Her er presentasjonen som er spilt inn som en rekke små videofilmer (læring i skyen) i forbindelse med leksjon om "Web 2.0 i undervisning og læring" i MOOC-en IKT i læring ved HiST. Videoene finner du i PresentIT-leksjonen http://presentit.hist.no/itfag/lectures/view/25.
Du kan bruke akkurat denne SlideShare-presentasjonen til å oppsummere innholdet i filmene, og om du "parrer" med manuset (som også er lagt ut i PresentIT, her: http://presentit.hist.no/itfag/scos/view/718) kan du ganske raskt finne tilbake til ønsket innhold.
Av Svend Andreas Horgen, desember 2014
Her er presentasjonen som er spilt inn som en rekke små videofilmer (læring i skyen) i forbindelse med leksjon om "Web 2.0 i undervisning og læring" i MOOC-en IKT i læring ved HiST. Videoene finner du i PresentIT-leksjonen http://presentit.hist.no/itfag/lectures/view/25.
Du kan bruke akkurat denne SlideShare-presentasjonen til å oppsummere innholdet i filmene, og om du "parrer" med manuset (som også er lagt ut i PresentIT, her: http://presentit.hist.no/itfag/scos/view/718) kan du ganske raskt finne tilbake til ønsket innhold.
Av Svend Andreas Horgen, desember 2014
Presentasjon om bruk av web 2.0 i ungdomsskolen (eksempel: Instagram)Lisa Fröyland
Et undervisningsopplegg der 8.trinn i norsk har opprettet en skolebruker hver på Instagram og besvarer oppgaver, hjemme og på skolen, ved hjelp av dette web 2.0-baserte programmet for smartmobil.
Arbeidet er gjort i regi av et arbeidskrav under Modul 10 i IKT læring 2. Presentasjonen gir en grunnleggende innføring i bruk av Google Docs i skolesammenheng.
Este documento presenta la clasificación de instituciones educativas de Santander según su índice académico, calculado de acuerdo a la normatividad vigente. El Instituto Técnico Nacional de Comercio de Cúcuta ocupa el primer puesto, mientras que el Colegio Departamental Integrado Once de Noviembre en Los Patios se ubica en el puesto 46, considerando solo aquellos colegios con más de 4 estudiantes.
Presentasjon om bruk av web 2.0 i ungdomsskolen (eksempel: Instagram)Lisa Fröyland
Et undervisningsopplegg der 8.trinn i norsk har opprettet en skolebruker hver på Instagram og besvarer oppgaver, hjemme og på skolen, ved hjelp av dette web 2.0-baserte programmet for smartmobil.
Arbeidet er gjort i regi av et arbeidskrav under Modul 10 i IKT læring 2. Presentasjonen gir en grunnleggende innføring i bruk av Google Docs i skolesammenheng.
Este documento presenta la clasificación de instituciones educativas de Santander según su índice académico, calculado de acuerdo a la normatividad vigente. El Instituto Técnico Nacional de Comercio de Cúcuta ocupa el primer puesto, mientras que el Colegio Departamental Integrado Once de Noviembre en Los Patios se ubica en el puesto 46, considerando solo aquellos colegios con más de 4 estudiantes.
Sosiale medier brukt i undervisningen: et faglærerperspektivSvend Andreas Horgen
Presentasjon som tar opp: Hva er Web 2.0, hvordan kan Web 2.0 brukes i undervisningen av faglærere, og hvordan kan en høgskole/universitet bruke Web 2.0 i sitt arbeid (administrativt ansatte)
Barnehagen i sosiale medier. Hensiktsmessig bruk og etiske problemstillinger. Hvordan og hvorfor ønsker vi å bruke sosiale medier fra barnehagen?
Kommunisere ut faglig innhold?
Dialog og tilgjengelighet for foreldregruppa?
Bildebruk, anonymisering og personvern
This document discusses the need for changes in teaching methods to better engage students and make learning more collaborative. It proposes having students take on more teaching roles to help each other learn, using technology to double the length of the learning day, and connecting classrooms globally using tools like Skype, blogs, Twitter and Google Hangouts. The school described has 900 students, uses 1:1 devices, block scheduling and teaching without textbooks. Students are building professional learning networks on social media and collaborating with international classrooms on projects like Earth Day.
Creating a global classroom globaledcon 2014Ann Michaelsen
This document discusses creating a global classroom through connected learning. It describes Ann S. Michaelsen's school in Norway, which has 900 students, 1:1 technology, block scheduling, and no textbooks. Students build their professional learning networks through social media like Twitter, blogs, Skype, Facebook, YouTube, and the internet during exams. The document outlines seven steps to connect, including using Twitter, blogs, RSS feeds, Skype/Google Hangouts, quad-blogging, Facebook groups, and Ning. It provides an example of Skyping with a class in the USA for Earth Day. The goal is to have students become technology experts for teachers and help teach each other, doubling learning for half the price.
This document summarizes Ann S. Michaelsen's approach to teaching using social media and connecting her students globally. She believes students should learn to use social media to build personal networks and collaborate internationally. Her motto is "Communication is the answer". She shares her experiences teaching English using tools like blogs, Twitter, Skype and Facebook. She outlines the communication tools and strategies her class uses to connect with other classes around the world, including maintaining Twitter accounts, blogging, using Skype and participating in group discussions online.
This document discusses using technology tools like Twitter, Skype, and blogging to shift classroom focus from teachers to active learning among students. It provides examples of students using these tools to solve problems, discuss topics, and share work in and outside of class. Benefits mentioned include cultivating collaboration among students across states and countries through sharing ideas on education. The document also discusses replacing traditional essays with blogs, social media, and multimedia to allow students to more persuasively argue and communicate ideas.
This document discusses connected learning and creating a global classroom through technology. It describes a Norwegian high school that uses 1:1 devices, block scheduling, teaching without textbooks, and building a professional learning network using social media like Twitter, blogs, Skype, Facebook, and YouTube. The school connects with classes in other countries through Skype calls and uses Twitter to expand learning through following others, using hashtags, and creating lists.
The document discusses a presentation by teachers from Sandvika high school in Norway about creating a global classroom through connected learning. The school has 900 students, a 1:1 device program, block scheduling, and teaches without textbooks by building students' personal learning networks using social media. The teachers share their seven steps for connecting students which includes using tools like Twitter, blogging, RSS feeds, Skype, Facebook groups, and Ning. They motivate connecting students to lead the way in sharing and learning from others around the world as digital learners.
In this session, we will be looking at how you can use social media like Twitter, Skype and blogging to help students communicate and learn from peers around the world. Technology in the classroom offers endless opportunities to collaborate and engage your students in innovative authentic projects. Last year we wrote the book Connected Learners in class, using SkyDrive and OneNote. Our goal is to show teachers how easy it is to adopt this method and how much the students enjoy working like this. As a classroom teacher, you cannot create your own educational system. However, you can change what is going on in your classroom. This session will show you how to help your students become connected leaners. Our goal is for teachers and students to model a true learner centered environment. Ann will be speaking alongside two of her students: Hanne Wiger and Haakon Bakke
This document discusses the need to prepare students with 21st century skills for future workplaces impacted by technologies like BYOD, cloud computing, flipped classrooms and social media. It suggests teachers need training on these changes and should shift from teacher-centered to student-centered learning. 21st century skills are defined as creativity, critical thinking, communication, technology skills, life/career skills, productivity and leadership. The document provides an example of students collaborating using online tools to write and publish a book.
Join me earlier than normal today, Tuesday, August 20th, for a live and interactive FutureofEducation.com conversation with a group of Norwegian students, and their English teacher (and blogger) Ann Michaelsen, to discuss their recently published book, Connected Learners: A Step-by-Step Guide to Creating a Global Classroom.
for a live and interactive FutureofEducation.com conversation with a group of Norwegian students, and their English teacher (and blogger) Ann Michaelsen, to discuss their recently published book, Connected Learners: A Step-by-Step Guide to Creating a Global Classroom.
The document discusses using social media like Skype, blogs, Twitter, YouTube and TED talks to connect students and teachers worldwide for learning purposes. It describes how teachers can introduce new material through blogs and videos, while students learn from peers abroad and provide feedback to each other. The goal is self-paced, differentiated learning where students progress individually and teachers track their development. Examples are provided of how schools in Norway and Lesotho collaborated using these tools to share resources and expertise.
The document discusses using social media, such as Twitter, blogs, Skype, Facebook, and YouTube, as learning tools in education. It describes how an entire school implemented a 1:1 laptop program for students, block scheduling where subjects are taught for longer periods of time each day, and teaching without textbooks by leveraging online resources and social media platforms. The document provides several examples of how teachers can build professional learning networks and connect with other educators and experts worldwide through these social media tools.
1) The document describes how Sandvika High School in Norway uses itslearning as a learning management platform and social media like Skype, Facebook, YouTube, Wikis, blogs and Twitter to build students' personal learning networks (PLNs).
2) It explains how the school uses block scheduling, where students have one subject per day from 8:30-13:15, to facilitate student-centered and problem-based learning using digital tools and resources.
3) The goal is for students to become independent problem solvers who continue learning outside the classroom, and for teachers to focus on higher-value activities like simulations and peer teaching.
Teachers should use Twitter to build a personal learning network (PLN) by connecting with other educators from around the world who share similar interests. A PLN grows quickly by choosing educators from different categories on sites like Twitter4Teachers, adding one's name, and instantly beginning to connect with others in various locations.
Using web 2.0 tools like blogs, wikis, and social media in an English classroom allows students to actively participate online through contributing, collaborating and communicating. Teachers can start by learning different programs like Photostory, Glogster and blogging platforms to engage students in projects. Important guidelines for blogging include having students blog weekly and the teacher commenting without correcting spelling or grammar in class. Other tips are using videos, podcasts and tutorials created by students to shift some control of learning from the teacher to collaborative student work.
1. Bruk av Web 2.0 og Twitter ROM 340 2C: Passer for erfarne ITL brukere.
2. Lærer i en digital tid Deler sin mål /visjoner Tar initiativ til dialog Lærer med andre lærere Går foran som et godt eksempel Er innovativ og integrerer teknologi i undervisningen Er synlig Forstår web 2.0 og mulighetene
23. Deler fordi Skrive for en lærer? eller skrive for mange - blog Lese ditt eget materiale Eller dele med de andre i klassen? – blog, magasin på nett Skrive for flere – Issuu, blurb, Lulu