Technology in Teaching & Learning: Web 2.0 Tools

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A simple presentation on some useful web 2.0 tools for teaching and learning covering Cognitive Tools and Collaborative Tools.

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Technology in Teaching & Learning: Web 2.0 Tools

  1. 1. Technology in Teaching & Learning Web 2.0 Tools By Chuah Kee Man Email: kmchuah@cls.unimas.my Centre for Language Studies, Universiti Malaysia Sarawak
  2. 2. (Source: To Collaborate or Not? Page  2
  3. 3. Prelude Questions Reflect and share you views on the following questions:  Why do you need to collaborate?  How do you prefer collaborations to take place?  If information is easily available, are “two heads really better than one”? Page  3
  4. 4. (Source: Part 1 – Technology in Learning Page  4
  5. 5. 21st Century Learners 2-minute Buzz  What are the characteristics of 21st century learners? Scholarly Citation  Are you ready to be a 21st century educator? Page  5
  6. 6. Page  6
  7. 7. Page  7
  8. 8. Technology in T&L  Technology in teaching & learning is meant to mediate (if not enhance) the learning and meaning-making process.  Not just collaboration around computers Scholarly Citation but collaboration through computers (Haythornwaite,1999)  It can facilitate or support the collaborative structures. Page  8
  9. 9. Technology in T&L  Technological tools (be it hardware or software) provide affordances that can improve CSCL-based activities. Scholarly Citation  affordances are the perceived properties of a thing in reference to a user that influences how it is used (Kirschner, 2002). Page  9
  10. 10. Part 2 – Collaborative & Cognitive Tools Page  10
  11. 11. Tools in Teaching & Learning  Can be online and offline  Usually depends the availability of hardware (e.g. computers, Internet connection). Scholarly Citation – tools that facilitate Collaborative tools collaborations or create collaborative spaces  Cogntive tools - tools that are intended to engage and facilitate cognitive processing. (both are usually not mutually exclusive) Page  11
  12. 12. Collaborative Tools Page  12
  13. 13. Collaborative Tools Scholarly Citation http://www.collaborizeclassroom.com Complement classroom instruction and engage students/learenrs in online activities, assignments and discussions that allow for deeper participation inside and outside the classroom. Page  13
  14. 14. Collaborative Tools Scholarly Citation http://voicethread.com/ Allow collaborative sharing of content. You can upload, share and discuss documents, presentations, images, audio files and videos. Over 50 different types of media can be used in a VoiceThread. Page  14
  15. 15. Collaborative Tools Scholarly Citation http://biteslide.com A web-based tool for creating engaging digital posters, presentations and school projects. Page  15
  16. 16. Collaborative Tools Scholarly Citation http://www.twiducate.com/ Create a mini social network for your class. Rather than having your students sign up and enter an email address, you sign up and create a class code. Page  16
  17. 17. Collaborative Tools Scholarly Citation http://www.scribblar.com/ Real-time multi-user whiteboard. Image upload and sharing. Userlist and text chat. Live audio communications. No downloads required, no user limit Page  17
  18. 18. Collaborative Tools Scholarly Citation https://www.blendspace.com/ Blendspace or used to be called EdCanvas is an online tool to deliver content and support collaborative sharing of ideas (comments & feedback) – It comes with built-in assessments and lesson tacking. Page  18
  19. 19. Collaborative Tools Scholarly Citation http://www.wikispaces.com/ Wikispaces makes managing your class a breeze, with tools to handle day-to-day work and features to tackle the special activities you've only dreamed of. Page  19
  20. 20. Cognitive Tools Page  20
  21. 21. Cognitive Tools in CSCL Scholarly Citation http://popplet.com/ A very useful collaborative-based conceptmapping tool. Allows images, video and text to be included. Page  21
  22. 22. Cognitive Tools in CSCL http://padlet.com Padlet.com (used to be called WallWisher) can be used as a note-taking tool or a mind-mapping tool. It allows uploading of various media/links as well. Page  22
  23. 23. Cognitive Tools in CSCL Scholarly Citation http://www.smore.com Smore is a digital flyer/poster maker which can function like a mind-mapping tool. It allows clear presentation of ideas in 1 digital flyer that can accommodate various media. Page  23
  24. 24. Cognitive Tools in CSCL Scholarly Citation http://www.twiddla.com Twiddla is a real-time online tool. Its beauty is in its simplicity and accessibility: no plug-ins or downloads, no need to work around complex firewalls, no advanced scheduling. It’s available 247 and the only requirement is a computer with an internet connection and a web browser. Page  24
  25. 25. Cognitive Tools in CSCL Scholarly Citation http://www.prezi.com Prezi is a web-based presentation application and storytelling tool that uses a single canvas instead of traditional slides. Page  25
  26. 26. Cognitive Tools in CSCL https://evernote.com/ Evernote is a suite of software and services designed for notetaking and archiving. A "note" can be a piece of formatted text, a full webpage or webpage excerpt, a photograph, a voice memo, or a handwritten "ink" note. Page  26
  27. 27. Cognitive Tools in CSCL http://www.slideshare.net Slideshare is used mainly to share digital content (mostly slides or PDF documents). It allows seamless sharing with download functions. Page  27
  28. 28. Other useful tools  Blogs & Microblogging  Social networks (e.g. Facebook, Twitter)  PodCast (audio sharing) Scholarly Citation (depending on network  Video conferencing bandwidth and speed)  Mobile applications Page  28
  29. 29. (Source: Part 3 – Designing Activities Page  29
  30. 30. Principles in Designing Activities  Technological scaffolding in designing CSCLbased activities takes advantage of Subject domains (Fischer et al., 1991); Knowledge types and scientific inquiry (de Scholarly Citation Jong, 2006); Presence of others, group awareness, and social networks (Kreijns & Kirschner, 2004); Feedback and advice for online collaboration (Soller et al., 2005). Page  30
  31. 31. Considerations in Designing Activities  Should be contextualised and authentic (social, psychological, and educational dimensions)  Should focus on social interactions as the Scholarly Citation driving force of learning process  Should be complex enough for collaborations to take place  Should provide enough control and ownership of the tasks Page  31

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