Facebook uses several technologies to support its large user base including Memcache for caching data, PHP for programming, and MySQL and Linux for data storage and operating system functions. It grew rapidly after starting in 2004 for college students and now has over 400 million active users who spend over an hour per day on average connected to over 100 friends. While Facebook can increase student motivation and collaboration, it also presents privacy and identity risks that teachers need to mitigate. Some universities are using Facebook for open office hours and blended courses to increase participation.
This document discusses various types of web tools that libraries can use for social media, including curation tools, social media platforms, collaborative tools, communication tools, and websites. It provides examples of some of the most popular tools for each category, such as Pinterest, Twitter, Google Drive, and WordPress. The document also discusses how these tools can benefit libraries by improving communication, promoting programs, and engaging users both on and off campus. Key elements for an effective library website are outlined.
Web 2.0 Applications for Higher EducationJohn Thompson
This document discusses the use of Web 2.0 applications in higher education. It begins by defining Web 2.0 as relying on user participation, where information is transmitted and consumed through user-generated content and collaboration. The document then highlights many free Web 2.0 applications that can increase creativity, community, and user ownership of content in educational settings. Examples discussed include tools for photo sharing, video sharing, document sharing, social networking, blogging, podcasting, and collaboration. The document also notes potential issues with adoption but concludes that Web 2.0 creates a rich learning environment that engages students and promotes student-centered learning.
The document discusses various aspects of Web 2.0 and how libraries can utilize new technologies to better serve patrons. It defines different types of library users and describes tools like blogs, wikis, RSS, instant messaging, social bookmarking, and social networking. It provides examples of how some libraries are using these technologies and suggests ways libraries and library systems could implement them, such as creating blogs and RSS feeds for announcements or reference questions.
This document outlines key concepts from the book "Technology for the School Librarian: Theory and Practice" by William O. Scheeren and Sharon Smith. It discusses how technology has transformed libraries from physical spaces of books and cards to digital spaces providing online resources, interactivity, and opportunities for collaboration. Technologies like social networking, blogs, wikis and podcasts allow students and educators to connect, share information and learn in new ways. The library has become a media center utilizing video, audio and communication technologies to remain innovative and meet changing needs.
Social media and web technologies are changing how people connect and interact online. Sites like Facebook and blogs now allow anyone to easily publish content and connect in open online communities. A study found that today's college students spend over 18 hours per week on electronic devices, with most using email, searching the web, creating presentations, and participating in social networks like Facebook. While students appreciate the use of technology in courses, the "Net Gen" characterization does not apply to all undergraduates as their technology skills continue developing in college.
This document discusses using Web 2.0 technologies like blogs, wikis, podcasts, and social networking to engage students in lessons and build a personal learning network. It provides examples of how to use tools like Blogger, WordPress, Edublogs, Wikispaces, VoiceThread, Facebook, Edmodo, Twitter, and Diigo in the classroom and for professional development. The document also emphasizes starting small with Web 2.0 tools and provides tips for getting involved in an online professional learning community.
This document discusses various types of web tools that libraries can use for social media, including curation tools, social media platforms, collaborative tools, communication tools, and websites. It provides examples of some of the most popular tools for each category, such as Pinterest, Twitter, Google Drive, and WordPress. The document also discusses how these tools can benefit libraries by improving communication, promoting programs, and engaging users both on and off campus. Key elements for an effective library website are outlined.
Web 2.0 Applications for Higher EducationJohn Thompson
This document discusses the use of Web 2.0 applications in higher education. It begins by defining Web 2.0 as relying on user participation, where information is transmitted and consumed through user-generated content and collaboration. The document then highlights many free Web 2.0 applications that can increase creativity, community, and user ownership of content in educational settings. Examples discussed include tools for photo sharing, video sharing, document sharing, social networking, blogging, podcasting, and collaboration. The document also notes potential issues with adoption but concludes that Web 2.0 creates a rich learning environment that engages students and promotes student-centered learning.
The document discusses various aspects of Web 2.0 and how libraries can utilize new technologies to better serve patrons. It defines different types of library users and describes tools like blogs, wikis, RSS, instant messaging, social bookmarking, and social networking. It provides examples of how some libraries are using these technologies and suggests ways libraries and library systems could implement them, such as creating blogs and RSS feeds for announcements or reference questions.
This document outlines key concepts from the book "Technology for the School Librarian: Theory and Practice" by William O. Scheeren and Sharon Smith. It discusses how technology has transformed libraries from physical spaces of books and cards to digital spaces providing online resources, interactivity, and opportunities for collaboration. Technologies like social networking, blogs, wikis and podcasts allow students and educators to connect, share information and learn in new ways. The library has become a media center utilizing video, audio and communication technologies to remain innovative and meet changing needs.
Social media and web technologies are changing how people connect and interact online. Sites like Facebook and blogs now allow anyone to easily publish content and connect in open online communities. A study found that today's college students spend over 18 hours per week on electronic devices, with most using email, searching the web, creating presentations, and participating in social networks like Facebook. While students appreciate the use of technology in courses, the "Net Gen" characterization does not apply to all undergraduates as their technology skills continue developing in college.
This document discusses using Web 2.0 technologies like blogs, wikis, podcasts, and social networking to engage students in lessons and build a personal learning network. It provides examples of how to use tools like Blogger, WordPress, Edublogs, Wikispaces, VoiceThread, Facebook, Edmodo, Twitter, and Diigo in the classroom and for professional development. The document also emphasizes starting small with Web 2.0 tools and provides tips for getting involved in an online professional learning community.
Using Online resources to increase access and connect across Cultures in a Bl...profpatrice
This document discusses using online resources internationally to increase access and connect across cultures. It provides examples of Empire State College's programs in countries like Albania, Czech Republic, Dominican Republic, Greece, Lebanon, and Panama. These programs offer concentrations in subjects like marketing and international business. The document also discusses challenges students face, like the high cost of textbooks, and how open online resources can help address these issues. It provides examples of online tools and resources that can be used for teaching and learning, including social bookmarking, photo sharing, and open textbooks. It encourages sharing ideas about using these resources to expand learning beyond the classroom.
Thailand 2019 Workshop on e-Learning and Mobile Language LearningSteve McCarty
Workshop at the International Conference on Humanities and Social Sciences, Prince of Songkla University, Thailand, on May 3, 2019. The keynote address by the presenter is also here on Slideshare. This two-hour hands-on workshop in a computer lab starts with a history of e-learning and a method of placing mobile learning in historical, cultural, and disciplinary contexts. Another original formulation is (four) Levels of Involvement with ICT (or other technologies). Participants are shown how to set up a free Google Scholar Citations Profile and e-Portfolio, with other suggestions for Web presence and academic networking. A number of mobile language learning apps are introduced, with particular reference to the Southeast Asian setting.
Librarians have transitioned from printed materials to online resources for school libraries. This includes periodical databases like Proquest, Gale, and EBSCO that provide full-text access replacing microfiche systems. Online materials like e-journals, e-books and e-magazines as well as research databases provide increased options, accessibility and collection size for school libraries compared to print. 21st century school libraries will continue operating with extensive online collections available anytime.
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
1. The document discusses various ways the internet can be used for teaching and learning. It provides 10 examples of internet applications and 10 categories of internet uses.
2. The applications include video conferencing tools like Skype, educational games and simulations, and resources from organizations like NASA and National Geographic.
3. The uses include general research, completing and submitting assignments, online testing, presenting materials, social networking, professional consultation, enrolling in classes, submitting payments, reviewing records, and creating new content.
Learning Tools for Web 2.0:Integration vs. FrustrationSharonGS
The document discusses the integration and frustration of using Web 2.0 tools for learning. It provides examples of tools like wikis, podcasting, blogging, and VoiceThread that can be integrated into learning. However, teachers and students can become frustrated by the number of tools, reliability issues, public nature of tools, and lack of technical skills. The document recommends strategies like choosing well-known tools, creating a personal learning environment, and using tools to learn about tools to move from frustration to integration.
The document discusses emerging technologies and their predicted times for adoption. Mobile computing and open/free online content such as e-textbooks through initiatives like MIT's OpenCourseware are predicted to be adopted within 1 year. Virtual and augmented reality technologies are predicted to have growth and adoption within 4-5 years. The evaluations discuss experiences with e-readers, open content, virtual reality applications in education and training, and experimenting with learning management systems like Moodle.
This document discusses integrating social networking tools into the classroom. It outlines various social networking sites, blogs, wikis, instant messaging/email programs, and forums/chat rooms that can be used, including Facebook, Twitter, WordPress, Wikispaces, Outlook, AOL Instant Messenger, and discussion boards. Resources for using these technologies in education are provided, such as websites from edutopia.com and masternewmedia.org that explore how social networking can support learning for the Net Generation.
Out of Isolation Circles:Web 2.0 for Teacher Professional DevelopmentHala Fawzi
The document discusses how teachers have traditionally felt isolated in their professional development but that Web 2.0 tools now allow them to collaborate online through conferences, workshops, discussion forums and other resources. It provides examples of various Web 2.0 tools and online communities that teachers can use to connect with other educators and develop themselves without barriers of location or access to traditional professional development opportunities.
Develop your Professional Learning Network with Social MediaKay Oddone
This document discusses professional learning networks (PLNs) and how to develop one using social media. It defines a PLN as a teacher-driven global support network that decreases isolation. The benefits of a PLN include accessing ongoing learning, forming connections with others, and deriving competence from those connections. It recommends starting with platforms like Diigo, Twitter, Facebook, or blogging to connect with others, share resources and ideas, and gain different perspectives. Mobile apps allow sharing on the go. The document compares features of different tools and encourages growing one's PLN to continue learning and take advantage of opportunities to connect with others.
Web 2.0 Tools - CCUE ETC Conference 2008John Patten
The document discusses various web 2.0 tools that can be used for student publishing, including blogs, wikis, and web applications. It provides examples of blogs and wikis that students can use, such as Youth Voices and Wikipedia. It also lists and describes different platforms for creating blogs and wikis, such as Edublogs, Blogger, and Wikispaces. The document provides information on additional tools including Google Docs, Visual Thesaurus, and online office suites that allow students to collaboratively create and publish documents, spreadsheets, and presentations on the web.
Potential of EPUB3 for Digital Textbooks in Higher EducationMartin Ebner
Potential of EPUB3 for Digital Textbooks in Higher Education discusses the use of EPUB3 format for digital textbooks. EPUB3 allows for interactivity, multimedia integration, and flexible output to different devices. It provides advantages over simple PDF documents by enabling embedded assessments, drag and drop features, and potential for learning analytics. The presentation demonstrates examples of EPUB3 textbooks and discusses their benefits for higher education.
Jeffrey Ayer's Champlin Park Presentation: Using Web 2.0 in the ClassroomJeffrey Ayer
The document discusses implementing new Web 2.0 technologies like wikis, blogs, and online collaborative writing tools in a classroom to improve students' writing and online literacy. The teacher found that using these technologies over a semester positively impacted students' writing by giving them a large audience and access to peer writing, and increased motivation through collaboration. Students needed support to fully connect to the technologies, but enjoyed the opportunities and wanted to continue blogging in future classes to expand the classroom community beyond physical walls.
What is internet By M.SUDIR Phil (LIS)sahilkhan412
The document discusses the history and development of the Internet. It begins by explaining that the Internet originated in the 1960s as the ARPANET system, a network created by the U.S. Department of Defense to connect computers. It then describes some of the basic services enabled by the Internet like email, file transfer, and the World Wide Web. The document also outlines some common uses of the Internet like online communication and information sharing. Finally, it discusses how the Internet will likely continue developing in the future by becoming faster, more widely accessible, and a more extensive resource for information.
UW President's Summit 2011 - Social Media Workshopsharstoer
Slides from the UW President's Summit social media workshop (4/14/11).
Presenters: Sharon Stoerger, Tanya Joosten, Alan Aycock, Dylan Barth (ltc@uwm.edu)
This document provides an overview of different ICT tools for English as a foreign language (EFL) teachers to use, including websites for dictionaries, newspapers, digital libraries, and language learning activities. It discusses the evolution of the World Wide Web from Web 1.0 to 2.0 and examples of each. A variety of online resources are presented for teachers to use, such as sites for listening practice, videos, quizzes, games, and creating webquests. The document serves as a guide for EFL teachers on useful digital tools available on the internet.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
My name is Kosilov Alexander. I was born in Ore, Kustanay region, Kazakhstan in July 1994 and now live in Kuibyshev, Novosibirsk region, Russia where my family moved in 1999. I am a 9th form cadet at school No. 4 who enjoys English, maths, and military activities with classmates after lessons, and in my free time I like computers, games, and watching comedy, fantasy and horror films on weekends.
My name is Kosilov Alexander. I was born in Ore, Kustanay region, Kazakhstan in July 1994 and now live in Kuibyshev, Novosibirsk region, Russia where my family moved in 1999. I am a 9th form cadet at school No. 4 who enjoys English, maths, and military activities with classmates after lessons, and in my free time I like computers, games, and watching comedy, fantasy and horror films on weekends.
Using Online resources to increase access and connect across Cultures in a Bl...profpatrice
This document discusses using online resources internationally to increase access and connect across cultures. It provides examples of Empire State College's programs in countries like Albania, Czech Republic, Dominican Republic, Greece, Lebanon, and Panama. These programs offer concentrations in subjects like marketing and international business. The document also discusses challenges students face, like the high cost of textbooks, and how open online resources can help address these issues. It provides examples of online tools and resources that can be used for teaching and learning, including social bookmarking, photo sharing, and open textbooks. It encourages sharing ideas about using these resources to expand learning beyond the classroom.
Thailand 2019 Workshop on e-Learning and Mobile Language LearningSteve McCarty
Workshop at the International Conference on Humanities and Social Sciences, Prince of Songkla University, Thailand, on May 3, 2019. The keynote address by the presenter is also here on Slideshare. This two-hour hands-on workshop in a computer lab starts with a history of e-learning and a method of placing mobile learning in historical, cultural, and disciplinary contexts. Another original formulation is (four) Levels of Involvement with ICT (or other technologies). Participants are shown how to set up a free Google Scholar Citations Profile and e-Portfolio, with other suggestions for Web presence and academic networking. A number of mobile language learning apps are introduced, with particular reference to the Southeast Asian setting.
Librarians have transitioned from printed materials to online resources for school libraries. This includes periodical databases like Proquest, Gale, and EBSCO that provide full-text access replacing microfiche systems. Online materials like e-journals, e-books and e-magazines as well as research databases provide increased options, accessibility and collection size for school libraries compared to print. 21st century school libraries will continue operating with extensive online collections available anytime.
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
1. The document discusses various ways the internet can be used for teaching and learning. It provides 10 examples of internet applications and 10 categories of internet uses.
2. The applications include video conferencing tools like Skype, educational games and simulations, and resources from organizations like NASA and National Geographic.
3. The uses include general research, completing and submitting assignments, online testing, presenting materials, social networking, professional consultation, enrolling in classes, submitting payments, reviewing records, and creating new content.
Learning Tools for Web 2.0:Integration vs. FrustrationSharonGS
The document discusses the integration and frustration of using Web 2.0 tools for learning. It provides examples of tools like wikis, podcasting, blogging, and VoiceThread that can be integrated into learning. However, teachers and students can become frustrated by the number of tools, reliability issues, public nature of tools, and lack of technical skills. The document recommends strategies like choosing well-known tools, creating a personal learning environment, and using tools to learn about tools to move from frustration to integration.
The document discusses emerging technologies and their predicted times for adoption. Mobile computing and open/free online content such as e-textbooks through initiatives like MIT's OpenCourseware are predicted to be adopted within 1 year. Virtual and augmented reality technologies are predicted to have growth and adoption within 4-5 years. The evaluations discuss experiences with e-readers, open content, virtual reality applications in education and training, and experimenting with learning management systems like Moodle.
This document discusses integrating social networking tools into the classroom. It outlines various social networking sites, blogs, wikis, instant messaging/email programs, and forums/chat rooms that can be used, including Facebook, Twitter, WordPress, Wikispaces, Outlook, AOL Instant Messenger, and discussion boards. Resources for using these technologies in education are provided, such as websites from edutopia.com and masternewmedia.org that explore how social networking can support learning for the Net Generation.
Out of Isolation Circles:Web 2.0 for Teacher Professional DevelopmentHala Fawzi
The document discusses how teachers have traditionally felt isolated in their professional development but that Web 2.0 tools now allow them to collaborate online through conferences, workshops, discussion forums and other resources. It provides examples of various Web 2.0 tools and online communities that teachers can use to connect with other educators and develop themselves without barriers of location or access to traditional professional development opportunities.
Develop your Professional Learning Network with Social MediaKay Oddone
This document discusses professional learning networks (PLNs) and how to develop one using social media. It defines a PLN as a teacher-driven global support network that decreases isolation. The benefits of a PLN include accessing ongoing learning, forming connections with others, and deriving competence from those connections. It recommends starting with platforms like Diigo, Twitter, Facebook, or blogging to connect with others, share resources and ideas, and gain different perspectives. Mobile apps allow sharing on the go. The document compares features of different tools and encourages growing one's PLN to continue learning and take advantage of opportunities to connect with others.
Web 2.0 Tools - CCUE ETC Conference 2008John Patten
The document discusses various web 2.0 tools that can be used for student publishing, including blogs, wikis, and web applications. It provides examples of blogs and wikis that students can use, such as Youth Voices and Wikipedia. It also lists and describes different platforms for creating blogs and wikis, such as Edublogs, Blogger, and Wikispaces. The document provides information on additional tools including Google Docs, Visual Thesaurus, and online office suites that allow students to collaboratively create and publish documents, spreadsheets, and presentations on the web.
Potential of EPUB3 for Digital Textbooks in Higher EducationMartin Ebner
Potential of EPUB3 for Digital Textbooks in Higher Education discusses the use of EPUB3 format for digital textbooks. EPUB3 allows for interactivity, multimedia integration, and flexible output to different devices. It provides advantages over simple PDF documents by enabling embedded assessments, drag and drop features, and potential for learning analytics. The presentation demonstrates examples of EPUB3 textbooks and discusses their benefits for higher education.
Jeffrey Ayer's Champlin Park Presentation: Using Web 2.0 in the ClassroomJeffrey Ayer
The document discusses implementing new Web 2.0 technologies like wikis, blogs, and online collaborative writing tools in a classroom to improve students' writing and online literacy. The teacher found that using these technologies over a semester positively impacted students' writing by giving them a large audience and access to peer writing, and increased motivation through collaboration. Students needed support to fully connect to the technologies, but enjoyed the opportunities and wanted to continue blogging in future classes to expand the classroom community beyond physical walls.
What is internet By M.SUDIR Phil (LIS)sahilkhan412
The document discusses the history and development of the Internet. It begins by explaining that the Internet originated in the 1960s as the ARPANET system, a network created by the U.S. Department of Defense to connect computers. It then describes some of the basic services enabled by the Internet like email, file transfer, and the World Wide Web. The document also outlines some common uses of the Internet like online communication and information sharing. Finally, it discusses how the Internet will likely continue developing in the future by becoming faster, more widely accessible, and a more extensive resource for information.
UW President's Summit 2011 - Social Media Workshopsharstoer
Slides from the UW President's Summit social media workshop (4/14/11).
Presenters: Sharon Stoerger, Tanya Joosten, Alan Aycock, Dylan Barth (ltc@uwm.edu)
This document provides an overview of different ICT tools for English as a foreign language (EFL) teachers to use, including websites for dictionaries, newspapers, digital libraries, and language learning activities. It discusses the evolution of the World Wide Web from Web 1.0 to 2.0 and examples of each. A variety of online resources are presented for teachers to use, such as sites for listening practice, videos, quizzes, games, and creating webquests. The document serves as a guide for EFL teachers on useful digital tools available on the internet.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
My name is Kosilov Alexander. I was born in Ore, Kustanay region, Kazakhstan in July 1994 and now live in Kuibyshev, Novosibirsk region, Russia where my family moved in 1999. I am a 9th form cadet at school No. 4 who enjoys English, maths, and military activities with classmates after lessons, and in my free time I like computers, games, and watching comedy, fantasy and horror films on weekends.
My name is Kosilov Alexander. I was born in Ore, Kustanay region, Kazakhstan in July 1994 and now live in Kuibyshev, Novosibirsk region, Russia where my family moved in 1999. I am a 9th form cadet at school No. 4 who enjoys English, maths, and military activities with classmates after lessons, and in my free time I like computers, games, and watching comedy, fantasy and horror films on weekends.
Chrysalis Performance is a business consulting firm formed in 2008 with 75 combined years of experience in operational performance improvement. They focus on delivering measurable business results for clients through mentoring, process improvements, organizational change management, and project/program management. Their expertise includes strategic consulting, sales and marketing support, credit management, HR and training, and business process development. They aim to help clients improve bottom line results through measurable operational enhancements.
Don Graff Automotive Inbound Marketing Workshop Version BbDON GRAFF
Don Graff Automotive\'s Inbound cross-functional Marketing services take your dealerships Internet, Business Development and new social media exposure to higher levels. Executing your dealerships plan making your brand more profitable is the Don Graff Automotive mission.
The use of technology in the k 8 scienceguestfe234a
The document discusses the effective integration of technology into K-8 science curriculums. It recommends that technology be used to actively engage and collaborate with students, connect them with real-world experts, and support curricular goals. Studies show that technology, when integrated properly, can significantly improve student achievement, learning retention, time, and attitudes. The document concludes that technology allows teachers to address diverse student needs and model science learning through technology.
The document defines and describes various building and construction terms related to exterior building components and systems. It provides definitions and descriptions of items like air barriers, attic ventilation components, excavation equipment, foundation elements, framing components, roofing materials and shapes, windows, insulation methods, plumbing fixtures, electrical systems, masonry units, and stone/brick patterns.
Don Graff Automotive Inbound Marketing Workshop DON GRAFF
Don Graff Automotive\’s Inbound cross-functional Marketing services take your dealerships Internet, Business Development and new social media exposure to higher levels. Executing your dealerships plan making your brand more profitable is the Don Graff Automotive mission.
The document discusses inbound marketing strategies for businesses. It recommends creating and optimizing content like blogs, videos and social media posts to attract organic traffic. It also emphasizes regularly publishing shareable, valuable content and optimizing content for search engines and social media. The document provides tips for blogging, social media engagement, SEO, offers and calls to action to convert visitors into leads and customers.
1) Augustus Communications was tasked with creating a new tabletop display for tablets to make them more appealing and attract customers in retail outlets.
2) Existing displays were dull, pale, and did not stand out or attract customers.
3) Augustus Communications addressed all requirements for the new display including size, branding, and attraction elements to make the tablets and brand stand out compared to competitors.
4) They created prototypes, got feedback, and then manufactured the final displays which were well-received by customers and retailers.
The document discusses the development of a new tabletop display for retail outlets selling W4 tablets. The existing displays for tablets were dull, pale, and did not attract customers. The company developed an innovative new display that was unique, warm, and attracted customers through elements of branding and attraction. It addressed the needs of both the retail and brand requirements by utilizing space efficiently while magnifying the brand through an attractive design.
Don Graff Automotive inbound marketing workshop DON GRAFF
Don Graff Automotive's Inbound cross-functional Marketing services take your dealerships Internet, Business Development and new social media exposure to higher levels. Executing your dealerships plan making your brand more profitable is the Don Graff Automotive mission.
This document provides an overview of Web 2.0 technologies and how they can be used in school library settings. It discusses various collaborative tools like wikis, blogs, social networking sites and how they encourage participation and sharing over ownership. Specific applications are demonstrated, such as creating a wiki using PBWiki or a blog on Blogger. Stats on popular sites like YouTube, Facebook and Wikipedia show the widespread use of these technologies.
Facebook Strategies For The Classroom 1203681025112728 4yru
This document discusses using the social media platform Facebook in the classroom. It provides an overview of Facebook, including its history and features. It then discusses opportunities Facebook presents for the classroom, such as promoting conversation and integrating resources. Challenges of using Facebook, like application spam and privacy issues, are also examined. The document concludes with questions to consider for a workshop on this topic.
This presentation explores the potential uses of Facebook for teaching and motivating collaboration between students. Issues of privacy and intellectual property will also be covered, as well as advantages and pitfalls of social networks. I've shared my post-workshop thoughts here: http://theory.isthereason.com/?p=2103
This document discusses using the social media platform Facebook in the classroom. It provides an overview of Facebook, including its history and features. It outlines opportunities Facebook presents for education, such as promoting conversation and integrating resources. It also notes challenges, such as application spam and privacy concerns. The document raises questions about how to best utilize Facebook in the classroom.
Facebook Developing The Penn State University Libraries Application For Fac...Aeternuscompany
The document discusses the development of a Facebook application by the Penn State University Libraries to engage students and update the libraries' image. It provides an overview of why Facebook was chosen as a platform, what the application does, how it was promoted and distributed, and results from a survey of users. Some key lessons learned included that more social features are better, not all students want to engage with libraries on Facebook, and it provides a way to speak in the language students use through Web 2.0 tools. Future plans discussed expanding the application's capabilities and engagement through sharing, maps, notifications and games.
The document discusses how social software can be used in education. It defines social software as tools that allow online communication, collaboration, and community building. Examples of social software discussed include blogs, wikis, social networking sites, podcasts, and screencasting. Specific educational uses are provided for each type, such as using blogs for student reflection, wikis for group projects, and podcasts for recording lectures. The document concludes by providing considerations for educational use of social software, such as avoiding "technolust" and ensuring technologies are sustainable.
This document discusses the rise of Generation Y, also known as Echo Boomers, who number up to 80 million. Generation Y is technologically savvy, having grown up with computers, mobile phones, and economic prosperity. They are entrepreneurial and not afraid to challenge authority. The document also discusses how the world has become "flat" due to technologies like the Internet, fiber optics, and outsourcing allowing more global collaboration. It recommends educators embrace new media like blogs, wikis, and multimedia sharing to engage this new generation and prepare new learning materials. Web 2.0 encourages user-generated content and collective learning through technologies like RSS feeds, social bookmarking, and social networking.
The document discusses various ways that technology can be used in the ESL classroom, including self-paced learning programs, websites for communication and community, presentation software, tools for student creation of digital media, and collaborative software. It also addresses virtual learning environments, styles of learning, sharing resources, professional development opportunities, and barriers to the use of technology in language learning. The document provides examples of specific websites, programs, and tools that can support e-learning in the ESL classroom.
Web 2.0 Tools - Outreach & Community BuildingBrian Gray
OUTdo! OUTclass! OUTperform! - Enhancing Your Library's OUTreach Services
Date: 8/1/2007
Sponsor: OLC's Outreach and Special Services Division
Joint presentation with Chad F. Boeninger, Reference & Instruction Technology Coordinator, Ohio University Libraries
The document discusses emerging technologies and their role in libraries over the next 1-5 years. It identifies six emerging technologies: grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems. These technologies allow for new forms of interaction, sharing, and knowledge building among library patrons. The document provides examples of how some libraries are already implementing these technologies, such as creating video content for distribution and using social media platforms to engage users.
Creating a Library Presence in ANGEL to Facilitate Discovery and ResearchSt. Petersburg College
Since many learners are already comfortable with emerging technologies and services like Google, Wikipedia, iPods, BlackBerries, Netflix, mashups, Facebook, Twitter, et al. it simply makes sense to include similar technologies and services within one\'s course management system. Learners do expect these things to be an integral part of their learning experiences so they will be pleased to discover that one has spent time, in addition to creating outstanding course content, to learn firsthand what 21st century students are using and to then utilize some of these technologies and services.
The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.
Effective Use Of It For English Learning SecPaul McMahon
This document discusses effective uses of information and communication technologies (ICT) for English learning and teaching in secondary schools. It outlines how digital tools like interactive whiteboards, online collaboration platforms, and multimedia resources can engage digital native learners by allowing for random access to information, multitasking, and interaction. The document provides examples of specific ICT tools and online platforms that teachers can use for computer-based activities, front-of-class interaction, collaboration, and hands-on learning experiences.
This document discusses using Web 2.0 tools in the classroom. It defines Web 2.0 as technologies that enable user-generated content and sharing. The document outlines opportunities of Web 2.0 like harnessing student connections and extending learning. Strategies discussed include focusing on educational value and integrating technology gradually. Considerations include training, culture, objectives and infrastructure. Examples are given of blogs, wikis and other tools being used for collaboration, feedback and extending learning.
This Presentation is about a case study on Facebook. It covers all the topics from its history, evolution to its future. Facebook is an online person to person communication service. Its name originates from an expression for the catalog given to understudies at some American colleges.It was founded by Mark Zuckerberg.
Closing the socio-economic gap in early literacy. Closing the skill maturity gap in early literacy. Closing the "way our brains work" gap in early literacy. By bringing universally available text-to-speech into early primary classrooms.
Social networking sites like Facebook and MySpace have broad appeal across age groups. While originally popular among college students, over 25 million people worldwide now use these sites. People spend an average of 19 minutes per day on Facebook, and it was the second most "in" thing for undergraduates after the iPod. MySpace was where app building first took off, with over 22,000 apps currently available, while Facebook now has over 100 million users and is the top site for time spent online. Libraries can create profiles on these sites to engage users and promote their resources and services.
Introductory presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some introductory elements about the state of research in pervasive learning, Web 2.0/Social Software and Semantic Web/Linked Data before discussing convergence
2. Inner Workings Memcache is a memory caching system that is used to speed up dynamic database-driven websites (like Facebook) by caching data and objects in RAM to reduce reading time. Memcache is Facebook’s primary for of caching and helps alleviate the database load. PHP is a dynamically typed/interpreted scripting language.Facebook uses PHP because it is a good web programming language with extensive support and an active developer community and it is good for rapid iteration. MySQL is used primarily as a key-value store as data is randomly distributed amongst a large set of logical instances. Linux is a Unix-like computer operating system kernel. It’s open source, very customizable, and good for security. Facebook runs the Linux operating system on Apache HTTP Servers. Apache is also free and is the most popular open source web server in use.
3. Details February 2004 Facebook created by Mark Zukenberg Initially for Ivy League universities only, then to international colleges and high schools (.edu) Sept 2006 Opened for anyone to join February 2010 reaches over 400 million active users More than 400 million active users 50% of our active users log on to Facebook every day Average user has 130 friends on the site Average user spends more than 55 minutes per day on Facebook History Facts
4. Advantages of using Facebook for Class Spontaneous Motivation by choice rather than coercion (peer pressure) Motivation for Blackboard vs. Facebook Reputation Motivation The willingness to help others can all work to increase one’s prestige in a community Informal Neutral space Lim, Kevin. "FACEBOOK Strategies for the Classroom."
5. Dangers of using Facebook for class Social issues Awkward social situation Converging identities Application spam Privacy Establish a strong identity online to forestall problems Walled Garden If you are doing original work publish outside -- data portability-trapped data Lim, Kevin. "FACEBOOK Strategies for the Classroom."
6. Benefits of Participation Collective intelligence-collaborative Transparent-instant gratification Non hierarchical-democratic Potential for passion-ownership Open to public-reputation Permanence-searchable resource Lim, Kevin. "FACEBOOK Strategies for the Classroom."
7. Examples Stanford University uses the fan page Access to faculty and student projects and can get inspiration for their own projects there. Leverage Facebook to host faculty office hours. “office hours” via video or on the wall. Chuck Martin University of New Hampshire Created a course on FB with live feeds on 3 screens Increased participation “It's really using different media simultaneously on the same subject matter.”
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11. Facebook apps for Education WebinariaScreencast Recorder - Record your desktop screen movements, voice narration, webcam and post on Facebook. Create screencast demos, tutorials or record video presentations for sharing with friends. SlideShare - If you have a slideshare account, you can import your SlideShare.net presentations into Facebook and sync them Courses: Add your courses and activities, manage and share your weekly schedule, create class discussions. Upload and share files Udutu Teach - allows you to import courses from myUdutu, manage which people can take your courses, and track the learners' progress. Quiz Creator - make your own quiz app
12. Sources Lim, Kevin. "FACEBOOK Strategies for the Classroom." Lecture. 17 Apr. 2010. Theory Is the Reason. Wordpress. Web. http://theory.isthereason.com/?p=2103 http://www.slideshare.net/brainopera/prsa-social-media-strategies-instead-of-tools-1815614 http://www.makeuseof.com/tag/facebook-work-nuts-bolts-technology-explained/ http://www.facebook.com/press/files.php#!/press/info.php?factsheet http://blog.facebook.com/blog.php?post=373207867130&ref=mf http://www.c4lpt.co.uk/jane.html 5 Examples of How Schools Are Using Social Media to Enhance Learning buzz marketing daily, 5 March 2010
Editor's Notes
How many Ph.D. students does it take to screw in a light bulb? One, but it takes 9.3 years.
Here are the inner workings of Facebook. I will not go into too much detail as it is fuzzy for me too However it is important to note it is a Linux based , i.e open source , customizable and secure platform running on Apache servers. For Data management Facebook uses MySQL and Memcache.http://www.makeuseof.com/tag/facebook-work-nuts-bolts-technology-explained/
Even the Estonians are on FB !? One detail I left out on the slide here--- it is free, but you do need a computer or smart phone with internet service to access it. Or you can use a free library …Facebook was founded by Mark Zuckerberg with his college roommates and fellow computer science students Eduardo Saverin, Dustin Moskovitz and Chris Hughes.[7] The website's membership was initially limited by the founders to Harvard students, but was expanded to other colleges in the Boston area, the Ivy League, and Stanford University. It later expanded further to include (potentially) any university student, then high school students, and, finally, to anyone aged 13 and over. The website currently has more than 400 million active users worldwide.[8]When I signed up I had to use my uaa email as veryfication.As we know everybody is on facebook. If we think of making learning more accessible to the students we have to follow where they are
Since access is friendly quick and students are used to accessing the site every day it is spontaneously accessible. If you think of BB you have to access it , as a chore , sort of I have sit down and not have fun and do homework. There is a resistance to it. What is most important here ? Facebook promotes spontaneous conversation . As we all know Face book is neutral , its neither teacher nor student dominated. It is your space. Comments and discussions have time and space for all opinions.As you create your social space you gain an informal and less stressful environment.Facebook helps motivate you as you see updates from friends who have already started or are discussing the assignment. As we all know most things are easier once we start , it’s the procrastination part that complicates things.Your reputation in a public setting will help motivate you to turn in better work and collaboration will enhance this. Willingness to help others will enhance your reputation
of your shoe fetish friends vs. Academicstature (use groups) Kevin Lim Informality also creates a constant sense of closeness that has been termed ambient intimacy by Lisa RicheltThe more networks you add the more chance of this happening.Fear of the unknown, not everyone is aware they can opt out and adjust your settings to different groups.Social network service focuses on building and verifying of online social networks for communities and people who share interests
Different types of utility created ..Thoughts on participation:Creating is often a more productive process when shared and done together—Transparency – our ideas are reinforced and weededEveryone's ideas are out in the open
Stanford is but one (but illustrious ) example of what can be done for students on FB. There are video introductions, discussion starters and information, as well as information on their site. Stanford University uses its fan page on Facebook as the ultimate resource for students. Students have access to faculty and student projects and can get inspiration for their own projects there. But that’s not what makes this case unique. Stanford leverages Facebook to host faculty office hours. Students (fans) post questions to the wall for a specific faculty member and that faculty member answers the questions during his/her assigned “office hours” via video or the wall. Stanford’s online office hours do not replace in person office hours at the university, but they do make it easier for students to find answers to questions quickly, without leaving their dorm room." (5 Examples of How Schools Are Using Social Media to Enhance Learning buzz marketing daily, 5 March 2010today with social media it's actually become integrated with people's lives. So it's not a separate thing where people leave life and go do (social media). It actually has become part of what students do every day.... Chuck Martin created a course for the university called "Social Media in Marketing." (During class) the presentation was on the screen live, and we were dipping in and out of the web. We had a live Twitter feed projected to a large screen, and we had a third screen with another projection, where we had a back channel so that people could communicate anonymously on the big screen.... There were three big screens in front of the classroom with three live network feeds, and also had video and we had people patched in by Skype.Everybody in the room used a computer for the entire three-hour class, and they were encouraged and actually did interact. They were tweeting with people around the country during the class about the content, and people were tweeting from outside the classroom from different parts of the country with questions that we would then tackle as a group.And it turns out that the engagement level of the students was higher than a traditional classroom. We talked to a neuropsychologist, who is actually one of my co-authors, about this multitasking aspect and his view was that it's not really multitasking. It's really using different media simultaneously on the same subject matter.Source :http://blog.facebook.com/blog.php?post=373207867130&ref=mfIf you remember I posted a YouTube video on the blog about a University of Florida professor who used Twitter to engage a large freshman class in discussions during class. I am also going to use FB next semester to facilitate discussions and answer questions on a class page specifically set up for that purpose. It will help me remember students and names Thank you very much and I hope you found this information useful.– Maj-Britt
I learned most from Kevin Lim’s lecture on slideshare. It was creative community license an he encouraged us to use his material.Dr. Kevin Lim recently graduated with his PhD in Communication at the University at Buffalo (SUNY).