The presentation is a basic introduction for teachers to show them the different tools and features that are available for use with their students as part of our OpenSim Virtual Worlds Project, Begonia Island.
This is the English version of 'Alfabetización Digital: Herramientas Web 2.0, redes sociales y comunidades de práctica bajo ambientes virtuales colaborativos' presented at CLED09, with some adaptations
Presentation offered by Jennifer Verschoor (Argentina) , Erika Cruvinel (Brazil) and Evelyn Izquierdo (Venezuela) for the Social Networking 2009 online conference. Nov. 5-8, 2009
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
Teaching presence for e-learn presentation in Barcelona may 2013Terry Anderson
I was asked to present on teaching presence in online environments for a small conference of teachers in the Masters of E-Elearning program at Universitat Oberta de Catalonia.
The document discusses four main areas of building a social environment online: encouraging a sense of community, socializing into the community, tasks and tools for the social environment, and the role of the e-tutor. It provides principles of online community and discusses how supporting sociability, reducing anonymity, and building a sense of belonging can positively influence learning. It also addresses how learning is a social process and outlines aspects of designing collaborative learning tasks and the types of technologies and tools that can help interact and express online.
This document discusses the use of Web 2.0 technologies to support student engagement. It defines Web 2.0 as technologies that allow users to easily add and change content and collaborate online. Some examples of Web 2.0 technologies mentioned are podcasting, Skype, Voki, Wikis, Google Documents, GoAnimate, and PowToon. For each technology, a brief description is provided along with examples of how it has been used to support learning. One specific example discussed is a podcasting project where students in groups created podcasts to share what they learned from class readings.
The document discusses emerging technologies and online communities. It outlines various communication technologies like chat rooms, instant messaging, and video conferencing. It also discusses collaboration technologies like blogs, wikis, and tools for sharing multimedia content. It describes different types of online communities from general social networks to customized educational communities. Finally, it provides examples of online communities built for specific purposes like teacher professional development, alternative education, and addressing issues like bullying.
This document discusses personal learning networks (PLNs) and provides examples of websites and online communities that teachers can use to connect, collaborate, and contribute to their PLN. It explains that a PLN consists of the people a learner interacts with to gain knowledge, even if they are not known in person. Examples of sites mentioned include Ning, Edutopia, Discovery Educator Network, and PBS Teacher Connect, which offer features like blogs, videos, forums and chats. The document encourages teachers to find groups with similar interests and to communicate through Twitter, blogs, and RSS feeds to develop their own PLN.
This is the English version of 'Alfabetización Digital: Herramientas Web 2.0, redes sociales y comunidades de práctica bajo ambientes virtuales colaborativos' presented at CLED09, with some adaptations
Presentation offered by Jennifer Verschoor (Argentina) , Erika Cruvinel (Brazil) and Evelyn Izquierdo (Venezuela) for the Social Networking 2009 online conference. Nov. 5-8, 2009
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
Teaching presence for e-learn presentation in Barcelona may 2013Terry Anderson
I was asked to present on teaching presence in online environments for a small conference of teachers in the Masters of E-Elearning program at Universitat Oberta de Catalonia.
The document discusses four main areas of building a social environment online: encouraging a sense of community, socializing into the community, tasks and tools for the social environment, and the role of the e-tutor. It provides principles of online community and discusses how supporting sociability, reducing anonymity, and building a sense of belonging can positively influence learning. It also addresses how learning is a social process and outlines aspects of designing collaborative learning tasks and the types of technologies and tools that can help interact and express online.
This document discusses the use of Web 2.0 technologies to support student engagement. It defines Web 2.0 as technologies that allow users to easily add and change content and collaborate online. Some examples of Web 2.0 technologies mentioned are podcasting, Skype, Voki, Wikis, Google Documents, GoAnimate, and PowToon. For each technology, a brief description is provided along with examples of how it has been used to support learning. One specific example discussed is a podcasting project where students in groups created podcasts to share what they learned from class readings.
The document discusses emerging technologies and online communities. It outlines various communication technologies like chat rooms, instant messaging, and video conferencing. It also discusses collaboration technologies like blogs, wikis, and tools for sharing multimedia content. It describes different types of online communities from general social networks to customized educational communities. Finally, it provides examples of online communities built for specific purposes like teacher professional development, alternative education, and addressing issues like bullying.
This document discusses personal learning networks (PLNs) and provides examples of websites and online communities that teachers can use to connect, collaborate, and contribute to their PLN. It explains that a PLN consists of the people a learner interacts with to gain knowledge, even if they are not known in person. Examples of sites mentioned include Ning, Edutopia, Discovery Educator Network, and PBS Teacher Connect, which offer features like blogs, videos, forums and chats. The document encourages teachers to find groups with similar interests and to communicate through Twitter, blogs, and RSS feeds to develop their own PLN.
A personal learning environment (PLE) allows learners to take control of and regulate their own learning by integrating various web 2.0 technologies. A PLE is a concept based on social networks rather than specific software, utilizing a variety of tools to gather information, explore relationships between pieces of information, and share ideas. It emphasizes online collaboration and sharing among users to encourage creating and managing information. A PLE represents a shift from traditional classroom-based linear learning to networks of people and online resources.
This document discusses the author's philosophy on technology integration from an Anishinaabe worldview. It begins by explaining key aspects of Anishinaabe culture, such as their non-dualistic view of nature and the spirit within all things. It then discusses dream catchers as representing interconnectivity and uses this to frame an approach to technology that enhances experiential and creative learning while respecting cultural frameworks. The author believes technology should support rather than dominate learning and foster student-centered, self-directed experiences through initiatives like mobile learning and making/STEM. The goal is to facilitate learning in culturally meaningful ways and encourage students to demonstrate their knowledge through a variety of media.
Edublogs allows for teacher and student blogs as well as class blogs to facilitate group assignments and shared documents, helping to build a strong sense of learner community. It features multiple pages for static content and e-portfolios, and enables admin communication and event promotion. Examples demonstrate its uses for collaboration and community building within the edublog community.
Introduction to Web 2.0 Tools-Multimedia Unit 2mrsbrown526
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
In this presentation from SIDLIT 2008, Kathy Tally Hamilton and Benjamin Digman take a look at a basic history of the web, where it is now, and the building blocks of Web 2.0 in education.
Visual literacy involves interpreting and creating visual images. The document discusses how instructors can use low-cost or free tools to incorporate visual literacy strategies into any subject. Students will become more engaged through active learning using images. Examples of tools mentioned include Google image search, Pinterest, and free creation programs.
Webquest Multimedia History Project Tabitha WregeTwrege
This document provides instructions for a history project for students. Students will work in groups to create a multimedia presentation on a significant historical event using at least three forms of technology. They must provide background on the event and explain how it impacted the world. Examples of project ideas include conducting a skit about the civil rights movement or creating a song and slideshow about the Vietnam War. Students will be evaluated on their understanding of the event and how creatively they present the information. The goal is for students to better understand how history has shaped the world.
A show to outline my learning 2.0 journey and the applications I have explored. Slideshare has enabled me to learn many things about web 2.0 tools and share the learning of many others across the world.
The document discusses how digital technologies and social media have changed literacy and learning for modern students. It notes that students now generate hundreds of pages worth of digital communication per semester compared to only dozens of pages of schoolwork. It advocates integrating digital literacy tools like blogging, video, and online collaboration into classrooms to better engage today's "Net Generation" of students, who are accustomed to learning through new media. The document provides examples of free web tools that teachers can use to incorporate more digital literacy skills and participatory learning models into their instruction.
Collaborative Digital Scholarship Projects: The Liberal Art of DrupalNITLE
Growing numbers of liberal arts colleges are creating collaborative digital scholarship projects. Defining the roles of faculty, student, and web developer in the semi-hierarchical world of liberal arts colleges—where pedagogical goals must be constantly kept in mind—can be tricky; however, doing so is critical to the long-term success of such projects. Drupal, an open source content management system, enters this space at a crucial moment, allowing a new level of collaboration in the creation and maintenance of sites by web developers, faculty content providers, and all student assistants. Getting the work flow right while keeping the experience rewarding for all concerned is one key to sustainability. In this seminar, members of the team behind the text annotation site Dickinson College Commentaries (faculty director, web developer, and students) discuss the problems, pitfalls, and opportunities of collaborating with Drupal in a liberal arts context.
This document discusses identities and implications for existence in online spaces and virtual worlds. It explores how digital learning is being used by over 700 educational institutions in virtual worlds like Second Life. Case studies show benefits like allowing geographically dispersed students and faculty to meet and learn together. However, it also notes potential issues like cyberdisinhibition, addiction, and differing types of online identities and levels of immersion versus augmentation.
The Web We Need Students to Give Us: Pedagogy Toward the CommonsRobin DeRosa
This document discusses the idea of giving students ownership of their own domains and digital spaces on the web. It argues that this allows students to have public impact with their work, control their own data and online identities, and gain skills in using and understanding web technologies. However, it also notes some challenges, such as issues of access, sustainability, and the risk of certain students' work being exploited. The document advocates for building public digital infrastructure and a "web commons" with social and technical support structures to address these challenges.
This document introduces a course for teachers on using Web 2.0 tools to empower learning in classrooms. It defines Web 2.0 tools as second generation web communities and services that facilitate collaboration, such as social media sites, wikis, and folksonomies. The goal is to give students a voice by exploring interactive authoring tools like blogs, wikis, podcasts, photo sharing, video sharing, online documents, and mind-mapping. Teachers will learn how to use these tools to enhance learning.
Web 2.0 describes websites that emphasize user-generated content, usability, and interoperability, allowing users to interact and collaborate by creating content in virtual communities, as opposed to passive viewing. Examples include social networks, blogs, wikis, videos, and applications. While the term suggests an updated version of the web, it refers more to changes in how pages are made and used cumulatively, rather than technical specifications. Its substantive differences from prior web technologies have been challenged by Tim Berners-Lee, who sees it more as jargon, while his original vision was for a collaborative medium where all could read and write.
Flipping and connecting your classroom langsidegerrydn
The document discusses the concept of connected learning and flipping the classroom. Connected learning involves learning through real-life scenarios, interdisciplinary activities, communication, collaboration and using technology to facilitate interaction. It can enhance the learning experience by making learning more connected. Flipping the classroom inverts traditional teaching by delivering instruction online and using class time for activities, group work and assessment. The benefits include more flexibility for learners, maximizing the use of time, and allowing teachers to work directly with students. Preparation is needed to amend lesson plans and develop supporting materials for online instruction.
The document discusses how Web 2.0 enables users to become active participants rather than passive consumers of digital media through open source applications and free tools. It contrasts Web 1.0 and Web 2.0 characteristics such as one-way vs two-way interaction. The document also provides examples of collaborative learning tools like wikis, web meetings, and virtual learning environments that can be used to facilitate learning conversations, create presentations, and conduct virtual tours collaboratively online.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
Data annotation involves labeling different types of data such as text, audio, images, and video to categorize and tag the information. It is done by assigning metadata to data to help machines understand its meaning and content. Data annotation services can be found at https://www.learningspiral.ai or by calling 7224061676.
Mobile technology to support learning and teaching technology outlook for s...ktmyst
A presentation describing easy ways to intergrate mobile learning into teaching - with a focus on STEM+ education. The presentation also includes examples from current research #dp4byod
A personal learning environment (PLE) allows learners to take control of and regulate their own learning by integrating various web 2.0 technologies. A PLE is a concept based on social networks rather than specific software, utilizing a variety of tools to gather information, explore relationships between pieces of information, and share ideas. It emphasizes online collaboration and sharing among users to encourage creating and managing information. A PLE represents a shift from traditional classroom-based linear learning to networks of people and online resources.
This document discusses the author's philosophy on technology integration from an Anishinaabe worldview. It begins by explaining key aspects of Anishinaabe culture, such as their non-dualistic view of nature and the spirit within all things. It then discusses dream catchers as representing interconnectivity and uses this to frame an approach to technology that enhances experiential and creative learning while respecting cultural frameworks. The author believes technology should support rather than dominate learning and foster student-centered, self-directed experiences through initiatives like mobile learning and making/STEM. The goal is to facilitate learning in culturally meaningful ways and encourage students to demonstrate their knowledge through a variety of media.
Edublogs allows for teacher and student blogs as well as class blogs to facilitate group assignments and shared documents, helping to build a strong sense of learner community. It features multiple pages for static content and e-portfolios, and enables admin communication and event promotion. Examples demonstrate its uses for collaboration and community building within the edublog community.
Introduction to Web 2.0 Tools-Multimedia Unit 2mrsbrown526
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
In this presentation from SIDLIT 2008, Kathy Tally Hamilton and Benjamin Digman take a look at a basic history of the web, where it is now, and the building blocks of Web 2.0 in education.
Visual literacy involves interpreting and creating visual images. The document discusses how instructors can use low-cost or free tools to incorporate visual literacy strategies into any subject. Students will become more engaged through active learning using images. Examples of tools mentioned include Google image search, Pinterest, and free creation programs.
Webquest Multimedia History Project Tabitha WregeTwrege
This document provides instructions for a history project for students. Students will work in groups to create a multimedia presentation on a significant historical event using at least three forms of technology. They must provide background on the event and explain how it impacted the world. Examples of project ideas include conducting a skit about the civil rights movement or creating a song and slideshow about the Vietnam War. Students will be evaluated on their understanding of the event and how creatively they present the information. The goal is for students to better understand how history has shaped the world.
A show to outline my learning 2.0 journey and the applications I have explored. Slideshare has enabled me to learn many things about web 2.0 tools and share the learning of many others across the world.
The document discusses how digital technologies and social media have changed literacy and learning for modern students. It notes that students now generate hundreds of pages worth of digital communication per semester compared to only dozens of pages of schoolwork. It advocates integrating digital literacy tools like blogging, video, and online collaboration into classrooms to better engage today's "Net Generation" of students, who are accustomed to learning through new media. The document provides examples of free web tools that teachers can use to incorporate more digital literacy skills and participatory learning models into their instruction.
Collaborative Digital Scholarship Projects: The Liberal Art of DrupalNITLE
Growing numbers of liberal arts colleges are creating collaborative digital scholarship projects. Defining the roles of faculty, student, and web developer in the semi-hierarchical world of liberal arts colleges—where pedagogical goals must be constantly kept in mind—can be tricky; however, doing so is critical to the long-term success of such projects. Drupal, an open source content management system, enters this space at a crucial moment, allowing a new level of collaboration in the creation and maintenance of sites by web developers, faculty content providers, and all student assistants. Getting the work flow right while keeping the experience rewarding for all concerned is one key to sustainability. In this seminar, members of the team behind the text annotation site Dickinson College Commentaries (faculty director, web developer, and students) discuss the problems, pitfalls, and opportunities of collaborating with Drupal in a liberal arts context.
This document discusses identities and implications for existence in online spaces and virtual worlds. It explores how digital learning is being used by over 700 educational institutions in virtual worlds like Second Life. Case studies show benefits like allowing geographically dispersed students and faculty to meet and learn together. However, it also notes potential issues like cyberdisinhibition, addiction, and differing types of online identities and levels of immersion versus augmentation.
The Web We Need Students to Give Us: Pedagogy Toward the CommonsRobin DeRosa
This document discusses the idea of giving students ownership of their own domains and digital spaces on the web. It argues that this allows students to have public impact with their work, control their own data and online identities, and gain skills in using and understanding web technologies. However, it also notes some challenges, such as issues of access, sustainability, and the risk of certain students' work being exploited. The document advocates for building public digital infrastructure and a "web commons" with social and technical support structures to address these challenges.
This document introduces a course for teachers on using Web 2.0 tools to empower learning in classrooms. It defines Web 2.0 tools as second generation web communities and services that facilitate collaboration, such as social media sites, wikis, and folksonomies. The goal is to give students a voice by exploring interactive authoring tools like blogs, wikis, podcasts, photo sharing, video sharing, online documents, and mind-mapping. Teachers will learn how to use these tools to enhance learning.
Web 2.0 describes websites that emphasize user-generated content, usability, and interoperability, allowing users to interact and collaborate by creating content in virtual communities, as opposed to passive viewing. Examples include social networks, blogs, wikis, videos, and applications. While the term suggests an updated version of the web, it refers more to changes in how pages are made and used cumulatively, rather than technical specifications. Its substantive differences from prior web technologies have been challenged by Tim Berners-Lee, who sees it more as jargon, while his original vision was for a collaborative medium where all could read and write.
Flipping and connecting your classroom langsidegerrydn
The document discusses the concept of connected learning and flipping the classroom. Connected learning involves learning through real-life scenarios, interdisciplinary activities, communication, collaboration and using technology to facilitate interaction. It can enhance the learning experience by making learning more connected. Flipping the classroom inverts traditional teaching by delivering instruction online and using class time for activities, group work and assessment. The benefits include more flexibility for learners, maximizing the use of time, and allowing teachers to work directly with students. Preparation is needed to amend lesson plans and develop supporting materials for online instruction.
The document discusses how Web 2.0 enables users to become active participants rather than passive consumers of digital media through open source applications and free tools. It contrasts Web 1.0 and Web 2.0 characteristics such as one-way vs two-way interaction. The document also provides examples of collaborative learning tools like wikis, web meetings, and virtual learning environments that can be used to facilitate learning conversations, create presentations, and conduct virtual tours collaboratively online.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
Data annotation involves labeling different types of data such as text, audio, images, and video to categorize and tag the information. It is done by assigning metadata to data to help machines understand its meaning and content. Data annotation services can be found at https://www.learningspiral.ai or by calling 7224061676.
Mobile technology to support learning and teaching technology outlook for s...ktmyst
A presentation describing easy ways to intergrate mobile learning into teaching - with a focus on STEM+ education. The presentation also includes examples from current research #dp4byod
1) The document discusses the use of mobile devices for teaching and learning in higher education.
2) It provides examples of how mobile devices can be used both in and out of the classroom for activities like presentations, note-taking, accessing course materials and communicating with instructors and other students.
3) The document also addresses some challenges of mobile learning like the need for student self-discipline and a lack of standardized platforms across different devices.
Virtual Communities - A Place for EveryoneShannon Ritter
Presentation on Virtual Communities from the ELI Fall Focus Session, September 2008. Discusses online communities and the use of tools and technologies to encourage online community
Mobile Technologies Workshop - Mobile learning and social networksniall
This document discusses using mobile technologies to support disease surveillance, education, and knowledge sharing in the veterinary sector in Kenya. It notes that mobile connectivity and device usage is growing rapidly in sub-Saharan Africa. The document then outlines good principles for mobile learning design, including supporting students to think about theory when applying it, practice skills with feedback, and reflect on experiences. Groups then discussed issues and potential mobile learning solutions for different roles in the veterinary sector, including students, government veterinarians, private veterinarians, community health workers, and farmers.
The Shifting Landscape: Virtual Worlds in EducationAJ Kelton
hings are happening fast when it comes to the integration of technology into our everyday lives, and especially our classrooms. For years, people have been talking about the next 'big thing" in education, whether it was VCR tapes, closed-circuit TV, video conferencing, or so many things in between. These tools have had varying degrees of success transmitting data, but none have been effective in immersing students into the educational experience in a way that even comes close to the face-to-face classroom. Learning in a virtual world has the promise and potential to do just that. Whether its Webkinz, Club Penguin, or Second Life, our students are looking to virtual worlds for a wide variety of reasons. Join AJ Kelton for a discussion on the lead up to this potentially revolutionary shift in educational environments and where this all may be going.
Using Mobile Technologies For Outreach And EducationTechSoup
Learn from their experiences, ask questions, and leave with some ideas for how your nonprofit or library can utilize mobile technologies for outreach and education. This webinar is for people who are beginning to explore using mobile technology and have questions on how to get started.
1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
The document discusses using virtual worlds like Second Life for education. It outlines various educational activities that can be done, such as lectures, discussions, simulations and building. Challenges of using virtual worlds like content and technical issues are also mentioned. Guidelines for getting started in Second Life as an educator are provided, including learning the interface, taking classes, and carefully planning educational projects for students.
This document summarizes a 3-year research project that explored how virtual worlds could be used to engage disadvantaged youth. The project worked with 44 students from a culturally diverse, low-income high school in Melbourne, Australia. Students were introduced to the virtual world Second Life, where they could customize avatars, explore the environment, and participate in activities. However, students faced barriers like limited technology access at home and a digital divide. While the virtual world offered new opportunities, it did not mitigate the layers of disadvantage students experienced in their everyday lives.
The document appears to be a presentation for a middle school conference on using technology to improve math and English/language arts instruction. It discusses how digital native students learn differently than past generations and recommends teachers adapt instructional methods to better engage students using technological tools. The presentation explores integrating tools like blogs, wikis, social networks and web applications to differentiate instruction, promote achievement, participation and parent involvement. It provides examples of specific Web 2.0 tools like VoiceThread, Edmodo and GoAnimate and suggests attendees discuss and explore tools in a follow-up online activity.
This document discusses the need for 21st century learning in schools. It argues that today's students will be retiring in 2065, so schools need to teach skills like creativity, collaboration, and digital literacy to prepare them for a world that is rapidly changing and difficult to predict. A sample schedule for a 2nd grade classroom is provided as an example of how 21st century skills can be incorporated into the daily curriculum through activities like blogging, Skype calls, digital photography, and GPS-based scavenger hunts. The goal is to provide a flexible learning environment that develops students' ability to learn on their own and use new technologies as tools to create knowledge.
Teaching in the 21st century multimodalAnna Cameron
This document discusses teaching practices for the 21st century. It defines multiliteracies as literacy practices that combine traditional reading and writing with new technologies and modes of representation. The document provides examples of how teachers can incorporate multiliteracies into their classrooms, such as through blogging, wikis, storyboarding, social media, and video/photo editing software. It argues that teachers must adapt their instructional methods to engage students accustomed to visual/digital media and foster collaboration, creativity, and critical thinking through technology.
This document summarizes a presentation given by Michelle Rose to educators about how to prepare students for the 21st century. It discusses how today's students need to collaborate, communicate, and have authentic learning experiences. It proposes that educators act as "change agents" by providing access to information, global social interactions, and multimodal learning tools. Specifically, it recommends the website Rcampus as a free, secure, easy-to-use platform that allows educators to create online learning modules and collaborative activities for students.
Blog hosting and wiki hosting in educationElham Ekhtiari
This document discusses the use of blogs and wikis in education. It begins by explaining how technology has transformed education and communication through tools like the internet, computers, and smartphones. It then discusses how wikis and blogs can be used for teaching by allowing users to collaboratively edit content and share ideas. Several specific wiki and blog platforms are described, including their strengths and weaknesses for educational purposes. The document emphasizes that blogs and wikis provide open environments for students and teachers to engage with each other and improve their learning.
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
Second Life can be used for business, education, social interaction, and design. It allows for user generated content and customization of avatars, buildings, and objects. Learning in Second Life's virtual environment has advantages like being location independent and encouraging active participation through avatars. Hundreds of universities use Second Life for educational programs that involve audio, visual, and kinaesthetic learning methods.
This presentation attempts to place virtual worlds and immersive games within the larger metaverse, provide a look at the planning and pedagogy behind their use and then provides examples of pedagogy in action in virtual worlds. Let me know if you think it succeeded. If you plan to embed or use this at a presentation, please let me know in the comments.
This document discusses how literacy is evolving in the 21st century beyond just reading and writing. It introduces the National Educational Technology Standards for Students, which focus on creativity, communication, research skills, critical thinking, digital citizenship, and technology operations. The document then explores how blogs and wikis can be used to integrate digital literacy into classrooms. It provides examples of how blogs allow students to read, write, reflect and communicate, and discusses different blogging platforms that can be used. It also explains how wikis allow for collaborative writing and editing. Various ideas for using blogs and wikis across different subject areas are presented.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
The document discusses various technologies for communicating and building community in learning, including their advantages and guidelines. It describes how media multi-tasking influences classroom structure. Communication technologies like discussion boards and video conferencing connect students asynchronously and synchronously, while podcasting and internet radio engage students as content creators. When used appropriately, these tools supplement interaction but not replace it, bringing diverse expertise and engaging students in meaningful dialogue.
The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.
Personal learning networks and personal learning environmentsTumelo Matlou
This document discusses personal learning environments (PLEs) and connectivism as a learning theory for the digital age. It explains that PLEs allow learners to take control of and manage their own learning through goals, content, communication, and achieving learning outcomes. PLEs involve self-organized learning across different contexts through personal web tools, networks, and experiences beyond formal education. The transition from PLEs to personal learning networks (PLNs) further supports lifelong, self-organized learning.
Strategies for Integrating Technology into TeachingLailanie Dacasin
This document discusses strategies for integrating technology into teaching, including telecomputing projects, blogging, multimedia presentations, and online discussions. Telecomputing projects allow students in different locations to collaborate by sharing experiences, beliefs, data, problem-solving strategies, and joint projects. Blogging can improve student learning by having students build public blogs where they are more attentive to quality. Multimedia presentations motivate students when they use technology to present research results. Online discussions allow students and teachers to connect with experts and peers through chat rooms, bulletin boards, and email from various locations.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
Top ten internet uses in teaching and learningbrookeskelton
This document outlines 10 top internet uses for teaching and learning: 1) Blogs allow teachers to share information and students to sharpen writing skills, 2) Presentation programs like Prezi offer interactive visual presentations, 3) Wikis like "Greeting from around the World" enable cultural sharing, 4) Digital slideshow programs let students personalize stories with photos and video, 5) Word clouds like Wordle let users visualize text data, 6) Website builders require no coding experience to create sites, 7) Cloud apps like Dropbox offer file storage anywhere, 8) Social networks like Schoolology organize classes and resources, 9) Web videos provide cheap subject content, and 10) Online schools provide flexible scheduling.
Similar to How Can We Use Virtual Worlds in Education? (20)
The document summarizes the 2011 DEECD Innovation Showcase event which was held on May 13th at the Melbourne Convention Centre. It featured forward-thinking practitioners from Victoria who shared innovations making a difference in their educational settings. A few examples of innovations presented included the use of point-of-view cameras by Indigenous students, engaging students through tools like wikis and blogs, using video conferencing to provide access to students in isolated areas, and utilizing virtual worlds programs. The closing session of the event was described as colorful, exciting, inspiring, emotional, hilarious and life changing.
elearning and library_resources_web_versionLucy Barrow
Libraries are collaborating on eLearning by taking risks and being enthusiastic. They are working together on digital learning initiatives and trying new technologies with a passionate spirit of experimentation. This cooperative approach supported by a willingness to take chances aims to advance eLearning opportunities.
This document is a glossary of search engine optimization (SEO) terms that provides definitions for common SEO concepts and strategies. It explains terminology such as backlinks, keywords, meta tags, page rank, and usability which are all important factors for websites to rank highly in search engine results. The glossary acts as a helpful reference guide for people looking to better understand the key elements involved in search engine optimization.
The TechnoSpirit Project: Macquarie University Learning & Teaching WeekLucy Barrow
TechnoSpirit is a virtual world program created by Our Virtual Worlds to teach spiritual and personal growth lessons. Students explore an interactive 3D simulation and complete tasks to learn outcomes like mindfulness, compassion, and community building. The TechnoSpirit simulation was designed and built by Our Virtual Worlds staff to provide an engaging digital space for facilitating workshops and achieving learning goals.
Virtual Worlds, Expanding Learning Horizons Conference, August 2010Lucy Barrow
Presentation for our Virtual Worlds session at the 2010 Expanding Learning Horizons Conference, For in-world resources, please visit our OpenSim space, Begonia Gardens, at ReactionGrid. To register for a ReactionGrid account, please go to
These display items accompany the full document, the Begonia Island Code of Conduct. Members of the school's Virtual Worlds Project Team suggested words to describe what kind of place they wanted their virtual world to be.
A Code of Conduct outlines principles and expectations that members of a group must follow. The Begonia Island Code of Conduct was established by students and staff to ensure the online space is safe and special for the Ballarat Grammar community by referencing the school's existing conduct policies and values.
Implementing a Virtual Worlds Project - Tech Talk Tuesdays, August 2010Lucy Barrow
This presentation was created for a Tech Talk Tuesdays online webinar held in August 2010 in Elluminate. During this presentation, we revisit some of the items covered at the Jokaydia Unconference and also look at how the school's Virtual Worlds Program has continued to develop over the last three months.
The document discusses the school's early experiences with virtual worlds, including introducing the virtual world Quest Atlantis, exploring other virtual worlds, using OpenSim hosted by ReactionGrid, creating their own private grid called Begonia Island, the role of the project team, early highlights of using virtual worlds, and how support is essential when implementing new technologies. The document provides resources for further information on the topic of using virtual worlds.
Quest Atlantis Student Information Session - Teacher NotesLucy Barrow
The document provides information about QA, an educational virtual world program. It discusses who uses QA, why the school is using it, how students will be represented in QA with avatars and usernames, when students can access it, what they will do in QA, behavior expectations, consequences for misbehavior, and the next steps for students to get started. The document emphasizes that QA aims to be a fun learning tool for topics like cybersafety, all interactions are monitored, and appropriate behavior is expected.
Quest Atlantis Student Information SessionLucy Barrow
This introductory slideshow is used as part of our school's QA Student Information Session. Please note, comprehensive teacher notes are also available to accompany this slideshow.
A podcast is a digital audio file, or series of such files, that is distributed over the Internet for playback on portable media players and personal computers. Users can subscribe to podcasts using software applications that allow for automatic downloading of new episodes. Podcasting allows individuals and organizations to communicate information to interested audiences on a regular basis and on their own schedule through the distribution of audio files.
This document proposes creating a private virtual world for a school community using the OpenSim platform hosted by ReactionGrid. Students would join a project team to help build the virtual space, learning skills like 3D modeling and object creation. The goals are to promote creativity, showcase student work, and allow new ways for students and teachers to interact. The initial costs are about $1500 for setup and $1350 for annual maintenance. Students would help build areas for subjects like maths and science as well as social spaces. Teachers would be trained to use the virtual world for teaching.
Who is Maq the Gnome? He has an important story to tell us about Quest Atlantis and needs your help to unlock the mysteries of the new OTAK. Can you help?
ICT Professional Learning Teams IntroductionLucy Barrow
This slideshow is an introduction to our new ICT Professional Learning Teams Project. It is designed to "get staff thinking" about why they are participating in the project.
This slideshow accompanies Albert and Jayden's original composition, Harper's Escape, a beautiful piece illustrating a scene from the novel, Thursday's Child.
This document describes 3 mini-games created based on the book "The Tin Horse" by Janette Turner Hospital. The first game has the player help Tin escape after getting buried in a mudslide. The second has the player guide Tin through a maze to rescue Caffy who fell down a well. The third puts the player as Harper trying to escape from Tin in an underground labyrinth. Each game includes visuals of characters, objects, and quotes from the book to connect it to the story.
Inside The Reader’s Mind Sketches By SamLucy Barrow
While waiting for her computers to load and during classes, Sam did some sketches and planned her photos for a final presentation. She used this time to develop ideas and organize her creative work. Sam then shared this presentation with others, explaining how she used spare moments to prepare her project. She hoped people would find her planning process interesting and enjoy the presentation.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
5. Building
Users can access a range of building
tools to create everything from basic
shapes to more advanced structures.
6. Learning Paths
Teachers can even create
“Learning Paths” with various
activities for their students via
The Pathways In-World LMS.
7. Online Collaboration
A range of tools are also available
for users to encourage online
communication and collaboration
including tools like Discussion Pods
and the BrainBoard.
8. Special thanks to:
The Reaction Grid team and Jeff Lowe for
assistance with their virtual worlds education tools
Steve Collis from Northern Beaches Christian
School for sharing his school’s virtual world’s
project, “Booralie Island”
“Annie Obscure” for her work with the Pathways
In-World Learning Management System