Creating and Delivering Content in a Web 2.0 World

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This presentation describes how two NSF-funded projects are using Web 2.0 (NING, Diigo, RSS, Goodreads, Shelfari) and National Science Digital Library (NSDL) tools and services to create and deliver science and math professional development and resources to K-8 teachers.

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  • Find article about the number of Facebook pages/users. Jessica and I are sifters and sorters, gardeners, and all around good people. Introduce Beyond Penguins and MSP2 Creating and Delivering Content in a Web 2.0 World   Join Kim Lightle and Jessica Fries-Gaither (Ohio State University) as they discuss two NSF-funded projects - Beyond Penguins and Polar Bears ( http://beyondpenguins.nsdl.org ) and Middle School Portal Mathematics and Science Pathways ( http://msteacher.org and http://msportal-2.ning.com ).  They’ll showcase the Web 2.0 tools and services that they are using to promote cyber-enabled learning for K-8 teachers and their students. Those tools and services include NING, Diigo, Teacher Tube, Shelfari, GoodReads, Content Clips, ExpertVoices, OnRamp, OnFire, RSS, NSDL Wiki, and iTunes.
  • Creating and Delivering Content in a Web 2.0 World

    1. 1. Creating and Delivering Content in a Web 2.0 World BTW -What does your Facebook status say today? Kimberly Lightle and Jessica Fries-Gaither This work is supported by the National Science Foundation under Grants 0840824 and 0733024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
    2. 2. Professional Development Web 0.0
    3. 3. Professional Development Web 1.0
    4. 4. Professional Development Web 2.0
    5. 5. So Why Use Web 2.0 Tools? <ul><li>Allows us to use, reuse and publish immediately in response to users’ needs </li></ul><ul><li>Scalable </li></ul><ul><li>Allows conversations around a single resource </li></ul><ul><li>Allows users create, share knowledge </li></ul><ul><li>Meet up with people with similar needs </li></ul>
    6. 6. Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York. Bloom’s Taxonomy Bloom’s Revised Taxonomy
    7. 7. Tools Adapted from Churches, Andrew. Bloom’s Digital Taxonomy. Educational Origami. 30 January 2009. < http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy >.
    8. 8. What do we want students to do with online resources and applications? Level of Engagement Find a website Ask a question Create a digital story Run a simulation Post to blog Edit a wiki page Collect and share data with students around the world
    9. 9. Teacher
    10. 11. http://beyondpenguins.nsdl.org/ Cyberzine
    11. 12. Monthly thematic issues of a free online magazine: <ul><li>Content Knowledge </li></ul><ul><li>Lessons & Activities </li></ul><ul><li>Virtual Bookshelf </li></ul><ul><li>Researcher Stories </li></ul><ul><li>Misconceptions </li></ul><ul><li>Teaching & Assessment Strategies </li></ul><ul><li>Technology Integration </li></ul><ul><li>Standards alignment </li></ul>
    12. 13. Beyond Penguins utilizes NSDL and other tools, including…
    13. 14. Content Management and Distribution Ohio State project staff create and store cyberzine articles, links to blog posts, images, and related metadata as records in OnRamp (Fez subsystem).
    14. 15. Content Management and Distribution Ohio State project staff create distributions in the OnFire system. Content from multiple records can be combined into a single result, such as an RSS feed or an html chunk.
    15. 16. Cornell University project staff use the distribution system to take the content stored in OnRamp and deliver it to the cyberzine “wrapper.” Content Management and Distribution
    16. 17. BPPB blog <ul><li>News from the polar regions </li></ul><ul><li>Professional Opportunities </li></ul><ul><li>Broadcasts </li></ul><ul><li>Monthly polar news roundups </li></ul><ul><li>Polar research </li></ul>http://expertvoices.nsdl.org/polar
    17. 18. Interactive Activities and E-books for students
    18. 19. Digital Stories, Podcasts, and Webinars
    19. 20. This work is supported by the National Science Foundation under Grant No. 0840824. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Middle School Portal: Math & Science Pathways
    20. 21. (MSP) 2 Builds On
    21. 22. http://msteacher2.org
    22. 23. Evaluation/Research Efforts <ul><li>What are the relationships among the design and structure of online content and tools, the ways in which educators interact and learn online, and the outcomes of those experiences over time? </li></ul><ul><li>What experiences and scaffolding do educators need to develop the skills and habits of mind that enable them to meaningfully integrate digital tools into their own classroom instruction? </li></ul>
    23. 24. Where on the web are teachers? <ul><li>Monitor referring sites for number and depth of visits </li></ul><ul><li>Digital stories uploaded to YouTube and TeacherTube. </li></ul>*Only includes “clicks” on that particular post. Does not represent all views (general blog traffic and RSS subscribers). YouTube Teacher Tube Blog* Polar Sense of Place 134 1166 80 Antarctic Rocks 102 1106 147
    24. 25. Preliminary findings <ul><li>Many of these Web 2.0 tools and technology are blocked by schools and districts. </li></ul><ul><li>Teachers (on the whole) lack the time and knowledge to effectively and efficiently make use of these tools. </li></ul><ul><li>Elementary teachers seem less comfortable with web 2.0 than middle school teachers. </li></ul>We are continuing with multiple means of investigation: field testing, web metrics, analysis of online conversations, user testing, surveys, etc.

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