Emerging Technologies Session1
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Emerging technologies refer to new technologies, especially those being adopted for educational use, such as wikis, blogs, and social networking sites. These technologies are characterized as being participatory, networked, two-way, interactive, flexible, and potentially experiential or mobile. While emerging technologies generate hype about improving education, their impact remains uncertain as technologies and ideas go through cycles of adoption and use. Both opportunities and challenges are presented by these diverse technologies and abundance of online content and participants. For learning, emerging technologies allow learning to extend beyond the classroom and for learners to have more control, through exploring, networking, participating, and reflecting on their experiences using blogs or other personal online spaces.
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The document summarizes efforts by UBC Library staff to stay current with emerging technologies used by students through a series of workshops called Tools for Outreach and Teaching (TOTS). TOTS was organized as a participatory learning experience where library staff could explore new tools like wikis, virtual worlds, social networking, and social bookmarking. The informal, experimental approach proved productive and encouraged continued exploration of cutting-edge technologies relevant to students and library services.
Social web and language learning
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
Timely Tools1
The document discusses free online tools and resources that can be used to create timely, meaningful, and memorable learning projects for students. It provides examples of interactive websites, Web 2.0 tools, and videoconferencing options that teachers can use to engage students and address different learning styles. It emphasizes that innovative teachers who are passionate about their content and reflective in their practice can best motivate authentic learning through the integration of appropriate technological tools and online resources.
Of Mouse And Book
This document summarizes a presentation on using Web 2.0 resources in literature teaching. It discusses characterizations of "digital native" students and how current pedagogical theory relates to technology use. Popular social media tools are surveyed, including blogs, wikis, social bookmarking, and social networks. The presentation focuses on classroom materials and activities developed by students for literature courses using these tools. Examples of student work accessible online through various social media are provided.
Conole dehub paper_april
The document discusses the implications of social and participatory media on education. It outlines several trends in new technologies like social networking sites, blogs, and media sharing tools that allow for more open, social learning approaches. However, it also notes these technologies could create a new "digital divide" between those able to participate and those excluded. It argues educational institutions need to change how they design, support, and assess learning to better leverage the opportunities of new technologies while minimizing exclusion.
DistanceEducation
1. The document discusses assumptions, design, and instruments for web-based distance education. It covers pedagogical models using constructivism and active learning, and tools like learning management systems, e-portfolios, blogs, and social software.
2. Key ideas discussed include using the internet as a pedagogical environment, developing student competencies for the knowledge society, and addressing issues like information overload through tagging and folksonomies.
3. The presentation emphasizes designing courses that take advantage of the web's capabilities for interactivity, multimedia, and connecting information in multiple ways.
Conole Keynote Ascilite 2009 Conference
This document provides an overview of new digital spaces and user behavior within them. It argues that digital technologies have infiltrated all aspects of life and that we are seeing new patterns of behavior emerge as a result. Specifically, it explores a case study of the Cloudworks social networking site, which aims to facilitate discussion and sharing of teaching ideas. Analysis of user behavior on the site provides insights into how new technologies can be harnessed for educational purposes and the challenges of understanding emerging behaviors in new digital spaces.
Reaching a Bigger Pond: Tools and Technology for Forming Community
1. The document discusses tools and technologies for forming online communities, including social networking sites, photo sharing sites, and video sharing sites that allow people to connect globally.
2. It describes the Webheads community, an online language learning community with over 300 members from 50 countries that has sustained itself for over 10 years through regular online meetings and communication.
3. Key factors that have sustained the Webheads community include a common interest in language teaching/learning, international friendship, the vision of key members, and technologies that enable regular communication and knowledge sharing across distances.
Nlc2018 presentation zagreb
My presentation on 'Stewarding and Power in Networked Learning', discussing my research project with Lee Webster -- for Networked Learning 2018, Zagreb, Croatia
Powerful web20 tools
The use of the new information and communication technologies (ICTs) has speedily increased during the last 20 years. They have led us to a new global citizenship, a new way of thinking and even a new way of behaving, which have influenced all knowledge fields, including education. As a matter of fact, UNESCO’s ICT Competency Standards for Teachers (2008) recently pointed out that both students and teachers must utilize technology effectively in order to live, learn, and work successfully in an increasingly complex, information-rich and knowledge-based society. Students have new ways to access information and learn; they have naturally developed cognitive skills that make the use of digital technology much easier. Thus, they are called ‘the net generation’ or 'digital natives', people who have grown up with technology, mainly Internet (Prensky, 2001). Consequently, teachers have to develop digital competences to satisfy the demands of that new generation. Making the teaching-learning process more effective, interesting, dynamic, updated and adapted to the new learning times is a must for us. This presentation will offer an overview of digital literacy and a basic training on powerful Web 2.0 tools (blogs, wikis, podcasts, social networking, etc) to enhance the ELT teaching practice.
Social software for teaching and learning, mid-2008
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
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Emerging Technologies Session1
- 1. Emerging technologies Learning in an interconnected world University of Manchester, 2010 http://www.photolib.noaa.gov/htmls/expl1116.htm
- 3. Web 2.0 Tim O’Reilly (2005)