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  1. 1. bite size << ‘ web 2.0’ the implications for learning & teaching
  2. 2. what is web 2.0? From Michael Wesch @ Kansas State University, via YouTube
  3. 3. what’s different about online? <ul><li>Not hidden..... sharing.... wider </li></ul><ul><li>Anytime, anywhere (if you have internet access!) </li></ul><ul><li>Easy to do - for free! </li></ul><ul><li>Empowerment, upload as well as download </li></ul><ul><li>Control by user </li></ul><ul><li>‘ Web 2.0’ technologies facilitate these types of interaction – just clicking is not interactive! </li></ul><ul><li>The emphasis is on sharing and social creation of knowledge </li></ul>
  4. 4. why use these tools? <ul><li>&quot;I wanted the Web to be what I call an interactive space where everybody can edit. And I started saying ‘interactive,’ and then I read in the media that the Web was great because it was ‘interactive,’ meaning you could click. This was not what I meant by interactivity.&quot; </li></ul><ul><li>Tim Berners-Lee </li></ul>
  5. 5. definitions <ul><li>What are our ‘social networks’? </li></ul><ul><li>Family </li></ul><ul><li>Friends </li></ul><ul><li>Classmates </li></ul><ul><li>Students </li></ul><ul><li>Colleagues </li></ul><ul><li>Academics </li></ul><ul><li>Fellow-enthusiasts </li></ul><ul><li>Tradesmen </li></ul><ul><li>Other parents </li></ul><ul><li>Professionals </li></ul><ul><li>this group! </li></ul>
  6. 6. technologies <ul><li>Everyone’s social networks involve the use of some kind of ‘technology’. They also evolve, expand and create. </li></ul><ul><li>Clubs, face-to face meetings, the school gate (voice) </li></ul><ul><li>Newsletters/Journals (print) </li></ul><ul><li>E-mail (electronic, individual) </li></ul><ul><li>Discussion Lists (electronic, collective) </li></ul><ul><li>Websites (online, public/private, download only) </li></ul><ul><li>Discussion Forums (online, collaborative, some upload possible) </li></ul><ul><li>Friends Reunited... </li></ul><ul><li>Mobile technologies </li></ul><ul><li>'Online Social Networking' </li></ul>
  7. 7. how are these networks organised? <ul><li>Most social networks are organised around interests or themes </li></ul><ul><li>Image </li></ul><ul><li>Video </li></ul><ul><li>Maps </li></ul><ul><li>Music </li></ul><ul><li>Purely social </li></ul><ul><li>The emphasis is on building up a dialogue through the sharing of text, image, video, sound, through a process of commenting. </li></ul>
  8. 8. different tools available <ul><li>Blogs (content individual) </li></ul><ul><li>Wikis (content communal) </li></ul><ul><li>Social Bookmarking </li></ul><ul><li>Dedicated ‘social networking sites’ (Facebook, MySpace, Bebo) </li></ul><ul><li>Second Life </li></ul><ul><li>RSS </li></ul><ul><li>Podcasts </li></ul><ul><li>Instant Messaging </li></ul><ul><li>VOIP technologies </li></ul>
  9. 9. vocabulary <ul><li>Blog </li></ul><ul><li>Wiki </li></ul><ul><li>Linkback </li></ul><ul><li>Permalink </li></ul><ul><li>Tagging </li></ul><ul><li>Mashups </li></ul>
  10. 10. are there any challenges or issues? <ul><li>Legalities </li></ul><ul><li>Risks </li></ul><ul><li>Identity (intended, unintended) </li></ul><ul><li>‘ Control’ of information </li></ul>
  11. 11. learning & teaching benefits? <ul><li>Student-centred? </li></ul><ul><li>Student-empowering? </li></ul><ul><li>These tools are already in use with both distance-learning and on-campus students in a wide range of disciplines. </li></ul><ul><li>What for? </li></ul><ul><li>Joint researching and reporting (wiki), reflective journalling (blog), delivery of teaching materials (blog), video-blogging (blog), course content negotiation and creation by students (wiki) and many others </li></ul><ul><li>Does using these tools for learning & teaching raise a problem of boundaries ? Or a problem of control ? </li></ul>
  12. 12. what is a wiki? (recap) <ul><li>It is a webpage editable by more than one person, so the content is communal </li></ul><ul><li>It takes the form of a traditional website (usually has page s which interlink) </li></ul><ul><li>It is usually organised around a theme or topic </li></ul><ul><li>captures the processes of writing </li></ul><ul><li>creates artifacts of changes in thoughts/ideas </li></ul><ul><li>encourages cross linking (hypertext linking is central to text creation) </li></ul><ul><li>knowledge becomes webbed : situated and contextualized </li></ul><ul><li>mediated : written in the topic, of the topic </li></ul>
  13. 13. why use wiki? <ul><li>Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by non-technical users. </li></ul><ul><li>Open - If a page is found to be incomplete or poorly organized, any reader can edit it as they see fit. </li></ul><ul><li>Incremental - Pages can cite other pages, including pages that have not been written yet. </li></ul><ul><li>Organic - The structure and text content of the site are open to editing and evolution. </li></ul><ul><li>Universal - The mechanisms of editing are the same as those of writing so that any writer is automatically empowered. </li></ul><ul><li>Trustworthy - This is at the core of wiki. How does open editing enable trust? Who controls/checks content? Everyone controls and checks the content. Wiki relies on the assumption that most readers have good intentions. </li></ul>
  14. 14. wiki on the internet
  15. 15. wiki links <ul><li>Seedwiki </li></ul><ul><li>EditThis </li></ul><ul><li>WetPaint </li></ul><ul><li>Educational Uses of wikis from Edinburgh University </li></ul><ul><li>World’s largest wikis </li></ul><ul><li>Why wiki works </li></ul><ul><li>Why wiki doesn’t work </li></ul>
  16. 16. my dundee wikis - Teams LX <ul><li>A wiki site can be added to any Content Area within a module. </li></ul><ul><li>Choose Teams Group Site from the drop-down list on the right </li></ul><ul><li>Sites can be module-wide or restricted to sub-groups </li></ul><ul><li>Editing and commenting can be time-restricted </li></ul><ul><li>Can link automatically to the Gradebook </li></ul><ul><li>Editing tools are simple </li></ul>
  17. 17. examples of wiki use <ul><li>Town & Regional Planning (Level 1) Collaborative construction of content </li></ul><ul><li>Life Sciences (Level 4) Research task </li></ul><ul><li>Environmental Science (Level 2) Joint reports </li></ul>
  18. 18. what is a blog? (recap) <ul><li>It is editable only by the owner, so the content is individual </li></ul><ul><li>It takes the form of an online diary (usually any links link away from the blog) </li></ul><ul><li>It is usually organised chronologically </li></ul><ul><li>Captures change in thinking/self/ideas </li></ul><ul><li>A new kind of knowledge-base </li></ul><ul><li>Immediate : written in the moment, written of the moment </li></ul><ul><li>Personal : less collaborative. a posting is owned by poster </li></ul>
  19. 19. why use a blog? <ul><li>Blog postings map a story, over time </li></ul><ul><li>A place for self-expression without the criticism and hostility that can flame up in online forums. </li></ul><ul><li>They have a voice. They have a personality. ... they are an interactive extension of who you are. </li></ul><ul><li>They are the post-it note/shoebox of the web </li></ul><ul><li>They can be a continual tour, with a human guide who you get to know </li></ul><ul><li>The blog concept is about three things: Frequency , Brevity , and Personality </li></ul>
  20. 20. blogs on the internet
  21. 21. blog links <ul><li>Blogger </li></ul><ul><li>WordPress </li></ul><ul><li>Movable Type </li></ul><ul><li>Weblogs in Higher Education </li></ul><ul><li>Professors who blog </li></ul><ul><li>Scholars who blog </li></ul><ul><li>Edublog, and the EduBlog Awards </li></ul>
  22. 22. my dundee blogs - Journals LX <ul><li>A blog site can be added to any Content Area within a module. </li></ul><ul><li>Choose Journal from the drop-down list on the right </li></ul><ul><li>Blog can be module-wide or restricted to sub-groups </li></ul><ul><li>Editing and commenting can be time-restricted </li></ul><ul><li>Can link automatically to the Gradebook </li></ul><ul><li>Editing tools are simple </li></ul>
  23. 23. examples of blog use <ul><li>Philosophy Reflective journals aligned to tutorial topics </li></ul><ul><li>Nursing Students view clinical images, post reflections to their journal, then comment on each others’ </li></ul><ul><li>History Existing paper-based journal converted to online </li></ul>“ In grading the weblogs, it is such a great advantage that each and every one of them has a date on them. In other words, the teachers can immediately distinguish between students who kept a regular journal and those who wrote all of the entries in week 11. I can now mention this in my comments as well. We do not have to do anymore 'guesswork' in this regard. And, believe me, the quality of the weblog entries for HY21001 are much higher than the quality of the entries that I graded for HY11003 ('Making of the British Atlantic') in autumn 2005, when students handed in the journal on paper”. Martine Van Ittersum (History)
  24. 24. further information <ul><li> (wikis) </li></ul><ul><li> (blogs) </li></ul><ul><li> (what’s the difference?) </li></ul><ul><li> (Web 2.0) </li></ul><ul><li> (Academia 2.0) </li></ul>