Slides from the Sakai@UD training session called "Facilitating Student Collaboration". Primary tools covered: wiki, forums, resources, groups. 1-20-2010
This document discusses facilitating student collaboration. It provides definitions of collaboration, examples of collaborative tasks and projects for students, and recommendations for fostering good collaborative behaviors. It also demonstrates how the wiki, groups, resources, forums, chat, and blog tools in Sakai can be used to enable student collaboration. The document aims to encourage instructors to incorporate more collaborative activities and discussions into their courses.
This document discusses the use of wikis in education. It explains that wikis allow for collaboration and allow approved users to add, revise and remove content on projects. This allows students to work together on group projects. It also notes some challenges of using wikis, such as lack of motivation if assignments are not meaningful. However, it says that wikis can promote constructed knowledge and collaborative writing when used effectively. Teachers need to carefully plan assignments that use wikis to maximize engagement and learning.
A wiki is a collaborative website that allows users to easily add and edit content. Wikis are useful educational tools as they encourage collaboration and sharing of information. They allow students and teachers to work together online to create and edit documents, discuss course materials, and build a community of learners. Key benefits of using wikis in education include reducing redundant work, interlinking concepts, enabling multiple edits of content, and making information searchable and updatable over time. Teachers can create wikis for managing class materials and discussions, while students can use wikis for collaborative research projects and distributing what they've learned.
Presentation wiki as a teaching - learning toolvyas charmi
This document discusses the use of wikis as a teaching and learning tool. It defines wikis as collaborative websites that allow users to easily create and edit web pages together. Wikis can be used to share information and knowledge, as well as a tool for collaborative authoring. The document lists several ways wikis can be used in education, including promoting active learning, giving students authentic material to work with, developing teacher's knowledge management, and allowing both teachers and students to easily edit and provide feedback on material. It concludes that wikis offer benefits for knowledge sharing and constructing knowledge collaboratively.
Presentation from award winning teacher Vicki Davis as presented to an education class at the College of William and Mary in February 2007. (c) Vicki A Davis, All Rights reserved
Using a Wiki for Collaboration and CoordinationConnie Crosby
Based on a webinar presented to the Association of Independent Information Professionals (AIIP) these slides look at use of a wiki for event planning, and getting started using wikis for larger projects. A list of helpful resources are also included
The document discusses wikis and their benefits for collaboration and organization. Wikis allow any user to easily edit and update content. They simplify website creation by automatically generating pages and links. Many wikis also function as collaborative communities where multiple users can contribute and edit content. Wikis help organize information through internal linking of pages and provide version histories of document changes.
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
This document discusses facilitating student collaboration. It provides definitions of collaboration, examples of collaborative tasks and projects for students, and recommendations for fostering good collaborative behaviors. It also demonstrates how the wiki, groups, resources, forums, chat, and blog tools in Sakai can be used to enable student collaboration. The document aims to encourage instructors to incorporate more collaborative activities and discussions into their courses.
This document discusses the use of wikis in education. It explains that wikis allow for collaboration and allow approved users to add, revise and remove content on projects. This allows students to work together on group projects. It also notes some challenges of using wikis, such as lack of motivation if assignments are not meaningful. However, it says that wikis can promote constructed knowledge and collaborative writing when used effectively. Teachers need to carefully plan assignments that use wikis to maximize engagement and learning.
A wiki is a collaborative website that allows users to easily add and edit content. Wikis are useful educational tools as they encourage collaboration and sharing of information. They allow students and teachers to work together online to create and edit documents, discuss course materials, and build a community of learners. Key benefits of using wikis in education include reducing redundant work, interlinking concepts, enabling multiple edits of content, and making information searchable and updatable over time. Teachers can create wikis for managing class materials and discussions, while students can use wikis for collaborative research projects and distributing what they've learned.
Presentation wiki as a teaching - learning toolvyas charmi
This document discusses the use of wikis as a teaching and learning tool. It defines wikis as collaborative websites that allow users to easily create and edit web pages together. Wikis can be used to share information and knowledge, as well as a tool for collaborative authoring. The document lists several ways wikis can be used in education, including promoting active learning, giving students authentic material to work with, developing teacher's knowledge management, and allowing both teachers and students to easily edit and provide feedback on material. It concludes that wikis offer benefits for knowledge sharing and constructing knowledge collaboratively.
Presentation from award winning teacher Vicki Davis as presented to an education class at the College of William and Mary in February 2007. (c) Vicki A Davis, All Rights reserved
Using a Wiki for Collaboration and CoordinationConnie Crosby
Based on a webinar presented to the Association of Independent Information Professionals (AIIP) these slides look at use of a wiki for event planning, and getting started using wikis for larger projects. A list of helpful resources are also included
The document discusses wikis and their benefits for collaboration and organization. Wikis allow any user to easily edit and update content. They simplify website creation by automatically generating pages and links. Many wikis also function as collaborative communities where multiple users can contribute and edit content. Wikis help organize information through internal linking of pages and provide version histories of document changes.
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
This document discusses the use of wikis in education. It begins by defining wikis as online collaborative writing spaces that allow anyone with rights to edit text. It then discusses why wikis should be used in education, noting that they encourage positive interdependence, accountability, and peer interaction among students. The document provides instructions on how to set up and use wikis, and outlines benefits such as allowing students to construct knowledge and develop research projects in one shared space. Finally, it discusses educational applications of wikis and some potential concerns regarding their use.
The document provides an overview of wikis and their use for educational purposes. It defines wikis and explains their collaborative nature. It then gives several reasons for using wikis in education, including having a central place for collaboration and allowing for online editing. Finally, it provides many examples of educational wikis that have been created on various topics and suggestions for creating a classroom wiki using Wetpaint.
Wikis are websites that allow easy creation and editing of interlinked web pages. They encourage collaboration through spatial organization rather than a predetermined structure. Wikis can be used in education for collaborative projects, knowledge sharing, and presenting results. While they provide flexible collaboration, technical and pedagogical barriers must be addressed, and content cannot be considered fully reliable or authoritative due to open editing. Assessment of student contributions also presents challenges due to the collaborative nature of wikis.
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Engaging And Motivating Writers with Wiki ePortfoliosCassie P
Web 2.0 facilitates communication and collaboration through web-based communities. Edutopia and THE Journal provide educational resources for teachers. EduHound is an educational directory. EDUCAUSE promotes the intelligent use of information technology in higher education. Today's digital students are more engaged by media and technology, so it should be used for learning. Wikis allow collaborative editing and are an example of how to engage students through technology.
This document summarizes Liz Bennett's research on the impact of Web 2.0 technologies on pedagogy. She conducted semi-structured interviews with 16 early adopter lecturers who were experimenting with Web 2.0 tools like wikis, blogs, and social media in their teaching. While some saw potential for radical changes by challenging authority and valuing student expertise, others felt reined in by student and institutional expectations. Overall, Bennett finds that lecturers cautiously applied the technologies with an emphasis on duty of care and the important role of the educator, rather than being constrained by their own conservatism.
This presentation was created to be a high overview of the Self-Guided Social Media Training Manuel for AET/562 Social Media for Professional Learning at the University of Phoenix
A wiki is a website that allows for collaborative editing, where multiple people can easily edit and contribute content. Wikis have several benefits for educational use, allowing students to work together on group projects and share resources. Educators can monitor student activity and edits on a wiki. Wikis also do not display advertisements and educator wikis are free for teachers and students to use.
Introduction to Web 2.0 Tools-Multimedia Unit 2mrsbrown526
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
This presentation addresses the practical and pedagogical benefits of wiki use. It also shows the contexts in which wikis can be useful and highlights a number of great wiki sites in each of these contexts.
The document discusses various ways wikis can be used in educational settings. It provides over 50 examples of how wikis can be used for resource creation, student collaboration, group projects, student interaction, the classroom, and the community. Some key uses include virtual field trips, study guides, peer review, tracking assignments, teacher collaboration, and writing a book or textbook collaboratively. Wikis allow for flexible uses like project housing, global collaboration, and showcasing student work.
This document summarizes Dr. Stella Porto's presentation on using social media tools to support student retention in distance education programs. It discusses how social media can be used beyond instruction to cultivate virtual communities, provide a sandbox for experiments, and enable content sharing. It then describes the social media suite developed at the University of Maryland's Master of Distance Education program, including blogs, wikis, forums, and social networking. It concludes by discussing lessons learned, such as the need for leadership and coupling activities to instruction, and ideas for future initiatives like graduate-led projects and virtual conferences.
The document discusses using wikis for educational purposes. It provides an overview of what wikis are, key principles of wikis like collaboration and sharing, and educational applications of wikis such as for collaborative writing projects and organizing course materials. It also addresses concerns about wikis, such as security and ease of use, and provides examples of educational wikis and online resources for learning how to use wikis.
This document discusses the pedagogical uses of blogs and wikis in education. It outlines benefits such as encouraging student-faculty interaction and active learning, as well as challenges like maintaining focus and decorum. Blogs are described as more personal and reflective, organized chronologically, while wikis emphasize collaboration and revision through a web-like structure. Both can be useful tools to build community and promote critical thinking when used appropriately in educational settings.
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
This presentation discusses the use of social software in the Master of Distance Education program at UMUC, and shares lessons learned during the development of several initiatives taking place outside of the online classroom.
This document discusses how social media can transform pedagogies in higher education. It notes a discrepancy between traditional educational settings and everyday life due to technological changes. Social media allows for the creation and exchange of user-generated content. The document outlines connectivism and participatory culture as theoretical frameworks. It discusses how social media offers self-expression, sharing, access to experts, and connected learning. Examples are given of integrating social media like blogs, wikis, social bookmarking, and Twitter into course platforms, discussions, and projects. The challenges and future directions of using emerging technologies for online pedagogies are also addressed.
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
Slides used during our Lilly East presentation called "Googles, Tweets, and Pods: Social Media and the Millennial Learning". Chris Penna, Dawn Fallik, Mathieu Plourde. http://tinyurl.com/LillyEast09
This document summarizes the second class meeting of an education course on social networking and 21st century teaching and learning. It discusses assigning classroom roles for participating in and moderating online discussions. Popular classroom tools like Google Docs, Diigo, and Pinterest are reviewed. The concepts of personal learning environments and dashboards are introduced. Issues around the sustainability of free online services are debated, applying concepts like Moore's Law, freemium models, and advertising. Students provide feedback and the instructor announces upcoming conferences. Homework involves blogging and preparing for the next class.
This document discusses the use of wikis in education. It begins by defining wikis as online collaborative writing spaces that allow anyone with rights to edit text. It then discusses why wikis should be used in education, noting that they encourage positive interdependence, accountability, and peer interaction among students. The document provides instructions on how to set up and use wikis, and outlines benefits such as allowing students to construct knowledge and develop research projects in one shared space. Finally, it discusses educational applications of wikis and some potential concerns regarding their use.
The document provides an overview of wikis and their use for educational purposes. It defines wikis and explains their collaborative nature. It then gives several reasons for using wikis in education, including having a central place for collaboration and allowing for online editing. Finally, it provides many examples of educational wikis that have been created on various topics and suggestions for creating a classroom wiki using Wetpaint.
Wikis are websites that allow easy creation and editing of interlinked web pages. They encourage collaboration through spatial organization rather than a predetermined structure. Wikis can be used in education for collaborative projects, knowledge sharing, and presenting results. While they provide flexible collaboration, technical and pedagogical barriers must be addressed, and content cannot be considered fully reliable or authoritative due to open editing. Assessment of student contributions also presents challenges due to the collaborative nature of wikis.
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Engaging And Motivating Writers with Wiki ePortfoliosCassie P
Web 2.0 facilitates communication and collaboration through web-based communities. Edutopia and THE Journal provide educational resources for teachers. EduHound is an educational directory. EDUCAUSE promotes the intelligent use of information technology in higher education. Today's digital students are more engaged by media and technology, so it should be used for learning. Wikis allow collaborative editing and are an example of how to engage students through technology.
This document summarizes Liz Bennett's research on the impact of Web 2.0 technologies on pedagogy. She conducted semi-structured interviews with 16 early adopter lecturers who were experimenting with Web 2.0 tools like wikis, blogs, and social media in their teaching. While some saw potential for radical changes by challenging authority and valuing student expertise, others felt reined in by student and institutional expectations. Overall, Bennett finds that lecturers cautiously applied the technologies with an emphasis on duty of care and the important role of the educator, rather than being constrained by their own conservatism.
This presentation was created to be a high overview of the Self-Guided Social Media Training Manuel for AET/562 Social Media for Professional Learning at the University of Phoenix
A wiki is a website that allows for collaborative editing, where multiple people can easily edit and contribute content. Wikis have several benefits for educational use, allowing students to work together on group projects and share resources. Educators can monitor student activity and edits on a wiki. Wikis also do not display advertisements and educator wikis are free for teachers and students to use.
Introduction to Web 2.0 Tools-Multimedia Unit 2mrsbrown526
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
This presentation addresses the practical and pedagogical benefits of wiki use. It also shows the contexts in which wikis can be useful and highlights a number of great wiki sites in each of these contexts.
The document discusses various ways wikis can be used in educational settings. It provides over 50 examples of how wikis can be used for resource creation, student collaboration, group projects, student interaction, the classroom, and the community. Some key uses include virtual field trips, study guides, peer review, tracking assignments, teacher collaboration, and writing a book or textbook collaboratively. Wikis allow for flexible uses like project housing, global collaboration, and showcasing student work.
This document summarizes Dr. Stella Porto's presentation on using social media tools to support student retention in distance education programs. It discusses how social media can be used beyond instruction to cultivate virtual communities, provide a sandbox for experiments, and enable content sharing. It then describes the social media suite developed at the University of Maryland's Master of Distance Education program, including blogs, wikis, forums, and social networking. It concludes by discussing lessons learned, such as the need for leadership and coupling activities to instruction, and ideas for future initiatives like graduate-led projects and virtual conferences.
The document discusses using wikis for educational purposes. It provides an overview of what wikis are, key principles of wikis like collaboration and sharing, and educational applications of wikis such as for collaborative writing projects and organizing course materials. It also addresses concerns about wikis, such as security and ease of use, and provides examples of educational wikis and online resources for learning how to use wikis.
This document discusses the pedagogical uses of blogs and wikis in education. It outlines benefits such as encouraging student-faculty interaction and active learning, as well as challenges like maintaining focus and decorum. Blogs are described as more personal and reflective, organized chronologically, while wikis emphasize collaboration and revision through a web-like structure. Both can be useful tools to build community and promote critical thinking when used appropriately in educational settings.
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
This presentation discusses the use of social software in the Master of Distance Education program at UMUC, and shares lessons learned during the development of several initiatives taking place outside of the online classroom.
This document discusses how social media can transform pedagogies in higher education. It notes a discrepancy between traditional educational settings and everyday life due to technological changes. Social media allows for the creation and exchange of user-generated content. The document outlines connectivism and participatory culture as theoretical frameworks. It discusses how social media offers self-expression, sharing, access to experts, and connected learning. Examples are given of integrating social media like blogs, wikis, social bookmarking, and Twitter into course platforms, discussions, and projects. The challenges and future directions of using emerging technologies for online pedagogies are also addressed.
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
Slides used during our Lilly East presentation called "Googles, Tweets, and Pods: Social Media and the Millennial Learning". Chris Penna, Dawn Fallik, Mathieu Plourde. http://tinyurl.com/LillyEast09
This document summarizes the second class meeting of an education course on social networking and 21st century teaching and learning. It discusses assigning classroom roles for participating in and moderating online discussions. Popular classroom tools like Google Docs, Diigo, and Pinterest are reviewed. The concepts of personal learning environments and dashboards are introduced. Issues around the sustainability of free online services are debated, applying concepts like Moore's Law, freemium models, and advertising. Students provide feedback and the instructor announces upcoming conferences. Homework involves blogging and preparing for the next class.
This document summarizes a presentation about technologies to organize one's professional life and facilitate student learning. The presentation discusses institutionally supported technologies like learning management systems and classroom technologies. It also covers personal productivity tools and strategies for selecting tools for different educational contexts. The presentation emphasizes selecting the right tools for the job and using a variety of technologies, not just relying on the learning management system. It encourages faculty to explore opportunities for training and professional development to integrate technology effectively.
Richard Gordon and Mathieu Plourde discuss using technology tools to build learning communities. Gordon uses various tools like Sakai, Google Groups, and Google Drive to connect undergraduate students. Plourde opens his graduate seminar on social networking to outside experts and resources. He publishes materials openly online and records synchronous class sessions to expand the community. Both aim to enhance education through community and accountability supported by blended online and in-person elements.
This document summarizes presentations from the University of Delaware, Rutgers University, and Indiana University on their strategies for custom documentation and help files for users of their Sakai learning management systems. It describes their approaches to developing different types of documentation like help files, websites, videos, and FAQs to help users. It also discusses their processes for maintaining and updating the documentation when the LMS changes. The universities emphasized using students and dedicating resources to documentation to help users support themselves.
The document provides updates on various technology initiatives at the University including:
1) E-portfolios which are being piloted and will be required for all students in certain programs by 2011.
2) The migration to the Sakai content management system which now hosts over 1,200 course sites.
3) A new guest management system for Sakai to allow external access to sites.
4) Expansions of the TechQuest and LearnIT programs to provide student support and online learning alternatives.
5) Increased deployment of classroom lecture capture technology across campus.
6) The transition of all undergraduate email to Google Apps by June 2010.
The document discusses personal branding and social media usage. It addresses creating consistent personal profiles across social media platforms, Google searching yourself, curating your online presence to be employable, and creating a personal landing page. The document also discusses choosing appropriate social media channels, building personal learning networks, and developing digital resilience.
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
This document summarizes research on online learning communities for teachers' continuous professional development. It presents a case study of an eTwinning Learning Event that was conducted in two cycles. The research context discusses benefits of online communities for learning. The research design section outlines a community of inquiry framework and research questions. The findings section notes recommendations from the first cycle and changes made in the second cycle to strengthen cognitive, social and teaching presences. Participation levels correlated with moderated activities and discussions.
The Unquiet Library: Annual Report 2009-10B. Hamilton
The document provides an annual report from the Creekview High School Media Center for the 2009-2010 school year. It details the media center's programs and collaborations with teachers, including a program called Media 21 that involved collaborative projects between the media specialists and English teachers. Usage statistics and professional development activities of the media specialists are also summarized.
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Do you co create at the elementary level- flat classrooms do!Julie Lindsay
The document discusses the Flat Classroom pedagogy which emphasizes global collaboration at the elementary level. It provides an overview of the Flat Classroom approach and outlines strategies for successful global collaboration, including making connections, communication, developing citizenship, contribution, choice, creation, and celebration. An example Flat Classroom project called "A Week in the Life" is described, which has elementary students in different locations research and share aspects of typical weekly routines to compare experiences in their different environments and cultures.
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
This document discusses the use of social media in education. It defines social media as online tools that allow users to interact, share information and ideas. When integrated properly into virtual classrooms, social media can enhance learning experiences and student engagement. The document outlines several social media tools like social networks, blogs, wikis, bookmarking, and multimedia sharing and provides potential educational uses for each. It emphasizes that social media promotes collaboration, makes materials accessible, and supports discussions. Guidelines are provided for appropriate and effective use of social media in education.
Mlearning 2.0 Enhancing international collaboration - Iceri 2011marcamacho
The document discusses a project called #icollab11 that aims to enhance international student collaboration using mobile technologies. The project will form international teams of students from four countries to create a virtual cultural exchange experience using the communication features of smartphones. The goals are to enhance collaboration between student teams, model heutagogical approaches to education, and explore the use of mobile Web 2.0 technologies to foster pedagogical innovation. The methodology is based on social constructivism and communities of practice theories, with students expected to develop skills in critical thinking and collaboration through participating in the project.
The document summarizes the Building Community through Telecollaboration (BCT) project, which aims to facilitate collaboration among teachers across Quebec through the use of information and communication technologies. The project involves 15 English schools and is led by a team that includes researchers, consultants, and cycle group leaders representing participating teachers. It uses tools like websites, discussion forums, and videoconferencing to enable collaborative activities among three cycles (grade groupings). Lessons learned indicate benefits for teacher and student learning through collaborative projects, as well as the importance of support from leaders and administrators.
An ACAdemic Approach to Redesigning Faculty Professional DevelopmentdNiki Whiteside
The document discusses educational technology at San Jacinto College. It introduces the ACAdemic program, which is based on theories of active, collaborative, and authentic learning. The program involves learners influencing their own learning, interacting with others, and applying skills in real-world settings. It provides examples of tools that could be used, such as discussions, videos, and projects. Faculty are encouraged to participate as online learners themselves to better understand students' perspectives. Contact information is given for the educational technology division's blog, Twitter, and Facebook pages.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
A new breed of collaborative,
knowledge-building tools.
Downes, S. (2006). Learning networks and
connective knowledge.
Shetzer, H., & Warschauer, M. (2000). An
electronic literacy approach to network-based
language teaching.
Pegrum, M. (2009). From blogs to bombs: The
future of digital technologies in education.
Warschauer, M. (1997). Computer-mediated
collaborative learning: Theory and practice.
38
Educon 2011 e-portfolio research_04032011IQS Barcelona
The document discusses a conference presentation on using Web2.0 tools as e-portfolios. It defines collaborative tools and e-portfolios, and outlines benefits of collaborative tools like reinforcing information sharing and knowledge creation. The presentation examines using blogs, wikis and other tools to develop students' skills and create new teaching methodologies. It poses the research question of whether e-portfolios can be used as a complementary tool to improve student learning.
The document discusses using technology and web 2.0 tools to improve education. It describes how students live in a world where information is constantly changing online, so schools need to change how and where students learn. The document outlines a project where students at a secondary school in Singapore created short movies by writing scripts, storyboarding, filming with cameras, and editing video. The project aimed to engage students and improve their English skills. It describes the curriculum and training sessions to teach students the movie making process. The finale was a screening of the student films to parents and teachers. The project had positive outcomes, improving students' skills and confidence while also inspiring teachers to explore new ways of teaching.
The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
The document discusses key challenges in higher education and ways to address them through new models of academic engagement and social learning. It identifies fostering informal learning, collaboration, and lifelong relationships as important goals. Case studies show how virtual commons and networks can connect and engage students through preferred online outlets and build 21st century skills.
Similar to 1-20-2010 Facilitating Student Collaboration (20)
The document appears to be a slide presentation given by Mathieu Plourde on getting ahead with technology. It discusses using technology in the classroom, building digital resilience through tools like Google Drive, Evernote, and Diigo for organizing information. It also covers maintaining a positive digital footprint by scrubbing social media accounts and setting privacy settings. The presentation encourages students to develop 21st century literacies like evaluating online information critically.
From social media presence to public engagement - DelPHI 2016Mathieu Plourde
This document contains a presentation by Mathieu Plourde about using social media for professional purposes. It discusses establishing an online presence through platforms like Google, managing digital footprints, finding relevant online communities, and engaging with others through sharing work and expertise. The presentation provides tips on setting boundaries between personal and professional social media use and emphasizes curating an online identity that evolves over time.
Slides used for a 5 minute presentation at the 2016 University of Delaware Summer Faculty Institute, June 2, 2016. Showcasing features in Instructure Canvas.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
This document discusses openness in education. It begins by defining open and free in the context of education. It then provides a brief history of open education models including open source software, Wikipedia, and MOOCs. Key benefits of open education mentioned include reducing costs of textbooks and increasing access to education. The document also discusses barriers to open education such as perceptions of quality and startup costs and time. It concludes by emphasizing the importance of open educational practices and leaving one's teaching footprint for others.
The document is a presentation by Mathieu Plourde about using technology effectively. It discusses digital literacy skills like using Google Drive for collaboration and data security, managing one's digital footprint by scrubbing social media, and assessing the validity of online information. The presentation encourages students to make use of available technologies but also addresses appropriate classroom etiquette and building resilience against technology-related problems.
This document discusses openness in education. It begins with definitions of "open" and "free" and explores the history of open source software and open educational resources. MOOCs and open textbooks are presented as ways to reduce costs for students. Barriers to openness include perceptions of quality and the startup costs and time required to find and curate open resources. The conclusion advocates for viewing learning resources as an ecosystem and considering open educational resources when designing curriculum.
The document contains slides from a presentation by Mathieu Plourde on the topics of technology use, digital footprint, classroom etiquette, and data security. It discusses good and bad uses of technology in the classroom, using Google Drive and other tools to collaborate and store documents in the cloud, and managing one's digital footprint on social media through practices like scrubbing posts and setting privacy settings. The presentation provides advice and resources for effectively using technology for teaching and personal branding.
Digital Citizenship, Activism, and Social Media #UDWFLMathieu Plourde
The document provides an overview of Mathieu Plourde's credentials and contact information. It then outlines an agenda for a session on digital citizenship, referencing various online resources and encouraging the use of hashtags. Data and quotes are presented on topics like internet usage, mobile devices, social media, and the importance of curating online information. Concerns around online activism and government surveillance are also addressed.
The document discusses personal branding and social media usage. It provides tips on using social media for professional purposes, including creating a consistent personal brand, curating an online professional profile and presence, and managing incoming information by filtering notifications and storing relevant resources. The document emphasizes building a personal learning network to stay informed on topics of interest and remain resilient to information overload in an online environment.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
4. Communication
Communication is a process of
transferring information from one source
to another. (1)
A process by which we assign and
convey meaning in an attempt to A process of speaking, receiving and
create shared understanding. This processing feedback, clarifying,
process requires a vast repertoire of receiving more feedback, etc. In some
skills in intrapersonal and sense, it's an iterative design process
interpersonal processing, listening, with really tight feedback loops.. (3)
observing, speaking, questioning,
analyzing, and evaluating. (2)
1/20/2010 Facilitating Student Collaboration 4
5. Collaboration
Tools (collaborative authoring, video
The process by which conferencing, shared whiteboards, etc.) that
people/organizations work allow multiple users to work on the same
together to accomplish a content in a common environment. (3)
common mission. (1)
A recursive process where two or
Working with other people during the
more people or organizations work
writing process, whether it is
together toward an intersection of
generating ideas, identifying a main
common goals — for example, an
idea to pursue, or suggesting possible
intellectual endeavor that is
approaches and ways of organizing;
creative in nature—by sharing
often helpful to discover new
knowledge, learning and building
perspectives. (2)
consensus. (4)
1/20/2010 Facilitating Student Collaboration 5
6. Why Make Students Collaborate?
PRO CON
1/20/2010 Facilitating Student Collaboration 6
7. Why Make Students Collaborate?
PRO CON
• Teamwork is a skill that must be • More police work
developed by students • Dealing with slackers
• To stimulate innovation • Individual contributions are hard to
• Groups tend to self-correct (virtuous attribute and grade
circle) • Patchworks are not collaborative
• Peer expectation and accountability
• Sets a pace
1/20/2010 Facilitating Student Collaboration 7
8. What’s In It For Me?
• As an Instructor…
• Reduce Grading Workload through Group Work
• Facilitate Student-Generated Learning Content
• Facilitate 21st Century Work Skills
Win-Win Situation
1/20/2010 Facilitating Student Collaboration 8
9. Collaborative Tasks and Projects
Writing a Collective
Letter/Position/
Make Lists Statement/Web Content
Group Portfolio
Meeting
Brainstorming Support
Group Projects
Collaborative
Collection of Notebook
Links Storytelling
1/20/2010 Facilitating Student Collaboration 9
11. A Quick Poll
1. How many of you have used a wiki?
• I have used a wiki in the past.
• I have never used a wiki.
2. How many of you have used a wiki with
your students?
• I have used a wiki with my students.
• I have never used a wiki with my students.
1/20/2010 Facilitating Student Collaboration 11
12. A Web Page
Audience
Author Web Page Audience
Audience
Reference: Grenier (2007)
1/20/2010 Facilitating Student Collaboration 12
13. A Wiki Page
Author/
Audience
Author/ Web Author/
Audience
Page Audience
Author/
Audience
Reference: Grenier (2007)
1/20/2010 Facilitating Student Collaboration 13
14. A Wiki Demonstration Video
http://www.articulate.com/community/blogdemo/web2/engage.html
1/20/2010 Facilitating Student Collaboration 14
15. Using the Wiki Markup Language
HTML Wiki Markup Final Output
<b>Bold</b> __Bold__ Bold
<ul> * Item 1 • Item 1
<li>Item 1</li> * Item 2
<li>Item 2</li> • Item 2
</ul>
Wiki Markup
Language is a
Simplified HTML
1/20/2010 Facilitating Student Collaboration 15
16. Wiki Gardening
• By nature, a wiki is messy.
• Usability issues may occur.
1/20/2010 Facilitating Student Collaboration 16
17. Some Recommendations
• Instructional Strategy
• Define Control and Ownership
• Define Individual and Group Work
• Use Templates
• Get Familiar with the Markup Language
• Use a Wiki Charter
• A Wiki is Not the End
• Define Your Grading Strategy
1/20/2010 Facilitating Student Collaboration 17
18. Some Examples and Job Aids on Wikis
• Wikis in Higher Education:
• http://udel.edu/~mathieu/wiki/
• Faculty practices
• Job aids
• The STOLEN Principle
• http://www.a6training.co.uk/resources_Social_Software.php
1/20/2010 Facilitating Student Collaboration 18
24. Synchronous Communication in Chat
• All rooms are always visible
to everyone
• The Chat tool keeps an
archive
1/20/2010 Facilitating Student Collaboration 24
26. Tools for Collaboration
• Tools can be tweaked to restrict or foster
collaboration.
• Define your goals first.
• Keep your students engaged and active.
1/20/2010 Facilitating Student Collaboration 26
27. Work Sheet
• Describe ONE activity that could be modified or created
in ONE of your courses to enhance student
collaboration.
1/20/2010 Facilitating Student Collaboration 27