Lb session3
•Download as PPTX, PDF•
0 likes•305 views
This document provides an agenda for a training session on using web 2.0 tools in education. It includes activities to introduce web 2.0 concepts, create a schema for organizing web 2.0 tools into categories, and explore and embed the voice tool Voki. The training will also cover planning to include a web 2.0 resource in an educational activity or course based on the categories of conversations, content, connections and collaboration.
Report
Share
Report
Share
Recommended
Extending Your Reach: Using Web 2.0 Tools in Your Classroom
The document discusses using Web 2.0 tools in the classroom to increase flexibility, creativity, and deeper learning. It describes benefits like just-in-time learning and allowing students to interact with subject matter experts. Examples of Web 2.0 tools include wikis, collaborative documents, RSS feeds, and videos. The document encourages educators to experiment with these tools to engage students.
Learning 2.0 Keeping connected in a 2.0 world
Learning 2.0 refers to emerging approaches to learning that emphasize collaboration, knowledge creation, and informal learning environments over traditional receptacle-based learning. Key aspects of Learning 2.0 include using tools like wikis, blogs, social media to foster interaction and knowledge sharing, as well as principles like co-creation, distributed intelligence, and empowering learners. Effective Learning 2.0 encourages play, transparency, rewarding participation, and helping learners discover knowledge.
Web2.0
Web 2.0 represents the second generation of the World Wide Web and is characterized by more user-generated content, greater interactivity, and participation through social media and networking. Key aspects of Web 2.0 include easy publishing of content by users, social networking and collaboration, open exchange of data between websites and applications, and interactive user experiences. Sir Tim Berners-Lee originally envisioned the Web as a collaborative medium where people could meet, read, and write online, and Web 2.0 has helped realize this vision through user contributions and interactivity.
Chapter 12 ppt for module 5
Web 2.0 tools offer many benefits to libraries and classrooms when implemented effectively. They allow for easy content creation and sharing, encourage interaction and collaboration between students and teachers, and provide opportunities for knowledge sharing. Library 2.0 expands these Web 2.0 activities to the library environment through activities like social networking, blogging, wikis and podcasts. These tools help motivate students and enhance their learning and communication skills.
Wintecpresentation
The document discusses various social software tools for use in higher education, including wikis, blogs, and podcasting. Wikis allow collaborative editing of content using a web browser. Blogs are regularly updated websites organized in reverse chronological order. Podcasting involves delivering audio files that can be listened to on demand on portable media players. The document provides examples of how these tools can be used for collaboration and sharing information among students and educators.
CASLNetwork - CLA Presentation
Presentation at the CLA Conference in Edmonton, Alberta on June 5th, 2010. CASLNetwork was created for Teacher-Librarians and Library Technicians working in and for school libraries across Canada.
Il2008
1) The document discusses how libraries and librarians can use various social media platforms like Facebook, Twitter, podcasts, and videos to better connect with patrons and each other.
2) It recommends that libraries promote their librarians and web presences on these platforms to engage users and encourage sharing of identities.
3) The main point is that libraries should join online conversations to bring better services to patrons and stay relevant in the Web 2.0 world.
Literacy remixed in a Web 2.0 World.
This presentation was prepared for the Catholic Education Commission,Congregational Schools Targeted Programs Workshop, held at Mary MacKillop Place, Mount Street North Sydney.
Recommended
Extending Your Reach: Using Web 2.0 Tools in Your Classroom
The document discusses using Web 2.0 tools in the classroom to increase flexibility, creativity, and deeper learning. It describes benefits like just-in-time learning and allowing students to interact with subject matter experts. Examples of Web 2.0 tools include wikis, collaborative documents, RSS feeds, and videos. The document encourages educators to experiment with these tools to engage students.
Learning 2.0 Keeping connected in a 2.0 world
Learning 2.0 refers to emerging approaches to learning that emphasize collaboration, knowledge creation, and informal learning environments over traditional receptacle-based learning. Key aspects of Learning 2.0 include using tools like wikis, blogs, social media to foster interaction and knowledge sharing, as well as principles like co-creation, distributed intelligence, and empowering learners. Effective Learning 2.0 encourages play, transparency, rewarding participation, and helping learners discover knowledge.
Web2.0
Web 2.0 represents the second generation of the World Wide Web and is characterized by more user-generated content, greater interactivity, and participation through social media and networking. Key aspects of Web 2.0 include easy publishing of content by users, social networking and collaboration, open exchange of data between websites and applications, and interactive user experiences. Sir Tim Berners-Lee originally envisioned the Web as a collaborative medium where people could meet, read, and write online, and Web 2.0 has helped realize this vision through user contributions and interactivity.
Chapter 12 ppt for module 5
Web 2.0 tools offer many benefits to libraries and classrooms when implemented effectively. They allow for easy content creation and sharing, encourage interaction and collaboration between students and teachers, and provide opportunities for knowledge sharing. Library 2.0 expands these Web 2.0 activities to the library environment through activities like social networking, blogging, wikis and podcasts. These tools help motivate students and enhance their learning and communication skills.
Wintecpresentation
The document discusses various social software tools for use in higher education, including wikis, blogs, and podcasting. Wikis allow collaborative editing of content using a web browser. Blogs are regularly updated websites organized in reverse chronological order. Podcasting involves delivering audio files that can be listened to on demand on portable media players. The document provides examples of how these tools can be used for collaboration and sharing information among students and educators.
CASLNetwork - CLA Presentation
Presentation at the CLA Conference in Edmonton, Alberta on June 5th, 2010. CASLNetwork was created for Teacher-Librarians and Library Technicians working in and for school libraries across Canada.
Il2008
1) The document discusses how libraries and librarians can use various social media platforms like Facebook, Twitter, podcasts, and videos to better connect with patrons and each other.
2) It recommends that libraries promote their librarians and web presences on these platforms to engage users and encourage sharing of identities.
3) The main point is that libraries should join online conversations to bring better services to patrons and stay relevant in the Web 2.0 world.
Literacy remixed in a Web 2.0 World.
This presentation was prepared for the Catholic Education Commission,Congregational Schools Targeted Programs Workshop, held at Mary MacKillop Place, Mount Street North Sydney.
Digital Literacy Workshop
This document discusses digital literacy and presents information from a workshop on the topic. It defines digital literacy as the ability to locate, organize, understand, evaluate and analyze information using digital technology. It emphasizes skills like collaborating online, networking, creating and curating content. The document asserts that digitally literate students will use technology effectively for academic and professional purposes, engage in online communities, and develop communication skills for interacting online while ensuring privacy and security. It provides exercises for attendees to discuss aspects of digital literacy relevant to their work.
Using Internet for sharing knowledge
The document discusses how the IDEC organization can improve collaboration and knowledge sharing by leveraging modern Internet tools. It notes that IDEC previously relied on in-person meetings and mail but that the Internet now enables more dynamic sharing. It proposes that IDEC set up a wiki, blogs, bookmark sharing, and book sharing to facilitate online discussion and knowledge creation among members. The author offers to help others set up collaborative online projects and provides contact information.
Module 5 web 2.0 tools
This document discusses how Web 2.0 tools like wikis, podcasting, and social networking can be used in school libraries. It explains that these tools allow for easy content creation, collaboration, and participation in knowledge sharing. Specific Web 2.0 applications mentioned include blogs, Twitter, wikis, podcasting, virtual conferencing, course management systems, and virtual sites with avatars. The document also provides examples of how these tools can be used and considerations for their implementation in libraries and classrooms.
Lecture1 San Sebastian 2007: Internet, electronic genre and writing
Lecture 1 is an explication of Web 2.0, multiliteracy, and its impact on the nature of learning in general, and on writing in particular. The first talk will draw from my online multiliteracies course:
Social Networking in Libraries
The document discusses how social networking tools can be used in libraries to democratize participation, highlight collections, create community, collect and disseminate knowledge, communicate with users where they are, have transparent conversations, improve internal knowledge sharing, and communicate with users at their point of need. It provides strategies for implementing social software such as knowing users, developing a risk-tolerant and learning culture, involving staff, capitalizing on networks, and devoting time.
Elgg Jam Emerge01
The document discusses objectives for supporting the formation of an effective and sustainable community of practice (CoP) through the use of social software and community tools. The objectives are to: 1) support the JISC in forming the CoP; 2) provide infrastructure and tools for the CoP; 3) support the CoP through activities like workshops and training events; and 4) support development of new learning and teaching technologies. It aims to have groups share ideas to develop interrelated projects and for the community to guide, support, and facilitate its own formation and emergence.
Web 2.0
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools currently using Web 2.0 tools like podcasts and wikis are also provided.
The technology of making meaning 2
The document discusses the evolution of the internet and the rise of Web 2.0 technologies. It defines Web 2.0 as encompassing a growing collection of free, social, user-generated web tools like wikis, podcasts, social networks, and file sharing. These tools are changing how people, especially students, interact with and experience the world through both digital and analog lenses. If Jewish learning is only available through the analog lens, it risks becoming irrelevant. The document then provides examples of Web 2.0 applications and encourages exploring them.
Beyond Web 2.0 ... What's Next?
This document discusses the history and evolution of the World Wide Web. It begins with an overview of Web 1.0, which allowed for static, read-only content created by experts. Web 2.0 enabled user-generated content and participation through tools like blogs, wikis, and social media. Some propose that Web 3.0, or the Semantic Web, will incorporate artificial intelligence to enable machines to better understand web pages like humans. The future of the web is predicted to involve greater connectivity between online and offline data through technologies like cloud computing, microformats, and linking currently isolated information "silos."
How we use social networks
This presentation describes the ways and means of using several Social Network sites for Web2.0 related searching.
Presentation 3A AIT
The document discusses creating an online community for a school using web 2.0 technologies like blogs, social networks, and video sharing to connect remote students and families. It recommends the community be free, customizable, allow blogging and communication between members, and enable administrators to moderate inappropriate content. Guidelines are provided around personal safety, privacy settings, obtaining permission before posting about others, and enforcing a code of conduct to ensure a respectful online space.
Library 2.0
Keynote presentation for the South Central Kansas Library System (SCKLS) Technology Day, Wichita, KS, 2 November 2006
Web2.0 Primer
The document discusses several concepts related to Web 2.0 including its definition as a more interactive internet driven by user participation. It also mentions key trends like user-generated content, social networking, tagging, wikis, and harnessing collective intelligence. Several quotes are provided about the importance of creativity and human input in problem solving.
Web2.0 Tools
This document introduces Web 2.0 and various Web 2.0 tools. It defines Web 2.0 as facilitating interactive information sharing and collaboration on the World Wide Web through communities, services, applications, social networking, videos, wikis and blogs. It then discusses key features of Web 2.0 like search, links, authoring, tags and extensions. Various Web 2.0 tools are introduced, including social bookmarking tool del.icio.us, presentation sharing tool SlideShare, wiki tool Wikispaces, photo sharing tool Picasa, document collaboration tool Google Docs, feed reader Google Reader, video platform YouTube, and presentation tool Prezi.
Nassau Library
This document discusses wikis and their use in education. It defines wikis as free, collaborative websites that allow users to easily add and edit content without HTML knowledge. Wikis encourage sharing information and ideas. Characteristics include being web-based, allowing data sharing, and promoting social tools for creating, collaborating and exchanging information. Benefits of wikis in education include promoting collaboration, providing opportunities for reading and writing, and motivating participation. Examples of wikis like Wikipedia, Wikispaces, and WikiTravel are provided.
Web 2.0 for staff
The document discusses the key characteristics and educational rationale for using Web 2.0 technologies in education. It notes that Web 2.0 promotes knowledge sharing, collaboration, and user-generated content. While proponents argue that Web 2.0 engages students and develops new literacy skills, critics argue that it may be trivial, promote isolation, or create passive learners. The document also outlines specific Web 2.0 tools like blogs, wikis, and podcasts and discusses implications of a digital learning environment like new literacies and collaboration skills.
Family Science Night
for a family science night at Cane Ridge High School, set up for all the feeder Middle School students
Workshop Web 2.0
The document discusses the key aspects and evolution of Web 2.0. It defines Web 2.0 as allowing users to collaborate, share information online through second generation services, and creating and sharing content. The document outlines some of the main categories and tools of Web 2.0, including social networking, wikis, blogs, photo sharing, online office suites, and more. It also briefly discusses the differences between Web 1.0, Web 2.0 and the vision for Web 3.0.
Workshop Aug
The document discusses various technologies that can be integrated into classrooms to engage students, including blogs, YouTube, wikis, social bookmarking tools like Diigo, and collaborative documents like Google Docs. It provides examples of how these technologies have been used, such as creating glogs, animations, online flashcards, and sharing ideas about literary works. The document advocates that these web 2.0 tools can help define 21st century skills and be superior to traditional classroom teaching alone when implemented effectively.
Byot 4 katie
BYOT stands for "Bring Your Own Technology" and refers to a club that allows students to bring their personal electronic devices like iPods, iPhones, and tablets to school. The purpose of the BYOT club is to educate students about apps that can be useful for schoolwork and projects. The club introduces one or two new apps every two weeks that students can use on their devices, such as Animoto which allows creating videos by combining photos, text, and music. Benefits of BYOT include learning new tech skills that aid education, gaining more tools for school projects, and feeling more comfortable finding tech solutions. A challenge is that students can't use their new apps in class daily to fully learn the tools.
BYOT^4 by Caroline
BYOT^4 stands for Bring Your Own Technology to the 4th power. The document discusses a BYOT club that introduces middle school students to helpful apps and technology tools. The goals of the BYOT club are to expose students to technology that will benefit them now and in their future studies and projects. The club challenges students to explore new apps and learn how to use them to complete schoolwork and homework. Starting a BYOT club provides students with benefits like learning about useful apps before other students and making research and homework easier.
Cuál color no es correcto
El documento lista varios colores de forma aleatoria. No parece tener un tema o propósito específico más allá de enumerar colores comunes como rojo, azul, verde, amarillo y morado en diferentes combinaciones sin orden aparente.
More Related Content
What's hot
Digital Literacy Workshop
This document discusses digital literacy and presents information from a workshop on the topic. It defines digital literacy as the ability to locate, organize, understand, evaluate and analyze information using digital technology. It emphasizes skills like collaborating online, networking, creating and curating content. The document asserts that digitally literate students will use technology effectively for academic and professional purposes, engage in online communities, and develop communication skills for interacting online while ensuring privacy and security. It provides exercises for attendees to discuss aspects of digital literacy relevant to their work.
Using Internet for sharing knowledge
The document discusses how the IDEC organization can improve collaboration and knowledge sharing by leveraging modern Internet tools. It notes that IDEC previously relied on in-person meetings and mail but that the Internet now enables more dynamic sharing. It proposes that IDEC set up a wiki, blogs, bookmark sharing, and book sharing to facilitate online discussion and knowledge creation among members. The author offers to help others set up collaborative online projects and provides contact information.
Module 5 web 2.0 tools
This document discusses how Web 2.0 tools like wikis, podcasting, and social networking can be used in school libraries. It explains that these tools allow for easy content creation, collaboration, and participation in knowledge sharing. Specific Web 2.0 applications mentioned include blogs, Twitter, wikis, podcasting, virtual conferencing, course management systems, and virtual sites with avatars. The document also provides examples of how these tools can be used and considerations for their implementation in libraries and classrooms.
Lecture1 San Sebastian 2007: Internet, electronic genre and writing
Lecture 1 is an explication of Web 2.0, multiliteracy, and its impact on the nature of learning in general, and on writing in particular. The first talk will draw from my online multiliteracies course:
Social Networking in Libraries
The document discusses how social networking tools can be used in libraries to democratize participation, highlight collections, create community, collect and disseminate knowledge, communicate with users where they are, have transparent conversations, improve internal knowledge sharing, and communicate with users at their point of need. It provides strategies for implementing social software such as knowing users, developing a risk-tolerant and learning culture, involving staff, capitalizing on networks, and devoting time.
Elgg Jam Emerge01
The document discusses objectives for supporting the formation of an effective and sustainable community of practice (CoP) through the use of social software and community tools. The objectives are to: 1) support the JISC in forming the CoP; 2) provide infrastructure and tools for the CoP; 3) support the CoP through activities like workshops and training events; and 4) support development of new learning and teaching technologies. It aims to have groups share ideas to develop interrelated projects and for the community to guide, support, and facilitate its own formation and emergence.
Web 2.0
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools currently using Web 2.0 tools like podcasts and wikis are also provided.
The technology of making meaning 2
The document discusses the evolution of the internet and the rise of Web 2.0 technologies. It defines Web 2.0 as encompassing a growing collection of free, social, user-generated web tools like wikis, podcasts, social networks, and file sharing. These tools are changing how people, especially students, interact with and experience the world through both digital and analog lenses. If Jewish learning is only available through the analog lens, it risks becoming irrelevant. The document then provides examples of Web 2.0 applications and encourages exploring them.
Beyond Web 2.0 ... What's Next?
This document discusses the history and evolution of the World Wide Web. It begins with an overview of Web 1.0, which allowed for static, read-only content created by experts. Web 2.0 enabled user-generated content and participation through tools like blogs, wikis, and social media. Some propose that Web 3.0, or the Semantic Web, will incorporate artificial intelligence to enable machines to better understand web pages like humans. The future of the web is predicted to involve greater connectivity between online and offline data through technologies like cloud computing, microformats, and linking currently isolated information "silos."
How we use social networks
This presentation describes the ways and means of using several Social Network sites for Web2.0 related searching.
Presentation 3A AIT
The document discusses creating an online community for a school using web 2.0 technologies like blogs, social networks, and video sharing to connect remote students and families. It recommends the community be free, customizable, allow blogging and communication between members, and enable administrators to moderate inappropriate content. Guidelines are provided around personal safety, privacy settings, obtaining permission before posting about others, and enforcing a code of conduct to ensure a respectful online space.
Library 2.0
Keynote presentation for the South Central Kansas Library System (SCKLS) Technology Day, Wichita, KS, 2 November 2006
Web2.0 Primer
The document discusses several concepts related to Web 2.0 including its definition as a more interactive internet driven by user participation. It also mentions key trends like user-generated content, social networking, tagging, wikis, and harnessing collective intelligence. Several quotes are provided about the importance of creativity and human input in problem solving.
Web2.0 Tools
This document introduces Web 2.0 and various Web 2.0 tools. It defines Web 2.0 as facilitating interactive information sharing and collaboration on the World Wide Web through communities, services, applications, social networking, videos, wikis and blogs. It then discusses key features of Web 2.0 like search, links, authoring, tags and extensions. Various Web 2.0 tools are introduced, including social bookmarking tool del.icio.us, presentation sharing tool SlideShare, wiki tool Wikispaces, photo sharing tool Picasa, document collaboration tool Google Docs, feed reader Google Reader, video platform YouTube, and presentation tool Prezi.
Nassau Library
This document discusses wikis and their use in education. It defines wikis as free, collaborative websites that allow users to easily add and edit content without HTML knowledge. Wikis encourage sharing information and ideas. Characteristics include being web-based, allowing data sharing, and promoting social tools for creating, collaborating and exchanging information. Benefits of wikis in education include promoting collaboration, providing opportunities for reading and writing, and motivating participation. Examples of wikis like Wikipedia, Wikispaces, and WikiTravel are provided.
Web 2.0 for staff
The document discusses the key characteristics and educational rationale for using Web 2.0 technologies in education. It notes that Web 2.0 promotes knowledge sharing, collaboration, and user-generated content. While proponents argue that Web 2.0 engages students and develops new literacy skills, critics argue that it may be trivial, promote isolation, or create passive learners. The document also outlines specific Web 2.0 tools like blogs, wikis, and podcasts and discusses implications of a digital learning environment like new literacies and collaboration skills.
Family Science Night
for a family science night at Cane Ridge High School, set up for all the feeder Middle School students
Workshop Web 2.0
The document discusses the key aspects and evolution of Web 2.0. It defines Web 2.0 as allowing users to collaborate, share information online through second generation services, and creating and sharing content. The document outlines some of the main categories and tools of Web 2.0, including social networking, wikis, blogs, photo sharing, online office suites, and more. It also briefly discusses the differences between Web 1.0, Web 2.0 and the vision for Web 3.0.
Workshop Aug
The document discusses various technologies that can be integrated into classrooms to engage students, including blogs, YouTube, wikis, social bookmarking tools like Diigo, and collaborative documents like Google Docs. It provides examples of how these technologies have been used, such as creating glogs, animations, online flashcards, and sharing ideas about literary works. The document advocates that these web 2.0 tools can help define 21st century skills and be superior to traditional classroom teaching alone when implemented effectively.
What's hot (19)
Lecture1 San Sebastian 2007: Internet, electronic genre and writing
Lecture1 San Sebastian 2007: Internet, electronic genre and writing
Viewers also liked
Byot 4 katie
BYOT stands for "Bring Your Own Technology" and refers to a club that allows students to bring their personal electronic devices like iPods, iPhones, and tablets to school. The purpose of the BYOT club is to educate students about apps that can be useful for schoolwork and projects. The club introduces one or two new apps every two weeks that students can use on their devices, such as Animoto which allows creating videos by combining photos, text, and music. Benefits of BYOT include learning new tech skills that aid education, gaining more tools for school projects, and feeling more comfortable finding tech solutions. A challenge is that students can't use their new apps in class daily to fully learn the tools.
BYOT^4 by Caroline
BYOT^4 stands for Bring Your Own Technology to the 4th power. The document discusses a BYOT club that introduces middle school students to helpful apps and technology tools. The goals of the BYOT club are to expose students to technology that will benefit them now and in their future studies and projects. The club challenges students to explore new apps and learn how to use them to complete schoolwork and homework. Starting a BYOT club provides students with benefits like learning about useful apps before other students and making research and homework easier.
Cuál color no es correcto
El documento lista varios colores de forma aleatoria. No parece tener un tema o propósito específico más allá de enumerar colores comunes como rojo, azul, verde, amarillo y morado en diferentes combinaciones sin orden aparente.
L Butler Presentation
The document outlines the goals, objectives, research, design, development, and implementation of a digital resource for a 1:1 Spanish classroom. The resource was created to align with foreign language standards and support engagement, collaboration, differentiated instruction, and easy access for all students using various devices. Research included identifying critical skills and a resource matrix to guide the design, which included a unit map and storyboard. Development considered easy editing, fair use of content, and delivery methods. The final resource was implemented over a month and resulted in improved quiz scores, writing prompts and student understanding when used on desktops, netbooks and iPods.
Ltms600 7.18.12
This document provides an agenda for a class on image and video creation and sharing tools. The class will cover discussing acceptable use policies, exploring image sharing platforms like Flickr and Instagram, learning about image manipulation with tools on both online and mobile apps, creating and sharing videos on sites like YouTube and TeacherTube, and creating a presentation or video to embed on a student wiki page. Students will be assigned to modify or create 5 photo projects and a video/presentation for their wiki, and post a proposal for a lesson that utilizes discussed technologies to the class forum.
Colores: Psicología del color
El documento describe los significados positivos y negativos de los principales colores: blanco, amarillo, naranja, rojo, azul, violeta, verde y negro. Cada color se asocia con ciertas cualidades emocionales y psicológicas. Por ejemplo, el rojo se asocia con la fuerza, la pasión y la energía pero también con la agresión; el azul con la inteligencia, la comunicación y la serenidad pero también con la frialdad.
Viewers also liked (6)
Similar to Lb session3
Teaching, Learning & Research on Web 2.0 in Education
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.
Web 2.0
This document provides an outline and overview of a presentation on Web 2.0 technologies including Facebook, Twitter, blogs and wikis. It defines Web 2.0 as websites that facilitate user interaction and collaboration through features like commenting, liking, and editing. Examples are provided of how universities can use social media to share information, showcase work, promote events, and connect with students. Best practices for setting up accounts and posting on these sites are also reviewed.
Learning 2.0
Learning 2.0 refers to emerging approaches to learning that emphasize collaboration, knowledge creation, and informal learning environments over traditional receptacle-based learning. Key aspects of Learning 2.0 include using tools like wikis, blogs, social media to foster interaction and knowledge sharing, as well as principles like co-creation, distributed intelligence, and empowering learners. Effective Learning 2.0 encourages play, eliminates fear, and empowers individuals to expand their knowledge through discovery.
Digital Literacy
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
Enrichment 2.0 Gifted Education For The 21st Century
The document discusses how Web 2.0 technologies can be used to meet the needs of gifted students in the 21st century. It describes tools like wikis, blogs, and video/photo sharing that allow for collaboration. Joseph Renzulli's Enrichment Cluster model is adapted for online use, with students researching topics of interest and creating real-world products. Examples of online clusters offered by the Gifted Kids Network are provided.
How Emerging Digital Media Are Changing Our World: A Conversation for PR Educ...
How Emerging Digital Media Are Changing Our World: A Conversation for PR Educ...Plank Center for Leadership in Public Relations
For public relations educators, social media are presenting new challenges. How do we teach our students the new skills required? How can we gain a better understanding of the problems facing organizations today? How can we develop a curriculum to support these areas? During this webinar, participants learned about the challenges and issues facing the profession from Jeff Beringer, Senior Vice President, Dialogue/GolinHarris; Robert French, Instructor, public relations and digital media, Auburn University; and Toby Ward, President, Prescient Digital Media.Etraining In Kaitaia
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
Etraining at Northland College on 25th November
This is the powerpoint used at the etraining in Kaikohe (Northland College) on 25th November 2008 by Carolyn Bennett
EPE 312 Web 2.0 Tools for Learning
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
Librarian2.0(9 12)
Web 1.0 focused on content delivery and consumption by students, driven by institutional needs rather than learners. Web 2.0 aims to enhance creativity, information sharing, and collaboration among users through user-generated content and two-way information flows. Popular Web 2.0 tools for teachers include blogs, wikis, social bookmarking, social networking, podcasts and video sharing which facilitate knowledge creation and sharing in new ways.
Intro to Web2.0 Winter Tonic
This was a presentation presented at Winter Tonic, February 10, Sir Charles Tupper High School, Vancouver, BC for the Vancouver Teacher Librarian Association.
Introduction to Web 2.0 Tools-Multimedia Unit 2
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.
Using Web 2.0 Tools to Create a Professional Learning Environment
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/
Digital Literacy
Digital literacy is the ability to locate, organize, understand, evaluate, and create information using digital technology. A 21st century EFL teacher should be digitally literate and know how to use tools like blogs, wikis, podcasts, and social networks. They should understand concepts like communities of practice, which allow teachers to collaborate online. Teachers must develop students' skills in areas like being capable technology users, problem solvers, communicators, and responsible digital citizens.
Web 3.0 and english language teaching by dr meenu pandey
The document discusses the evolution of the World Wide Web and how technology is advancing language teaching. It describes Web 1.0 as the static read-only web, Web 2.0 as the dynamic read-write people-centric web, and defines Web 3.0 as the semantic executing machine-centric web that will allow machines to understand information. It provides examples of tools for Web 3.0 like social networking, blogs, wikis, image sharing, social bookmarking, and mashups that can help develop English language skills through listening, speaking, reading and writing.
Final pp
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
Ict integration by saedah 27 may 2010
The document discusses using information and communication technologies (ICT) to enhance teaching and learning. It covers defining Web 2.0 and how it has changed knowledge sharing. Various e-learning tools are presented, including options for collaboration, productivity, multimedia creation, organization, and social interaction. Challenges of implementing these tools in pedagogical practices are also addressed.
Social Media And The Information Authority
This document discusses social media and web 2.0 technologies. It outlines the benefits of social media such as ease of communication, sharing information instantly worldwide, and enabling real-time collaboration. Examples of social media platforms are given for communicating (blogs, microblogs, social networks), sharing (photos, video, links, documents), and collaborating (wikis, online office tools, project management). The document also discusses technologies like RSS, tagging, and APIs that enable web 2.0 applications and discusses using existing platforms and custom solutions to draw these tools together.
Social Media in Medical Education
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
Cengage2009 Frydenberg
The document discusses how Web 2.0 tools can be used to engage today's students in learning. It notes that today's students multi-task, work in teams, create and consume content online, and are always connected. It suggests that Web 2.0 tools allow learning to take place anywhere, be experiential, relevant to real world problems, and collaborative. Some specific Web 2.0 tools mentioned for the classroom include wikis, Google forms, live polling, slide sharing, video streaming, desktop sharing, and microblogging tools like Twitter.
Similar to Lb session3 (20)
Teaching, Learning & Research on Web 2.0 in Education
Teaching, Learning & Research on Web 2.0 in Education
Enrichment 2.0 Gifted Education For The 21st Century
Enrichment 2.0 Gifted Education For The 21st Century
How Emerging Digital Media Are Changing Our World: A Conversation for PR Educ...
How Emerging Digital Media Are Changing Our World: A Conversation for PR Educ...
Using Web 2.0 Tools to Create a Professional Learning Environment
Using Web 2.0 Tools to Create a Professional Learning Environment
Web 3.0 and english language teaching by dr meenu pandey
Web 3.0 and english language teaching by dr meenu pandey
More from SrtaButler
Climate Zones
The document describes 12 major climate zones around the world, including ice cap, subarctic, tundra, highlands, marine west coast, humid continental, Mediterranean, humid subtropical, semiarid, arid, tropical wet/dry, and tropical wet. Each climate zone is characterized by distinct temperature and precipitation patterns, and examples of locations within each zone are provided.
La Familia
This document provides a link to additional practice with family vocabulary in Spanish on a website called the Spanish Techbook. The linked page focuses on practicing family terms and is found at an address ending in "family-practice.html". The document recommends the external resource for more practice with the topic of family in Spanish.
Cantar conjugated
This document provides conjugations for the Spanish verb "cantar" (to sing) in the present tense. It lists the infinitive form "cantar" and stem "cant-" followed by various subject pronouns and their conjugated forms - "yo canto" (I sing), "tú cantas" (you sing), "ella canta" (she sings), "nosotros cantamos" (we sing), "ellos cantan" (they sing). The document demonstrates how to conjugate "cantar" into its various present tense forms.
Ar verbs
This document contains a list of Spanish verbs and their English translations. Each entry provides the infinitive form of the Spanish verb followed by a tilde and the English translation. There are over 40 verbs included ranging from common verbs like abrazar (to hug), ayudar (to help), and bailar (to dance) to more specific verbs like esquiar (to ski), manejar (to drive), and zapatear (to kick).
Moodle Login Directions
This tutorial introduces the symbols users will encounter on the Moodle site, including the home icon, foreign language icon, enrollment key icon, future log-in icon and navigation icons. It notes that the site will not usually label the icons, so users need to learn to recognize what each symbol represents.
Culture maps
This document provides brief 1-2 word descriptions related to the culture, history and attractions of various countries in Latin America and the Caribbean. Key details mentioned include Flamenco and the World Cup for Spain, Dia de los Muertos and Aztecs for Mexico, Lake Atitlan and Tikal for Guatemala, the Dollar Bus for El Salvador, Copan Ruins and Scarlet Macaws for Honduras, footprints dating back 6000 BC and a clinic for Nicaragua. Popular attractions highlighted include surfing, tree frogs and rain forests for Costa Rica, the Panama Canal for Panama, Cuban antique cars for Cuba, carnival and baseball for the Dominican Republic, and Machu Picchu for
Interactive Whiteboard Presentation
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Spanish?
This document contains links to pages about an alphabet bilingual floor puzzle, Spanish-speaking countries, and a map of Spanish language usage. The final item is a person's name. In 3 sentences, this summarizes the high-level topics and essential information contained in the provided document.
More from SrtaButler (8)
Recently uploaded
Infrastructure Challenges in Scaling RAG with Custom AI models
Building Retrieval-Augmented Generation (RAG) systems with open-source and custom AI models is a complex task. This talk explores the challenges in productionizing RAG systems, including retrieval performance, response synthesis, and evaluation. We’ll discuss how to leverage open-source models like text embeddings, language models, and custom fine-tuned models to enhance RAG performance. Additionally, we’ll cover how BentoML can help orchestrate and scale these AI components efficiently, ensuring seamless deployment and management of RAG systems in the cloud.
Artificial Intelligence for XMLDevelopment
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Mind map of terminologies used in context of Generative AI
Mind map of common terms used in context of Generative AI.
Programming Foundation Models with DSPy - Meetup Slides
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Video Streaming: Then, Now, and in the Future
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Full-RAG: A modern architecture for hyper-personalization
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
Removing Uninteresting Bytes in Software Fuzzing
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
20240609 QFM020 Irresponsible AI Reading List May 2024
Everything I found interesting about the irresponsible use of machine intelligence in May 2024
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Microsoft - Power Platform_G.Aspiotis.pdf
Revolutionizing Application Development
with AI-powered low-code, presentation by George Aspiotis, Sr. Partner Development Manager, Microsoft
Climate Impact of Software Testing at Nordic Testing Days
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...Edge AI and Vision Alliance
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.Recently uploaded (20)
Infrastructure Challenges in Scaling RAG with Custom AI models
Infrastructure Challenges in Scaling RAG with Custom AI models
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
Mind map of terminologies used in context of Generative AI
Mind map of terminologies used in context of Generative AI
Programming Foundation Models with DSPy - Meetup Slides
Programming Foundation Models with DSPy - Meetup Slides
Full-RAG: A modern architecture for hyper-personalization
Full-RAG: A modern architecture for hyper-personalization
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
20240609 QFM020 Irresponsible AI Reading List May 2024
20240609 QFM020 Irresponsible AI Reading List May 2024
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Climate Impact of Software Testing at Nordic Testing Days
Climate Impact of Software Testing at Nordic Testing Days
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
Lb session3
- 1. Getting Started Test microphone using the Audio Setup Wizard under the Tools menu drop down
- 2. Creating Media-Rich Student-Focused Learning for the Digital Age
- 3. Lisa Butler Teacher and Technology Trainer Derry Township School District lbutler@harrisburgu.edu @SrtaLisa Teacher Trainer Harrisburg University
- 6. Activity 1: What is Web 2.0? • Complete the Poll Everywhere to create our KWL chart. • Watch What is Web 2.0? or read Wikipedia for Web 2.0 • Share a Web 2.0 tool on the Elluminate whiteboard. (Use the A tool to create a text box.) • Diigo
- 8. Web 2.0 Tools We Know…
- 9. Activity 2: Create a schema C • Conversations • mainly text, but could be voice, video C • Content • creation, collaboration and sharing C • Connections • connecting to people C • Collaboration • working spaces where a lot of interconnected activities can happen
- 10. Conversations Content Connections Collaboration •Blogs •Forums •Micro-blogs / Life-streaming •Chat/IM •VOIP •Content Creation •Content Sharing •Content Management •Tagging / Rating •Social Bookmarking •Syndication •User Profiles •Social Graphs •Friends/Contact s •People Matching •Buying/Selling •Wikis •Workspaces •Project / Process Support •Innovation / Idea Generation •Calendars & Events 4 C’s of Web 2.0 (Bersin & Associates, 2008)
- 11. 4 C’s of Web 2.0 (Bersin & Associates, 2008) Conversations Content Connections Collaboration
- 15. Activity 3: Exploring & Embedding • Click over to Voki.com • Create a voki of your own, possibly as a welcome to your site. • We will work together to embed the completed Voki in your Moodle course.
- 16. Project Development Consider the web 2.0 categories and plan for the inclusion of a web 2.0 resource in your activity/course.
- 18. Creating Media-Rich Student-Focused Learning for the Digital Age
Editor's Notes
- https://www.diigo.com/tools/toolbar
- You can also join groups. This is our group. You will need to apply and be accepted into the group before you can save items for everyone in the group to see.