The document discusses the use of Web 2.0 technologies by students and the potential for integrating these tools into higher education. It reports on a survey of 140 students that found high usage of social networking, chat, and mobile technologies. While usage varied, students showed interest in using these tools for educational purposes like communicating with lecturers and accessing course materials. The document recommends that higher education institutions explore developing relationships with students based on Web 2.0 skills and integrating these technologies.
Presentation made by Dr. Voltz to educators about the positive effects from using 21st Century Technology to transform teaching in K-12 classrooms and drastically improve student performance.
Presentation made by Dr. Voltz to educators about the positive effects from using 21st Century Technology to transform teaching in K-12 classrooms and drastically improve student performance.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
Slides presented as part of a panel at the November 2006 Meeting of the International Society for the Scholarship of Teaching and Learning. The panel was called "Using the Next Generation of Web-based Tools and Open Educational Resources to Support Communities of Practice in the Scholarship of Teaching and Learning" . Panelists included Toru Iiyoshi, Tom Carey & Mike Roy
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
The results of "Implementing Web 2.0 in the Classroom" - PETE&C 2009Andy Petroski
In the summer of 2008 Harrisburg University conducted an educator’s workshop, “Web 2.0 in the Classroom.” Workshop participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations including benefits, obstacles and learning outcomes.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
Slides presented as part of a panel at the November 2006 Meeting of the International Society for the Scholarship of Teaching and Learning. The panel was called "Using the Next Generation of Web-based Tools and Open Educational Resources to Support Communities of Practice in the Scholarship of Teaching and Learning" . Panelists included Toru Iiyoshi, Tom Carey & Mike Roy
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
The results of "Implementing Web 2.0 in the Classroom" - PETE&C 2009Andy Petroski
In the summer of 2008 Harrisburg University conducted an educator’s workshop, “Web 2.0 in the Classroom.” Workshop participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations including benefits, obstacles and learning outcomes.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Principals' tour: Social networks, social learningKaren Spencer
This presentation gives an overview of:
- what is social learning, using social media/networking tools?
- why should schools think about the opportunities here?
- how might they start.
Originally shared with South Island Secondary Principals on 20 May 2011.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Home assignment II on Spectroscopy 2024 Answers.pdf
Engaging Students with Web 2.0
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5. Social Networking Do you use any of the following websites (tick as many as apply)?
6. Social Networking If you do use social networking sites, how often do you check your account?
7. Social Networking If the College was to set up some social networking pages with information about the library, course information etc, would you be likely to use them?
8. Chat Software Do you use any of the following chat services (tick as many as apply)? “ I chat online to other Chinese students all the time about the College, my course and so on; it also helped me to learn about the College before I arrived” “ I used to, but I don’t have time now that I have kids and a family”
9. Chat Software If the College was to set up a chat service with staff (eg a live enquiry service for the library), would you be likely to use it? “ I’d like to contact my dissertation supervisor in this way”
10. Blogs Do you read the subject blogs on Blackboard?
11. Blogs If you do, do you find the information provided for your subject area useful?
18. Mobile Phones If you do, as well as making calls, which of the following do you use your mobile for (tick as many as apply)?
19. Mobile Phones Would you be interested in receiving text alerts from the College with important messages from the library or your lecturers? “ Very much!” “ Not if it was to tell me I’m late for a lesson!”
20. Social Bookmarking Do you use any of the following services? “ Never heard of these!!!”
Introduction This presentation continues the theme of previous talks at previous Conferences Initially born out of attendance at the LILAC Conference in late March. Many presentations looked at how libraries are using technology such as chat software / text messages etc to engage users in new ways. However, the talk also has implications for learning / teaching and marketing. Flexibility of Web 2.0 means that there are applications for all purposes. There have also been a stream of reports / articles in recent years, both in library literature and more generic HE circles. Also attended an event a couple of weeks back for marketing people to explore what’s available. The OU has been very active – Project Bamboo website contains detailed information on their projects. And the BBC Technology website has been very useful in providing news updates.
While the research was being carried out, a new report by JISC (but with input from Becta, the Higher Education Academy, the Learning and Skills Council, Lifelong Learning UK and several others) was published – looks likely to have quite an impact. Here’s a few quotes which seem quite pertinent:
And a few more…
Few more quick words before we get to the results. The questionnaire was admittedly put together very quickly – with hindsight I’d have changed a couple of things, but am broadly happy with the results.
Full Time – 16% said no. 84% said yes and all had Facebook. Plus some had others. Part-Time – 30% said no. 68% had Facebook, and some one or two others. Facebook appears to have become the Google of social networking. Only two people used a social networking site but not Facebook. For most students it was Facebook and A.N.Other.
Full Time – 97% check in daily or at least 2-3 times a week. Part-timers – 74% are at least daily or 2-3 times a week. I’d be interested in knowing how these compare to Blackboard logins – have heard comments in passing from students who find it difficult to use / find announcements etc. The advantage of something like Facebook is that when you login any ‘notifications’ automatically pop up when you log in so they’re hard to miss. So we have a (reasonable) idea of how students are using these sites (or let’s face it, Facebook). But would they be interested in a College presence?
Full Time – 78% say they would be interested (only 84% have an account anyway). Part-Time – 67% would be interested (only 68% have an account anyway). I accept that “would you be likely” is not the same as “I definitely would”, but I think it suggests that the idea of “it’s their space” is overblown. There is actually a BA ECS group on Facebook (the very students I’ve been surveying).
One of the presentations I attended at LILAC regarded Colleges and Universities using chat software to provide an online service with students. General feedback from these programmes was that students approved. Wolverhampton also have a service called ASSIST which offers this. So I wanted to find if our students were big users of chat software. 81% of full time students use some form of chat software (not far behind social networking) Part-timers are lagging a bit here, but still 59& (over half) use some kind of chat software. MSN far ahead, some usage of others (mainly Facebook chat). First quote from a foreign student who says that ‘all’ Chinese students use QQ. We apparently already have a thriving community within College.
Students seem very engaged with this idea. FT 86% / PT 76 %. Of course there are implications (staff time etc), but surely worth looking at? Comment from student – I really had library services in mind when I asked this question, don’t know how some of you would feel about this quote!
Just over half from full time students / just under half from part-time students. Because I can get some stats from the blog, I suspect this is a slight exaggeration (!) but not much.
My favourite chart! 100% approval on both sides. So we already have a Web2.0 service within College which is proving successful.
What’s interesting though, is that neither group pays much attention to blogs in general (15% on each side). Perhaps understandable – for every good blog out there (and there are some very good ones) there is also a lot of junk.
Students doing their own blogging is virtually non-existent. 1 student in each of the groups. The quote actually comes from a student in the 3 rd group whose results I’m not presenting. She’s an overseas student, writes about the College, her course, and England in general – apparently quite a few people read it! Nice example of how blogs can be used as part of the College community without necessarily being assessment-related. Warwick University gives all students blog space when they start and encourages them to use them for staying in touch, collaboration, reflection etc.
Slightly surprised by the results here – only 14% of FT students, 18% of PT students. Had expected more. The quote comes from several people who filled the questionnaire out in the library – be interesting to know how many of the students who filled this out in class would have had the same reaction.
These are numbers, not percentages. IPod slightly ahead, but not really significant numbers.
There is some evidence of a willingness to listen – 57% full timers, 48% part timers. Again, slightly surprised – might have expected full time students who find it harder to get into College to be the more enthusiastic group. The quote was written on one of the questionnaires I received (part-timer). So someone is very keen!
There is a growing movement around the idea of ‘mobile learning’. Certainly mobiles today are no longer just phones, but pocket computers. And both groups scored 100% on ownership. Quote – one student actually amended the question to show that they owned more than one phone.
Full time students are slightly more wedded to their phones (ahead in all categories). 99%/98% on texting. Might have expected to see slightly more on internet access.
93% FT / 86% PT. Interesting – little concept / concern about privacy, very popular idea. Certainly more likely to get read than an announcement on Blackboard. Could be reminders for seminars, changes to rooms etc. Can purchase software, enter students numbers, and text automatically goes out to all of them, think marketing are looking at something like this for Fresher’s week, but could be used for many purposes. One very keen quote, don’t think the second student has much to worry about! Before next slide, raise your hand if you know what ‘Social Bookmarking’ is…
One part-timer uses Delicious, that’s it! Didn’t expect vast numbers, but thought we might see a few more… Quick explanation of what social bookmarking is. Great potential for use between colleagues, or for students to share work with others. There is a ‘post a link’ feature on Facebook which is sort of similar so some students may already be doing this without realising. Looking at Delicious homepage, seems to currently be IT geeks!
Real surprise this one – can’t open a newspaper / use radio without reading / hearing about Twitter. Businesses looking at it as a marketing tool etc. Only about 5 students in the whole sample are using it at all. Personally I’m a little sceptical about it’s potential without texting, but I had at least expected to see some engagement here. Although a recent BBC news story suggests that a small hardcore of users (10%) are making 90% of the noise. For an interesting way in which it could be used for ‘serious’ purposes, see ‘How Twitter Will Change the Way we Live’ in Time magazine, June. Describes a Conference discussion and input from outsiders.
Finally, YouTube. Many Universities now have a channel on YouTube, usually marketing material, although with the launch of YouTube Edu many US institutions are now making lectures online for free. There is also some genuinely good educational material on there in among the ‘noise’ of much of the content. 76% of the FT students make some use of the site, 66% of PT do. Enough to make it worthwhile recommending students view materials on there / open a UCB channel?
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