The document provides an overview of a workshop on using social software like blogs and wikis in the classroom, including going over examples of blogs and wikis, hands-on creating of blogs and wikis, and reflecting on their educational benefits and challenges in implementing them. The workshop will cover setting up blogs and wikis, their purposes in education, and providing time to work on creating blogs and getting feedback.
The document outlines a workshop to explore developing a Web 2.0 learning environment. It will include a presentation on Web 1.0 vs 2.0, a card game to design a possible new system, and discussion of what this means. Participants will break into groups to envision the system from the perspectives of students, staff, and administration. They will consider approaches, development methods, and tools to include within a budget. Finally, groups will write stories about what it will be like for their assigned role when the new system is implemented. The workshop aims to start a collaborative design process for a more personalized, networked online learning environment.
The document discusses exploring the use of Web 2.0 technologies and social media at a college. It maps out key stakeholders and interests, and considers running an open development process. Staff and students are encouraged to explore blogs and social media to understand Web 2.0. The college is considering using existing social networking and file sharing systems, as well as setting up online forums, video/podcasts, and wikis for collaboration. An open-source social networking system and project management tools may be adopted.
This document discusses personal learning networks (PLNs) and how to establish one. It defines a PLN as using web tools like blogs, wikis and social networks to expand learning, increase reflection, enable collaboration and make global connections. It emphasizes that PLNs leverage technology to connect information and people. The document provides tips for setting up a PLN, including choosing an RSS reader to aggregate relevant feeds and regularly scanning updates. It recommends starting with a small number of subscriptions and investing 10-15 minutes daily to maintain an effective PLN.
Emerging Technologies: Finding Function in Social MediaJordan Epp
This document provides an overview of using social media for professional development presented by Jordan Epp. It discusses defining Web 2.0, organizing Web 2.0 tools into categories of networking, collaborating and sharing. It also provides examples of specific social media tools for each category and tips for using tools professionally and personally. Finally, it discusses developing an online presence and digital identity.
Presentation given at Children England's Virtually Ready conference, 24 January 2013.
**CREDITS**
This presentation is remixed and adapted from “What the F**K is Social Media” by Martha Kagan of espresso.com under Creative Commons Licence Attribution-Non-Commercial 2.5, and added to with nuggets of our own received wisdom (yes, really).
Thanks also to Idealware.org for their excellent Social Media Decision Guide which informs some of the slides on which social media to use.
All images are from iStockphoto.com unless otherwise acknowledged.
http://creativecommons.org/licenses/by-nc/2.5/
The document outlines a workshop to explore developing a Web 2.0 learning environment. It will include a presentation on Web 1.0 vs 2.0, a card game to design a possible new system, and discussion of what this means. Participants will break into groups to envision the system from the perspectives of students, staff, and administration. They will consider approaches, development methods, and tools to include within a budget. Finally, groups will write stories about what it will be like for their assigned role when the new system is implemented. The workshop aims to start a collaborative design process for a more personalized, networked online learning environment.
The document discusses exploring the use of Web 2.0 technologies and social media at a college. It maps out key stakeholders and interests, and considers running an open development process. Staff and students are encouraged to explore blogs and social media to understand Web 2.0. The college is considering using existing social networking and file sharing systems, as well as setting up online forums, video/podcasts, and wikis for collaboration. An open-source social networking system and project management tools may be adopted.
This document discusses personal learning networks (PLNs) and how to establish one. It defines a PLN as using web tools like blogs, wikis and social networks to expand learning, increase reflection, enable collaboration and make global connections. It emphasizes that PLNs leverage technology to connect information and people. The document provides tips for setting up a PLN, including choosing an RSS reader to aggregate relevant feeds and regularly scanning updates. It recommends starting with a small number of subscriptions and investing 10-15 minutes daily to maintain an effective PLN.
Emerging Technologies: Finding Function in Social MediaJordan Epp
This document provides an overview of using social media for professional development presented by Jordan Epp. It discusses defining Web 2.0, organizing Web 2.0 tools into categories of networking, collaborating and sharing. It also provides examples of specific social media tools for each category and tips for using tools professionally and personally. Finally, it discusses developing an online presence and digital identity.
Presentation given at Children England's Virtually Ready conference, 24 January 2013.
**CREDITS**
This presentation is remixed and adapted from “What the F**K is Social Media” by Martha Kagan of espresso.com under Creative Commons Licence Attribution-Non-Commercial 2.5, and added to with nuggets of our own received wisdom (yes, really).
Thanks also to Idealware.org for their excellent Social Media Decision Guide which informs some of the slides on which social media to use.
All images are from iStockphoto.com unless otherwise acknowledged.
http://creativecommons.org/licenses/by-nc/2.5/
This document provides an overview of using social media for campaigning and awareness efforts. It discusses how various social media platforms can be used to share content, start conversations, and work in collaboration. Tips are provided on getting started with social media, including choosing goals and platforms based on objectives, audience, available content and expertise. Quick actions are suggested like crowd-sourcing, showing content on platforms, and organizing tweetchats.
This document discusses the evolution of technology in education from 1985 to present day. It outlines how hardware, software, users and uses of technology have changed over time in both education and society generally. It then focuses on how computers can now be used as a subject in education from beginner to more advanced levels, teaching important digital skills. Finally, it examines how Web 2.0 technologies like social networking, blogging and wikis can support learning across subjects when students have the necessary skills to use these tools.
This document appears to be a presentation about using web 2.0 technologies and social media for engagement and communication. It begins with a disclaimer about the presentation not being a recipe for success. The presentation then discusses using tools like RSS feeds, social bookmarking, wikis, Facebook, and Twitter to build personal learning networks and share information. It encourages participants to develop their online identity and digital dossier in order to better communicate about their topics of expertise.
Learning to utilize web 2.0 technologies is important for media specialists. Learn some ways that media specialists can utilize social media tools to extend their library and fulfill AASL Standards for the 21st Century learner and Charlotte Danielson's Framework for the Library/Media Specialist.
Effective School Leadership in the Digital AgePatrick HIggins
This document discusses effective technology leadership. It provides tips for technology leaders, such as establishing an online presence, sharing within their community, and catching and rewarding competence in others. It emphasizes the importance of being a model for others through leadership qualities like vision, change agency, and inspiring learning. The overall message is that effective technology leadership begins with the individual leader's skills and connections within their own network.
This document outlines a seminar on harnessing the power of social networking and new media. The seminar goals are to create a social network, provide an overview of social media, identify strategies, explore tools and their uses, provide resources, and share ideas. It discusses defining objectives, choosing tools like social networks, blogs, and collaboration apps, finding audiences, reusing content, and measuring results. Ground rules include sharing knowledge, asking questions, and active participation.
Knowledge and Content UK 2009 (KCUK) presentation and case studyScott Gavin
This is the presentation we gave at the Knowledge and Content conference in London, June 2009. We were praised for not 'selling' even though we were there as vendors/sponsors. Without the narrative it's not the easiest set of slides to read but you get the idea.
The document discusses learning communities in the digital age. It defines three types of learning communities: 1) professional learning communities which are local, face-to-face groups for job-embedded learning; 2) personal learning networks which are individually chosen online connections; and 3) communities of practice which are committed, collective groups that provide deeper connections than personal networks or professional communities. The document emphasizes that a revolution in technology has transformed how people can connect, interact and collaborate as connected learners online and in safe digital spaces.
차세대 쇼셜 네트워크 서비스에 대한 발표자료로서 2009년 2월 26일 KRnet 이다.
KRnet이란 'korea Internet Conference'로서 그 중 'Track : Convergence Promotion Services'에서 'Track : Convergence Promotion Services'의 발표자료이다. 발표제목은 'Next Social Network Service'이며 내용은 다음과 같다.
소셜네트워크 서비스란 쉽게 말해 ‘나의 프로필을 네트워크에 공유하여, 구인/구직에 실질적인 도움을 주는 웹 서비스의 일종이다. 그러나 쇼셜 네트워크란 아날로적 인맥망에서부터 시작하여 디지털 인맥망으로, 사회학에서부터 소프트웨어 개발학으로까지, 구인/구직의 연결망에서 관계의 매듭을 열어가는 연결망으로 발전 중에 있다. 본 강연은 네트워크 이론에 의한 수렴과 확산의 상호질서를 바
탕으로 소셜 서비스의 발전 과정과 그 의의를 진단한다. 특히 단문 서비스 중심의 소셜 서비스인 트위터(twitter), 이미지 기반의 소셜 서비스인 플리커(flickr), 동영상 맥락의 소셜 서비스인 유튜브(youtube), 프로필 중심의 소셜 서비스인 마이스페이스(myspace) 등이 각 매체의 허브로서 역할하며 어떻게 사회, 문화, 비즈니스적인 변화를 주는지를 소개한다. 강연을 통해 소셜 서비스의 각 허브들이 상
호작용하여 수렴되는 쇼셜 네트워크에서의 아이텐티가 어떻게 개인을 설명해주고 신뢰해주는 메커니즘을 가지는지를 분석할 예정이다. 즉 소셜 서비스란 개인과 집단의 신뢰의 증진을 위한 관계 맺기 서비스이다.
The document discusses how social learning is a fundamental shift in how people work, leveraging connections but with new tools like social media. It defines social networks and social media, and discusses why social learning is now relevant due to expanding connections, changing workforce demographics, and customized technologies. Examples of building social learning communities include social webcasting, microblogging, wikis, virtual worlds, and games/gamification.
This document provides definitions for over 50 terms related to social media and technology. It explains what blogs, hashtags, forums and other common platforms are, as well as more specialized terms like geotagging, mashups, and sockpuppets. The glossary acts as a guide to the key words, concepts, and sites that make up the social media landscape.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in design, delivery, research, and evaluation of education; (2) a typology of new technologies and examples of their use and issues; and (3) initial dimensions for defining open educational practices, including strategies, quality assurance models, and barriers to success.
This isn't what I thought it was: community in the network ageNancy Wright White
A narrated version can be found here: https://www.youtube.com/watch?v=YB82kbj-NXw This was a short remote presentation that was part of a panel at the CACUSS 12.0: Engaging Digital Citizens conference <http: /> in Vancouver BC, Canada.
(Higher) Education Beyond the UniversityAlec Couros
This document discusses the potential of open and connected learning beyond traditional universities. It notes that new technologies and tools allow academics to build online presences and connect with peers and students in new ways. Open educational resources and open online courses are mentioned as part of this transformation. The potential for open sharing of knowledge, resources and ideas is discussed. Challenges to traditional concepts of education and learning are also presented, given that learning can now happen anywhere through open and connected means.
This document outlines an e-learning exploration day with the following aims: 1) to review educator e-competencies and set goals, and 2) to explore what constitutes effective e-learning pedagogy. The day will be considered successful if educators are motivated by ICT skills and gain practical ideas for technology integration, as well as set goals for the upcoming term. Additionally, the day aims to foster a shared understanding of what quality teaching looks like when integrated with technology. The document provides an overview of effective e-learning pedagogy principles and examples of technology tools and platforms that can be used at different primary grade levels to engage students.
Conrad Smith of the All Blacks is raising money to build a wall around an orphanage in Kenya called Holding Hands Orphanage. The wall will provide shelter and protection for the children living there. Students at the school are collecting donations of money and cents to purchase bricks for Conrad's Wall and help the orphans in Kenya. They are encouraging others to donate anything they can to support this cause.
Learning Caves are password protected areas in Spike@school that allow teachers to create personalized learning spaces for students, with each cave containing a project description and optional additional resources like links, files, pages, messages, and quizzes. The document introduces Learning Caves and their creation, then outlines examples from rooms 14 and the Tall Poppies group before prompting the creation of a demonstration cave along with a supporting handout.
This document outlines goals and strategies for an exploration of effective e-learning pedagogy. It discusses motivating staff through ICT integration, sharing understanding of quality teaching with technology, and setting goals for the upcoming school term and beyond. Specific strategies are provided around electronic communication, maintaining an online class presence, facilitating cyber safety learning, using online resources to support te reo Māori, extending personal professional learning, leading learning through ICT, enhancing planning through collaboration, ensuring purposeful technology use, activating beyond-classroom connections, facilitating student-led use of ICT, responding to student interests with technology, understanding learning in a bicultural context, and using online tools to support data management.
This document provides an overview of using social media for campaigning and awareness efforts. It discusses how various social media platforms can be used to share content, start conversations, and work in collaboration. Tips are provided on getting started with social media, including choosing goals and platforms based on objectives, audience, available content and expertise. Quick actions are suggested like crowd-sourcing, showing content on platforms, and organizing tweetchats.
This document discusses the evolution of technology in education from 1985 to present day. It outlines how hardware, software, users and uses of technology have changed over time in both education and society generally. It then focuses on how computers can now be used as a subject in education from beginner to more advanced levels, teaching important digital skills. Finally, it examines how Web 2.0 technologies like social networking, blogging and wikis can support learning across subjects when students have the necessary skills to use these tools.
This document appears to be a presentation about using web 2.0 technologies and social media for engagement and communication. It begins with a disclaimer about the presentation not being a recipe for success. The presentation then discusses using tools like RSS feeds, social bookmarking, wikis, Facebook, and Twitter to build personal learning networks and share information. It encourages participants to develop their online identity and digital dossier in order to better communicate about their topics of expertise.
Learning to utilize web 2.0 technologies is important for media specialists. Learn some ways that media specialists can utilize social media tools to extend their library and fulfill AASL Standards for the 21st Century learner and Charlotte Danielson's Framework for the Library/Media Specialist.
Effective School Leadership in the Digital AgePatrick HIggins
This document discusses effective technology leadership. It provides tips for technology leaders, such as establishing an online presence, sharing within their community, and catching and rewarding competence in others. It emphasizes the importance of being a model for others through leadership qualities like vision, change agency, and inspiring learning. The overall message is that effective technology leadership begins with the individual leader's skills and connections within their own network.
This document outlines a seminar on harnessing the power of social networking and new media. The seminar goals are to create a social network, provide an overview of social media, identify strategies, explore tools and their uses, provide resources, and share ideas. It discusses defining objectives, choosing tools like social networks, blogs, and collaboration apps, finding audiences, reusing content, and measuring results. Ground rules include sharing knowledge, asking questions, and active participation.
Knowledge and Content UK 2009 (KCUK) presentation and case studyScott Gavin
This is the presentation we gave at the Knowledge and Content conference in London, June 2009. We were praised for not 'selling' even though we were there as vendors/sponsors. Without the narrative it's not the easiest set of slides to read but you get the idea.
The document discusses learning communities in the digital age. It defines three types of learning communities: 1) professional learning communities which are local, face-to-face groups for job-embedded learning; 2) personal learning networks which are individually chosen online connections; and 3) communities of practice which are committed, collective groups that provide deeper connections than personal networks or professional communities. The document emphasizes that a revolution in technology has transformed how people can connect, interact and collaborate as connected learners online and in safe digital spaces.
차세대 쇼셜 네트워크 서비스에 대한 발표자료로서 2009년 2월 26일 KRnet 이다.
KRnet이란 'korea Internet Conference'로서 그 중 'Track : Convergence Promotion Services'에서 'Track : Convergence Promotion Services'의 발표자료이다. 발표제목은 'Next Social Network Service'이며 내용은 다음과 같다.
소셜네트워크 서비스란 쉽게 말해 ‘나의 프로필을 네트워크에 공유하여, 구인/구직에 실질적인 도움을 주는 웹 서비스의 일종이다. 그러나 쇼셜 네트워크란 아날로적 인맥망에서부터 시작하여 디지털 인맥망으로, 사회학에서부터 소프트웨어 개발학으로까지, 구인/구직의 연결망에서 관계의 매듭을 열어가는 연결망으로 발전 중에 있다. 본 강연은 네트워크 이론에 의한 수렴과 확산의 상호질서를 바
탕으로 소셜 서비스의 발전 과정과 그 의의를 진단한다. 특히 단문 서비스 중심의 소셜 서비스인 트위터(twitter), 이미지 기반의 소셜 서비스인 플리커(flickr), 동영상 맥락의 소셜 서비스인 유튜브(youtube), 프로필 중심의 소셜 서비스인 마이스페이스(myspace) 등이 각 매체의 허브로서 역할하며 어떻게 사회, 문화, 비즈니스적인 변화를 주는지를 소개한다. 강연을 통해 소셜 서비스의 각 허브들이 상
호작용하여 수렴되는 쇼셜 네트워크에서의 아이텐티가 어떻게 개인을 설명해주고 신뢰해주는 메커니즘을 가지는지를 분석할 예정이다. 즉 소셜 서비스란 개인과 집단의 신뢰의 증진을 위한 관계 맺기 서비스이다.
The document discusses how social learning is a fundamental shift in how people work, leveraging connections but with new tools like social media. It defines social networks and social media, and discusses why social learning is now relevant due to expanding connections, changing workforce demographics, and customized technologies. Examples of building social learning communities include social webcasting, microblogging, wikis, virtual worlds, and games/gamification.
This document provides definitions for over 50 terms related to social media and technology. It explains what blogs, hashtags, forums and other common platforms are, as well as more specialized terms like geotagging, mashups, and sockpuppets. The glossary acts as a guide to the key words, concepts, and sites that make up the social media landscape.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in design, delivery, research, and evaluation of education; (2) a typology of new technologies and examples of their use and issues; and (3) initial dimensions for defining open educational practices, including strategies, quality assurance models, and barriers to success.
This isn't what I thought it was: community in the network ageNancy Wright White
A narrated version can be found here: https://www.youtube.com/watch?v=YB82kbj-NXw This was a short remote presentation that was part of a panel at the CACUSS 12.0: Engaging Digital Citizens conference <http: /> in Vancouver BC, Canada.
(Higher) Education Beyond the UniversityAlec Couros
This document discusses the potential of open and connected learning beyond traditional universities. It notes that new technologies and tools allow academics to build online presences and connect with peers and students in new ways. Open educational resources and open online courses are mentioned as part of this transformation. The potential for open sharing of knowledge, resources and ideas is discussed. Challenges to traditional concepts of education and learning are also presented, given that learning can now happen anywhere through open and connected means.
This document outlines an e-learning exploration day with the following aims: 1) to review educator e-competencies and set goals, and 2) to explore what constitutes effective e-learning pedagogy. The day will be considered successful if educators are motivated by ICT skills and gain practical ideas for technology integration, as well as set goals for the upcoming term. Additionally, the day aims to foster a shared understanding of what quality teaching looks like when integrated with technology. The document provides an overview of effective e-learning pedagogy principles and examples of technology tools and platforms that can be used at different primary grade levels to engage students.
Conrad Smith of the All Blacks is raising money to build a wall around an orphanage in Kenya called Holding Hands Orphanage. The wall will provide shelter and protection for the children living there. Students at the school are collecting donations of money and cents to purchase bricks for Conrad's Wall and help the orphans in Kenya. They are encouraging others to donate anything they can to support this cause.
Learning Caves are password protected areas in Spike@school that allow teachers to create personalized learning spaces for students, with each cave containing a project description and optional additional resources like links, files, pages, messages, and quizzes. The document introduces Learning Caves and their creation, then outlines examples from rooms 14 and the Tall Poppies group before prompting the creation of a demonstration cave along with a supporting handout.
This document outlines goals and strategies for an exploration of effective e-learning pedagogy. It discusses motivating staff through ICT integration, sharing understanding of quality teaching with technology, and setting goals for the upcoming school term and beyond. Specific strategies are provided around electronic communication, maintaining an online class presence, facilitating cyber safety learning, using online resources to support te reo Māori, extending personal professional learning, leading learning through ICT, enhancing planning through collaboration, ensuring purposeful technology use, activating beyond-classroom connections, facilitating student-led use of ICT, responding to student interests with technology, understanding learning in a bicultural context, and using online tools to support data management.
This document provides guidance on developing an effective e-learning pedagogy. It outlines six questions educators should consider when selecting and integrating digital content into the curriculum. The questions focus on ensuring the content meets student needs and interests, how it will be embedded into learning plans with appropriate offline support, and how student collaboration and assessment will be incorporated. It also provides examples of how different digital tools have been used to support learning across lower, middle, and upper primary levels.
A solar eclipse occurred where the moon passed between the earth and sun, blocking 87% of the sun's light and casting a dark shadow over Auckland, New Zealand, making it almost pitch black. The diagram shows the moon passing in front of the sun from the perspective of earth. The video was created by Adam, Dylan, and Zac to document the solar eclipse.
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.
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
The document discusses using information and communication technologies (ICT) to enhance teaching and learning. It covers defining Web 2.0 and how it has changed knowledge sharing. Various e-learning tools are presented, including options for collaboration, productivity, multimedia creation, organization, and social interaction. Challenges of implementing these tools in pedagogical practices are also addressed.
A show to outline my learning 2.0 journey and the applications I have explored. Slideshare has enabled me to learn many things about web 2.0 tools and share the learning of many others across the world.
A Webinar presented at the Nipissing University Infusion Conference January, 2009. Additional archived material:
Here's the link to the full Elluminate recording: https://sas.elluminate.com/p.jnlp?psid=2009-01-31.0606.M.AD7F63F386...
audio-only recording: http://audio.edtechlive.com/cr20/TEACHING IN THE ERA OF WEB 2.0.mp3
Blog posting: http://newmediaworkshops.com/telblog/2009/02/108
Digital literacy is the ability to locate, organize, understand, evaluate, and create information using digital technology. A 21st century EFL teacher should be digitally literate and know how to use tools like blogs, wikis, podcasts, and social networks. They should understand concepts like communities of practice, which allow teachers to collaborate online. Teachers must develop students' skills in areas like being capable technology users, problem solvers, communicators, and responsible digital citizens.
This document is the portfolio of Fernanda Raquel Guamán Rivera for her fifth semester studying languages at the Universidad Técnica de Ambato in Ecuador. The portfolio includes the mission and vision of the languages career and faculty, as well as evidence of student work analyzing websites and blogs, defining Web 2.0, and developing an interdisciplinary English language lesson plan using technology tools. It demonstrates the student's skills and reflections on integrating internet and multimedia resources into her English teaching.
The document discusses the implications of Web 2.0 technologies for education, including opportunities for new forms of social learning and personal learning environments using tools like wikis, blogs, social bookmarking, social networking, and user-generated content. It encourages educators to explore these tools and consider how to engage students in collaborative, participatory learning models that are more aligned with the skills and preferences of digital native students.
The document discusses preparing school libraries for future challenges and opportunities presented by new technologies. It examines key issues like the increasing use of ICT and information literacy. It then explores specific technologies like blogs, wikis, RSS, social networking, tagging and more. The document provides tips on how libraries can enhance their role by experimenting with and integrating these technologies. It also discusses strategies for convincing school leadership of the importance of adapting to changing technologies and student needs.
The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.
The document discusses how to lead with Web 2.0 tools. It provides an overview of Web 2.0 and examples of tools like podcasting, blogging, wikis, and social bookmarking. It explains how these tools can be used for education, professional development, staff collaboration, and parent communication. Specific applications are described, such as using podcasts for student projects, blogs for book reports, and wikis for staff planning.
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.
This is the English version of 'Alfabetización Digital: Herramientas Web 2.0, redes sociales y comunidades de práctica bajo ambientes virtuales colaborativos' presented at CLED09, with some adaptations
Following a survey of UK learners in Secondary and Further Education regarding their use of Web 2.0 we are trialling a number of web 2.0 sites and services in the classroom. Here are some of the ways Web 2.0 sites and services are being used in the classroom.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
Setting The Stage For Extending Our Reach: An Overview of Web 2.0 Tools and R...kennbicknell
PowerPoint presentation of a workshop held by Kenn Bicknell (Librarian, Los Angeles County Metropolitan Transportation Authority) for L.A. As Subject members, March 24, 2009
Setting The Stage For Extending Our Reach: An Overview Of Web 2.0 Tools And R...kennbicknell
This document provides an overview of Web 2.0 tools and resources. It discusses various tools like blogs, social networking sites, wikis, photo and video sharing sites, social bookmarking, RSS feeds, and microblogging. For each tool, it describes what it is, who is using it, how it works, why it is significant, potential downsides, and where it may be headed. The goal is to help organizations determine which Web 2.0 tools are right for them and how to leverage these tools for marketing, publicity, and keeping up with new developments.
Setting The Stage For Extending Our Reach: An Overview of Web 2.0 Tools and R...kennbicknell
PowerPoint presentation of a workshop held by Kenn Bicknell (Librarian, Los Angeles County Metropolitan Transportation Authority) for L.A. As Subject members, March 24, 2009
Setting The Stage For Extending Our Reach: An Overview of Web 2.0 Tools and R...kennbicknell
This document provides an overview of Web 2.0 tools and resources. It discusses various tools like blogs, social networking sites, wikis, photo and video sharing sites, social bookmarking, RSS feeds, and microblogging. For each tool, it describes what it is, who is using it, how it works, why it is significant, potential downsides, and where it may be headed. The goal is to help organizations determine which Web 2.0 tools are right for them and how to leverage these tools for marketing, publicity, and keeping up with new developments.
Setting The Stage For Extending Our Reach: An Overview Of Web 2.0 Tools And R...kennbicknell
PowerPoint presentation of a workshop delivered by Kenn Bicknell (Metro Librarian) to L.A. As Subject members regarding how to approach Web 2.0 tools and their applications, delivered in Los Angeles at LACMTA Headquarters on March 24, 2009.
The document discusses the relationship between Katalla and Brooke. It appears to be about two people, Katalla and Brooke, but provides no other context or details about them, their relationship, or any events. The single sentence document only states the names "Katalla and Brooke" without any other information.
This document discusses the "teaching as inquiry" framework for teacher appraisal. It emphasizes reflection on students' learning needs and a teacher's own professional growth. Teachers are encouraged to formulate inquiries by examining data on student learning and identifying areas for improvement. The inquiries should be proactive, solution-seeking, and avoid blaming others. Evidence from multiple sources is needed to show how a teacher's professional practice meets registered teacher criteria. A successful inquiry will be aligned to school and student needs, reference the teaching as inquiry process, and embed teacher standards through self-reflection and collaboration with colleagues.
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Respect at Tauriko School involves listening to others, including those without friends, helping others in need, treating all people with kindness even if they are unkind in return, and looking out for the safety and well-being of peers, such as telling someone to get out of a tree if they are climbing where they should not be.
The document discusses a digital storehouse that will allow users to log in with single sign-on, search and view content in different formats like lists, maps and timelines. It will let users view details of items, rate, comment and tag them. Users can create learning paths by selecting items. The storehouse aims to support sharing of digital content and responding to needs. It provides contact information for getting started and learning more.
The document discusses a digital storehouse that will allow users to log in with single sign-on, search and view content in different formats like lists, maps and timelines. It will let users view details of items, rate, comment and tag them. Users can create learning paths by selecting items. The storehouse aims to support sharing of digital content and responding to needs. It provides contact information for getting started and learning more.
Staff at School Support Services are making use of various digital tools to support their work. Some tools being used include online surveys like Survey Monkey to gather feedback, videos from sites like TeacherTube and YouTube to engage learners, and Skype for video conferencing. Other tools mentioned are Wordle for creating word clouds, Google Desktop for file searching, social bookmarking with Delicious, wikis on Wikispaces, blogs, digital resources on Digistore, and slide sharing on Slideshare. The document provides examples of how different staff members are using these tools in their roles.
This document introduces members of the Payne family including the author's mother Erin Payne, father Ted Payne, aunt Kayla Tamihana and her son Peyton Lilly-Field, sister Jaydah Payne, brother Tyrese Payne, and themselves (Legyn). It provides details about each family member such as their interests, ages, where they live, and connections to local iwi and marae.
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This document discusses setting up a network to better support e-learning and staff in schools. Leaders in each school will support staff's use of e-learning. The document also mentions speed geeking, where people discuss education topics, and evaluating e-learning in schools using maturity models.
The document discusses setting up an online learning community to support a group of educators. It considers factors like the purpose of the community, how collaboration and trust would be promoted online, and who would facilitate discussions. Ideas are shared about ensuring social, cognitive, and teaching presence within the community. The document emphasizes that careful planning is needed to develop a successful online community, though experimentation is also important given the evolving nature of online spaces.
Twenty Five Interesting Ways To Use Wordle Inrjensen
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This Top Ten List is a digest of key findings from the Speak Up 2007 Student Surveys. For more information about the Speak Up National Research Project, data findings from our parent, teacher and administrator surveys, and information about our upcoming release of our Speak Up 2008 data findings, visit us at www.tomorrow.org.
The document summarizes key aspects of differentiating learning for gifted and talented (GATE) students through e-learning, including content, process, and products of learning. It discusses recommendations from research on differentiating content, such as using big ideas, complexity, real-world issues. For process, it recommends discovery learning, metacognition, higher-level thinking, and choice. Products of learning should allow choice, creativity, synthesis of information, and communication to audiences. Examples are given of outstanding e-learning collections for GATE students.
The document discusses the changing nature of literacy in the 21st century and how information and communication technologies (ICT) can support literacy learning. It outlines how newer learning environments are more student-centered and involve multisensory experiences, multimedia, collaboration and real-world contexts. ICT combined with effective teaching can enhance literacy by engaging students in creating and sharing meaning using tools like digital learning objects, software, blogs, wikis and collaborative online projects. Teachers are challenged to incorporate these technologies while developing students' critical thinking and media literacy skills.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Pride Month Slides 2024 David Douglas School District
Blogswikis
1. Welcome to
Social Software in the Classroom
You can prepare by:
• going online (on your laptop or on a desktop)
Network: SSS
Password: SpongeBob
• contributing to our wiki by answering the following question:
At the end of today what do you hope to have achieved?
http://www.skrbl.com/100024620
Rochelle Jensen, 2006
3. Social Software in the Classroom
Blogs and Wikis
This practical workshop will provide teachers with a quick overview of social software before
launching into an in-depth look at two tools – blogs and wikis. We will look at the merits of using
these tools in the classroom and provide time and support to get started.
Course Content will include: What else?
Overview of social software
What do you want more of
Examples of classroom blogs or less of?
Hands-on creating a blog
Examples of wikis
Overview of why and how to setup a wiki
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4. Plan of Attack
9-:10:30
Getting Started
T
Education in the Digital Age
Overview of social software and the potential impact on education
Creating a Student Centred Blog
F
Blogging in a Nutshell
11:00 -12:30
A
Blog Examples / Purpose/ Keeping Safe/
Setting Up a Blog –Planning / Getting Started
R
1:15 – 2:30
Wikis – What? Why? How?
D
Other
Reflection
5. Setting Up for Success
Establishing a Learning Culture
Collaborative – focus on sharing ideas, making sense of new material, helping each
other
Questioning to make sense of material
Share talking time and ensure everyone participates
Flexibility and Multiple Paths
Sequence
Dialogue and Discussion
Cell-phones on silent
at else???
W h
6. Learning Goals
By the end of today…
Web 2.0+Education
Be familiar with key changes in the web
Explore e- learning and the New Zealand curriculum
Classroom Blogs - Have begun creating a purposeful blog and have
the skills and knowledge to continue to grow your blog
Wikis - Know what wikis are/ classroom application/knowledge of the
set-up process
8. Social Software/ Web 2
oUsers are active rather than passive
oCreate and publish content.
o Shared constitution of meaning.
oLess about places and other nouns more about verbs.
oNo html knowledge required.
oContent flows in a variety of directions that depend on the behaviors
of those who produce the information and those who use it.
9. Web 1.0 was about reading, Web 2.0 is about writing
Web 1.0 was about companies, Web 2.0 is about communities
Web 1.0 was about client-server, Web 2.0 is about peer to peer
Web 1.0 was about HTML, Web 2.0 is about XML
Web 1.0 was about home pages, Web 2.0 is about blogs
Web 1.0 was about portals, Web 2.0 is about RSS
Web 1.0 was about taxonomy, Web 2.0 is about tags
Web 1.0 was about wires, Web 2.0 is about wireless
Web 1.0 was about owning, Web 2.0 is about sharing
Web 1.0 was about dialup, Web 2.0 is about broadband
Web 1.0 was about hardware costs, Web 2.0 is about bandwidth costs
10. Web 2.0 can be organised in the following way:
Aggregators - A site or program that gathers data from multiple sources and organizes the
information to present in a new, more streamlined or appropriate format. Google , RSS feeds,
Delicious …
Social Networking - Websites focusing on connecting people with other people directly like
MySpace, Club Penguin, Oldfriends, Secondlife …
Social Media - User-generated content like blogs , wikipedia, webnote …
Audio, Picture and Video - Online television such as YouTube,Pandora, Podcasts,
Flickr…
Web Applications - online programs that can do virtually everything your existing
software programs can do. Googledocs for instance can replace your
Microsoft Office programs.
Check out the growing list of web 2.0 applications
http://www.listio.com/web20/index.php?tnm=0
Rochelle Jensen, 2006
17. Do these new web 2.0 technologies actually have anything to
offer us in the way of improving our pedagogy?
Key Research Facts :
• Learning becomes more personalised, social and flexible
• Encourages:
group/individual activity
collaboration
active involvement in creating content
sharing and exchange of information
18. E- Learning and the New Zealand Curriculum
E- learning and Pedagogy
**Making Connections
**Facilitating Shared Learning
**Creation of Supportive Learning Environments
**Enhancing Opportunities to Learn
19. Blogging in a nutshell
o Example of Web 2.0
o Definition from wikipedia :
A blog is a website where entries are made in journal style and displayed in a reverse chronological order.
Blogs often provide commentary or news on a particular subject, such as food, politics, or local news; some function as more
personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to
its topic. Most blogs are primarily textual although some focus on photographs (photoblog), videos (vlog), or audio (podcasting).
oUser-friendly
oShare a common format. Lots of free blog providers.
oControl of blog is with the person who has set it up
20. Blogs tend to have a few things in common:
o A main content area with articles listed chronologically, newest at
the top
o An archive of older articles
o A way for people to leave comments about the articles
o A list of links to other related sites, sometimes called a “blogroll”
o One or more “feeds” like RSS …
21. Setting Up a Student-Centered
Classroom Blog
1) Examples
2) Purpose and Benefits
3) Planning your classroom blog
4) Making a start with blogger.com
23. Purposes of blogs
oTeacher and Group communication
http://bellevue8.blogspot.com/
http://gblibrary.blogspot.com/
http://proctor-thomson.com/brooklynprimary/
oPersonalising Student Learning
http://www.opsroom15.blogspot.com/
http://www.e3eclat.blogspot.com/
oDialogue Generation
http://thediaryofannefrank.blogspot.com/
http://boyoverboardteamb.blogspot.com/
http://room9writing.blogspot.com/
oStudent Blogs
http://team1407.blogspot.com/
oTeacher Blogs
http://www.nz-interface.co.nz/teacherblogs/
24. o Creates a learning community feel in a place away from the traditional classroom. This
learning community is open 24/7
o Blogs give individual learners a voice – shifting the ‘power’ from the instructor to the
learner
o Provides an authentic audience for student writing, an audience of peers, parents, and a
potential worldwide audience.
o Allows for multiple feedback loops among the networked students, teachers and other
interested parties. Learning in a class blog setting is now a social activity.
o Supports differentiation. The blog gives some of our more verbally reserved students a
forum for their thoughts.
o Encourages reading. To make a meaningful comment, or to choose their favorite post, the
students first need to read what’s out there.
o Encourages and teaches research skills. Encourages students to extend their research
beyond the assigned work.
o Builds technology skills
Towards Reflective Blog Talk
o Provides links to others sites and resources
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25. Planning your (classroom ) blog
Food for Thought
oWhat would be the purpose of your blog?
oWhat are you going to write about?
oHow often?
oWho would read it ? Why would people read it?
oWho would comment on it? Who would post on it ? Why?
oWhat links will you have from your blog?
oWill you pose photos?
26. Making a start with
http://www.blogger.com/start
THE FASTEST WAY TO UNDERSTAND BLOGGING IS TO TRY IT OUT. JUST TYPE IN THE LINK ABOVE, AND YOU CAN BE PART OF
THE PHENOMENON THAT'S TRANSFORMING WEB AND MEDIA TO A PARTICIPATORY ACTIVITY IN LESS THAN FIVE MINUTES.
SERIOUSLY.
BLOGGER IS TOTALLY FREE.
27. 1. Create your blog 2. Personalise Settings 3. Make a post
4. Customise Your Blog
-The Template
NB> Customise by thoughtfully
answering the questions in each section.
These all relate to the look, feel and ability of
others to interact with your blog
28. Tools to enhance your blog
Widgets
http://bling4yrblog.blogspot.com/ - Allanah King
http://cogsforblogs.blogspot.com/ - Lenva Shearing
29. Tips
o Stick to the purpose of your blog
o Interact with readers
o Make it worthwhile
o Build your blog bit by bit
o Seek expert blogs to assist with posting on your own
o Try and post at least once a week
o Make all posts relate to student learning
30. Student Safety and Privacy Concerns
The following guidelines are by no means exhaustive, but may be helpful to address
some real and legitimate concerns
• Create a blog contract
o Depending on the age of students, consider posting their work using a pseudonym
instead of the students’ real names. In no cases use a student’s first name and last
name on a blog posting.
o Set up your blog so all comments must be moderated by you. Comments will be
emailed to you for the ‘ok’ before being directly posted to your blog.
o Keep the school community posted.
Inform all stakeholders about your planned or ongoing use of blogs for instructional
purposes. Solicit their support and feedback in advance, ideally before concerns or
problems develop relating to blog postings.
http://www.netsafe.org.nz/schools/schools_default.aspx
http://www.budtheteacher.com/wiki/index.php?title=Main_Page
http://nelsoncentral.wikispaces.com/blogs
Blog Letter
34. Blogs
Which tool? Wikis
•Online diaries •Editable webpages
•Some people can make main entries (posts), •Some people can make changes to any part of
anyone can comment. (This depends on how you the page. (This depends on how you set it up!)
set it up!)
•Greater potential for participation.
•Greater degree of control by the administrator. •Greater flexibility in layout and organisation.
•Easier to keep tidy.
35. Getting Started with Wikis
http://nelsoncentral.wikispaces.com/creating+wikis – Rachel Boyd
Getting Tricky:
http://gettingtrickywithwikis.wikispaces.com/ - Lenva Shearing
36. http://rocky11.blogspot.com/ Stay in Touch
rjensen@waikato.ac.nz
Resources:
http://www.wix.com/rjensen/handpicked
Editor's Notes
Ready 2 start/ kiaora koutou/ Those that don’t know me Mihi All here for same reason, take couple minutes to get to know each other Intros by group
Waiho i te toipoto, kaua i te toiroa ‘Let us keep close together, not far apart.’
What I said? What you said ? I guess it we succeed it will look like Agenda – 3 blocks – 1 st block …
Lots to get through – spend a second viewing some rules – wld u add anything Dialogue vs. discussion Multi tasking vs . Engagement Parking??
What’s changed? How?
Pose question
Growing by the day 2 min surf to get a feel
Our learners, what they learn? How they learn?
prensky
Natives vs. immigrants How do we communicate? Share? Buy and sell?
Take it to extreme- Dating/love and gaming
Ask the question – talk to partner – consult reading in pack Strongest but least hyped use of web 2.0 look at blogs, wikis, social bookmarking, audio sharing... Generation c
Vision Our vision is for young people who will be confident, connected, actively involved, and lifelong learners . P8 Key Competencies Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge . Students who are competent users of language, symbols and texts…confidently use ICT to access and provide information and to communicate with others. Students who relate well to others are open to new learning and able to take different roles in different situations . [The participating and contributing competency] includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. p12
Ed phenomena with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004. Girls continue to dominate most elements of content creation. Some 35% of all teen girls blog, compared with 20% of online boys, and 54% of wired girls post photos online compared with 40% of online boys. Sept 11th Local stats – hit counter - http://room9nelsoncentral.blogspot.com/ - 11000
overview
Go surfing What purposes do they serve?
Think – Pair – Share
A killer blog – a great blog
A killer blog – a great blog
Notify me
To do: Add music to set mood Prob with no nav bar. On some blogger blogs Better system for creating a network maybe twitter/email group???