and headlines, errors in textbooks – how are those corrected? What does it mean to be literate?
  • Press F5 or enter presentation mode to view the poll
  • What does the cultural triangle from the National Standards for Foreign Language Learning have to do with understanding literacy?How are the products, practices, and perspectives of a literate person in the 21st Century different from those of someone who is illiterate?Why do multiple literacies matter?
  • We say it takes a village yet we aren’t willing to build the village with the kid.
  • AZLA 2009 Web2.0 Workshop

    1. 1. It’s a Web 2.0 World – Engage, Interact, Learn, Publish! <br />Cindy Kendall<br />Kendall Consulting<br />Williamston, MI<br />
    2. 2. Community<br />Content<br />
    3. 3. Face to face, theater, museums, books, newspapers, magazines, telegraph, morse code, TV, radio, mail<br />Communication has evolved. <br />A myriad of interpersonal, interpretive, presentational<br />Time, networks (people and hardware), access, <br />ability to create content<br />Chat, instant messaging, multimedia messaging, videoconferencing, email, online videos, online encyclopedias, facebook, myspace, club penguin, webkins, photosharing, blogs, wikis, mashups, web-based multimedia creation, websites, podcasts, vodcasts, tags, keywords, iTunes, multi-player synchronous games, blackberries, 24/7, iTunesU, BitTorrent file sharing, GPS, Linked-In, micro-blogging, Google <br />
    4. 4. Are we preparing students for this world?<br />Sell to and buy from the world<br />Work for international companies<br />Work with and perhaps manage employees from other cultures and countries<br />Collaborate with people all over the world in joint ventures<br />Compete globally<br />Serve locally<br />The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs … By the age of 38.<br />
    5. 5. We are currently preparing students for jobs that don’t yet exist . . .<br />Using technologies that haven’t been invented . . .<br /> In order to solve problems we don’t even know are problems yet.<br />- David Warlick<br />
    6. 6. For what kind of world is schooling preparing students?<br />
    7. 7. In what world are our children living?<br />Messaging<br />Facebook<br />asocially connected,<br />Google<br />Wikipedia<br />information-rich,<br />Web 2.0<br />content creating,<br />Customized<br />community<br />
    8. 8. A few statistics<br />Most teens are online: 91% have an e-mail address, and 60% have an instant-message screen name. Nearly three-quarters have a cellphone, and 72% have profiles on social networking sites.<br />Although teens say they recognize the dangers of sharing personal information online, they do it anyway. <br />One in four teens say they know someone who had a bad experience because of information posted on the Internet.<br />Many teens say their parents are clueless: 40% tell their parents very little or nothing about what they do online. <br />
    9. 9. Kids are connected, but…<br />“Don’t swallow the myth of the digital native. Just because your teens facebook, IM, and YouTube, don’t assume they know the rhetoric [and practices] of blogging, collective knowledge gathering techniques of taggers and social bookmarkers, collaborative norms of wiki work, how to tune and feed a Twitter network, the art of multimedia argumentation – and, by far most importantly, online crap detection.”<br />-Howard Rheingold, 2009<br />
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    11. 11.
    12. 12. Literacy<br /> “Literacy has always been about using the most powerful cultural tools available to make and communicate meaning. At the present, those tools happen to be multimedia tools that use video, graphics, sound, and traditional text in a hypermedia format. If we or our students don&apos;t know how to critically use these tools to their fullest meaning-constructive potential, then we—and they—are illiterate.” <br />-Jeff Wilhelm<br />
    13. 13. And the theorists and research support creating meaningful content…<br />SeymourPapert – Constructivism<br />George Siemens – Connectivism<br />Ivan Illich – Deschooling<br />Lev Vygotsky – Zone of Proximal Development<br />Rand Spiro – Cognitive Flexibility<br />
    14. 14.
    15. 15. Creating new content is a key to understanding. Everybody creates. So find opportunities to create with content!<br />
    16. 16. If we want kids to buy in to what we are selling them, we have to ….<br />Make it engaging and allow creativity<br />Go to where the kids are<br />Create a relationship and a community<br />
    17. 17. Today we are going to explore ways to<br />create<br />Share<br />collaborate<br />publish<br />connect<br />influence<br />
    18. 18. Let’s get a quick glance at what tech we use today….<br /><br />
    19. 19. Community<br />Content<br />
    20. 20. Community <br />You need a candy jar to hold your candy<br />A community enables its participants to make connections and actively engage by<br />-<br />Jeff Jarvis, What Would Google Do?<br />Forming relationships<br />Growing knowledge<br />Finding efficiency<br />Creating value<br />
    21. 21. Community<br />Wikis & Blogs<br /><br />Presentations - AZLA<br />
    22. 22. Content<br />