This is my professional development presentation about productivity and presentation tools that can be used in the classroom or school library to increase student achievement.
This document discusses blogs, wikis, and podcasts and provides information on how to create and use them. It defines blogs as easily created and updated webpages for ongoing writing. Wikis allow users to collaboratively edit content on a website. Podcasts are digital audio files that can be created and shared, and require a microphone, recording/editing software, and hosting on a website. Examples of using these tools for a school library include podcasts for story times, research help, and archiving lectures. The document recommends free hosting sites for wikis and podcasting tutorials.
This document discusses how teachers can use Web 2.0 tools to move from professional isolation to collaboration. It begins by explaining the traditional isolation of teachers due to limited opportunities and resources. It then introduces Web 2.0 as a way for teachers to connect, share information, and work together across distances. Specific Web 2.0 tools are presented that allow synchronous and asynchronous collaboration through forums, workshops, and communities. The document argues that using these tools can help teachers develop professionally while overcoming isolation.
The document discusses Web 2.0 and how it differs from earlier versions of the web. Web 2.0 focuses on user-generated content, collaboration, and sharing information online through social media and user-editable sites. It provides a list of free Web 2.0 tools for teachers to evaluate, including blogs, social networking sites, collaboration tools, and more. Concerns about using these tools in education are also mentioned.
The document discusses using Web 2.0 tools like wikis, blogs, and social networks to create, communicate, and collaborate. It provides an overview of wikis and how they can be used for educational purposes, demonstrating how to set up a wiki with pages, links, images, and widgets. Educators are encouraged to consider accessibility, pedagogical concerns, and establishing rules when having students use and edit wikis.
This document summarizes a study on deploying social software like blogs in distance learning environments. It found that while blogs provided benefits like facilitating reflective practice and community, students struggled with finding purpose for blogging and tensions between private and public sharing. Only 20-30% of students blogged regularly, with 50% not blogging at all, similar to other studies. Students had pragmatic concerns about time and assessment that influenced tool use. Understanding blogs as a genre and negotiating their purpose and context of use is important for adoption in educational settings.
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
Web 2.0 technologies such as blogs, wikis, social bookmarking, and photo/video sharing can promote collaboration and information sharing in new ways for K-12 education. These technologies allow students and teachers to become co-creators in the learning process. Blogs allow for commenting and continuing discussions outside the classroom. Podcasts are similar to radio broadcasts and can be listened to anytime while enhanced with images, video, and links. Wikis are online writing spaces that allow multiple authors to collaboratively add, update, and edit content. Social bookmarking allows tagging and sharing bookmarks online. Photo and video sharing provides online storage and the ability to tag and organize digital media.
This document discusses blogs, wikis, and podcasts and provides information on how to create and use them. It defines blogs as easily created and updated webpages for ongoing writing. Wikis allow users to collaboratively edit content on a website. Podcasts are digital audio files that can be created and shared, and require a microphone, recording/editing software, and hosting on a website. Examples of using these tools for a school library include podcasts for story times, research help, and archiving lectures. The document recommends free hosting sites for wikis and podcasting tutorials.
This document discusses how teachers can use Web 2.0 tools to move from professional isolation to collaboration. It begins by explaining the traditional isolation of teachers due to limited opportunities and resources. It then introduces Web 2.0 as a way for teachers to connect, share information, and work together across distances. Specific Web 2.0 tools are presented that allow synchronous and asynchronous collaboration through forums, workshops, and communities. The document argues that using these tools can help teachers develop professionally while overcoming isolation.
The document discusses Web 2.0 and how it differs from earlier versions of the web. Web 2.0 focuses on user-generated content, collaboration, and sharing information online through social media and user-editable sites. It provides a list of free Web 2.0 tools for teachers to evaluate, including blogs, social networking sites, collaboration tools, and more. Concerns about using these tools in education are also mentioned.
The document discusses using Web 2.0 tools like wikis, blogs, and social networks to create, communicate, and collaborate. It provides an overview of wikis and how they can be used for educational purposes, demonstrating how to set up a wiki with pages, links, images, and widgets. Educators are encouraged to consider accessibility, pedagogical concerns, and establishing rules when having students use and edit wikis.
This document summarizes a study on deploying social software like blogs in distance learning environments. It found that while blogs provided benefits like facilitating reflective practice and community, students struggled with finding purpose for blogging and tensions between private and public sharing. Only 20-30% of students blogged regularly, with 50% not blogging at all, similar to other studies. Students had pragmatic concerns about time and assessment that influenced tool use. Understanding blogs as a genre and negotiating their purpose and context of use is important for adoption in educational settings.
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
Web 2.0 technologies such as blogs, wikis, social bookmarking, and photo/video sharing can promote collaboration and information sharing in new ways for K-12 education. These technologies allow students and teachers to become co-creators in the learning process. Blogs allow for commenting and continuing discussions outside the classroom. Podcasts are similar to radio broadcasts and can be listened to anytime while enhanced with images, video, and links. Wikis are online writing spaces that allow multiple authors to collaboratively add, update, and edit content. Social bookmarking allows tagging and sharing bookmarks online. Photo and video sharing provides online storage and the ability to tag and organize digital media.
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.
Slides presented as part of a panel at the November 2006 Meeting of the International Society for the Scholarship of Teaching and Learning. The panel was called "Using the Next Generation of Web-based Tools and Open Educational Resources to Support Communities of Practice in the Scholarship of Teaching and Learning" . Panelists included Toru Iiyoshi, Tom Carey & Mike Roy
This document provides information about various Web 2.0 tools and resources for integrating interactive technology into teaching. It discusses tools like wikis, blogs, and widgets that allow for information sharing and participation. It also addresses how Web 2.0 aligns with educational standards and can engage students by appealing to different learning styles and brain regions through multimedia and collaboration. Resources and examples of teacher websites utilizing these tools are provided.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The document provides an overview of social networking tools for Web 2.0, including blogs, wikis, podcasts/vodcasts, notifications, tagging, and Twitter. It discusses features of these tools like allowing everyone to publish content and choose who they follow. Examples are given of open-source wikis and messaging applications that allow customizing conversations and profiles.
Web 2.0 Tools - CCUE ETC Conference 2008John Patten
The document discusses various web 2.0 tools that can be used for student publishing, including blogs, wikis, and web applications. It provides examples of blogs and wikis that students can use, such as Youth Voices and Wikipedia. It also lists and describes different platforms for creating blogs and wikis, such as Edublogs, Blogger, and Wikispaces. The document provides information on additional tools including Google Docs, Visual Thesaurus, and online office suites that allow students to collaboratively create and publish documents, spreadsheets, and presentations on the web.
Technology Extravaganza: New Web Sites and Applications that Show Promise for...lkhohmann
DIFFUSION AND DISSEMINATION OF IDEAS AND EXPERIENCES:
ISSUES OF INTERNATIONAL COMPARATIVE LIBRARY SCIENCE presentation, Jagiellonian University, Web 2.0
This document discusses Padlet, a free web-based tool that allows users to create virtual walls for collaboration. Padlet walls can be used by teachers and students to post assignments, provide feedback, display examples, and conduct formative assessments. Students can use Padlet for collaboration, creation, discussion boards, portfolios, notes, and more. Padlet is easy to use, supports multiple devices, and walls can be embedded or exported in different formats. Experts say Padlet encourages participation and engagement by allowing all students to contribute and learn from each other.
Bonsai Networking: pruning your professional learning network (VU Seminar)Joyce Seitzinger
This document discusses pruning and growing a professional learning network (PLN). It begins by introducing Joyce Seitzinger and her role in e-learning. She then shares her extensive social media presence and experience organizing online events. The next section discusses a networked practice program she led. The rest of the document provides advice on establishing a PLN, including maintaining connections through various tools, curating an online identity and portfolio, and regularly reviewing one's areas of interest to prune and grow their learning network.
Blogs and wikis can be used to differentiate instruction by allowing students to communicate outside of the classroom, collaborate on projects, and publish examples of work. Both tools allow for instant publishing and free or low-cost use. While blogs are more linear and directed, wikis are more collaborative and dynamic. Popular wikis include Wikipedia and Wikispecies. Teachers can use blogs to provide materials and Q&A sessions and wikis for group projects and collaborative works. RSS feeds allow users to aggregate news and updates from blogs and other sources.
Using social media in your course: Free (or nearly free) tools to create grea...Sally Byrd
This document discusses using social media tools like blogs, wikis, and social networks in education. It provides examples of blogs being used to share science experiments and instructor websites. Wikis are shown to be used for sharing course materials and as document repositories for group projects. Social networks are highlighted for connecting teachers in specific subject areas. Finally, it recommends the free and easy-to-use tools of WordPress, PBWorks, and Ning and provides a link to additional resources for getting started with social media in courses.
Higher Ed Conference - Dana Center, Austin, TX 10/2006Scott Floyd
This document discusses using Web 2.0 tools like blogs, wikis, podcasts, and RSS to extend classroom conversations beyond traditional boundaries. It notes that teachers need opportunities to actively participate in using these technologies, rather than just learning about them, to become "digital immigrants." Various Web 2.0 tools are listed that can be used for teacher professional development, student literacy, and collaboration across subjects.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
PDF File Creating Subject Guides for the 21st Century Library by Buffy HamiltonBuffy Hamilton
The document discusses tools and strategies for creating subject guides for 21st century libraries. It covers how the information landscape and concepts of authority have shifted, requiring guides to incorporate diverse sources and help learners evaluate information. The document outlines a process for developing guides, including defining objectives, selecting appropriate resources, collaborating with others, and reflecting on improvements. It also explores specific web 2.0 tools like RSS feeds, podcasts, videos, and social bookmarking that can make guides more dynamic and help cultivate learning networks.
Out of Isolation Circles:Web 2.0 for Teacher Professional DevelopmentHala Fawzi
The document discusses how teachers have traditionally felt isolated in their professional development but that Web 2.0 tools now allow them to collaborate online through conferences, workshops, discussion forums and other resources. It provides examples of various Web 2.0 tools and online communities that teachers can use to connect with other educators and develop themselves without barriers of location or access to traditional professional development opportunities.
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0 and highlights some key Web 2.0 tools like blogs, wikis, RSS feeds, social bookmarking, photo sharing, video sharing, blog search, news aggregation and mashups. It outlines educational benefits of blogs and wikis like helping students communicate, collaborate, motivate participation and provide opportunities to read and write. It also provides some tips for preparing a classroom for blogging and using wikis for collaboration.
This document discusses the use of weblogs or blogs in educational settings. It defines blogs as websites organized with dated entries in reverse chronological order that allow readers to comment. The document outlines several potential uses of blogs in instruction, including for reflective journals, networking, sharing resources, and submitting assignments. It provides examples of free blogging software and references several articles and books about using blogs in and around the classroom.
Overivew Of Microsoft Office 2010 For It Professionalswinwithneeraj
The document discusses Microsoft Office and how it provides a practical productivity platform for IT by simplifying everyday challenges, safeguarding enterprise environments, and enabling users to connect without compromise through features like improved performance, layered security, Office available anywhere including on the web and mobile, and integration with collaboration and productivity tools. It highlights how Office 2010 addresses key areas of concern for IT like deployments, training and support, and connectivity both on-premises and in the cloud.
This deck brings you 32 Uses of Microsoft in the Classroom. Be inspired, and explore the ideas in more depth at our Blog Post http://blogs.msdn.com/b/austeachers/archive/2015/01/29/32-engaging-ways-to-use-microsoft-in-your-classroom.aspx
Webinar - Meet the New Microsoft Office 2016 for Windows - 2015-10-15TechSoup
Visit http://www.techsoup.org for donated technology for nonprofits and libraries!
The new Office suite has arrived! And nonprofits and libraries can get it donated through TechSoup as of October 1.
Watch Microsoft's Doug Thomas, who specializes in the Office suite, teach how to use and access the best new features and optimize them for your organization.
Doug takes us through some highlights of the new Office 2016 for Windows machines and show a live demo of how it looks and works with other Microsoft tools in your arsenal.
You'll see:
-- How native co-authoring in Word works in real-time, so you can collaborate on documents with your co-workers together
-- Integrated Skype for Business
-- The smartest inbox yet with Outlook 2016
-- And more!
Using Office on a Mac? Join us on October 22 for a special webinar on Office 2016 for Mac to see how the new Office suite works for you! https://cc.readytalk.com/r/az7nakqba7x&eom
This document provides a step-by-step tutorial on how to use Microsoft PowerPoint for beginners. It covers how to open PowerPoint, select themes, add and format text on slides, insert screenshots, crop and resize images, add shapes like arrows and format them, and create a presentation using different slide layouts. The tutorial is intended for new users and guides them through the basic PowerPoint features and functions.
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.
Slides presented as part of a panel at the November 2006 Meeting of the International Society for the Scholarship of Teaching and Learning. The panel was called "Using the Next Generation of Web-based Tools and Open Educational Resources to Support Communities of Practice in the Scholarship of Teaching and Learning" . Panelists included Toru Iiyoshi, Tom Carey & Mike Roy
This document provides information about various Web 2.0 tools and resources for integrating interactive technology into teaching. It discusses tools like wikis, blogs, and widgets that allow for information sharing and participation. It also addresses how Web 2.0 aligns with educational standards and can engage students by appealing to different learning styles and brain regions through multimedia and collaboration. Resources and examples of teacher websites utilizing these tools are provided.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The document provides an overview of social networking tools for Web 2.0, including blogs, wikis, podcasts/vodcasts, notifications, tagging, and Twitter. It discusses features of these tools like allowing everyone to publish content and choose who they follow. Examples are given of open-source wikis and messaging applications that allow customizing conversations and profiles.
Web 2.0 Tools - CCUE ETC Conference 2008John Patten
The document discusses various web 2.0 tools that can be used for student publishing, including blogs, wikis, and web applications. It provides examples of blogs and wikis that students can use, such as Youth Voices and Wikipedia. It also lists and describes different platforms for creating blogs and wikis, such as Edublogs, Blogger, and Wikispaces. The document provides information on additional tools including Google Docs, Visual Thesaurus, and online office suites that allow students to collaboratively create and publish documents, spreadsheets, and presentations on the web.
Technology Extravaganza: New Web Sites and Applications that Show Promise for...lkhohmann
DIFFUSION AND DISSEMINATION OF IDEAS AND EXPERIENCES:
ISSUES OF INTERNATIONAL COMPARATIVE LIBRARY SCIENCE presentation, Jagiellonian University, Web 2.0
This document discusses Padlet, a free web-based tool that allows users to create virtual walls for collaboration. Padlet walls can be used by teachers and students to post assignments, provide feedback, display examples, and conduct formative assessments. Students can use Padlet for collaboration, creation, discussion boards, portfolios, notes, and more. Padlet is easy to use, supports multiple devices, and walls can be embedded or exported in different formats. Experts say Padlet encourages participation and engagement by allowing all students to contribute and learn from each other.
Bonsai Networking: pruning your professional learning network (VU Seminar)Joyce Seitzinger
This document discusses pruning and growing a professional learning network (PLN). It begins by introducing Joyce Seitzinger and her role in e-learning. She then shares her extensive social media presence and experience organizing online events. The next section discusses a networked practice program she led. The rest of the document provides advice on establishing a PLN, including maintaining connections through various tools, curating an online identity and portfolio, and regularly reviewing one's areas of interest to prune and grow their learning network.
Blogs and wikis can be used to differentiate instruction by allowing students to communicate outside of the classroom, collaborate on projects, and publish examples of work. Both tools allow for instant publishing and free or low-cost use. While blogs are more linear and directed, wikis are more collaborative and dynamic. Popular wikis include Wikipedia and Wikispecies. Teachers can use blogs to provide materials and Q&A sessions and wikis for group projects and collaborative works. RSS feeds allow users to aggregate news and updates from blogs and other sources.
Using social media in your course: Free (or nearly free) tools to create grea...Sally Byrd
This document discusses using social media tools like blogs, wikis, and social networks in education. It provides examples of blogs being used to share science experiments and instructor websites. Wikis are shown to be used for sharing course materials and as document repositories for group projects. Social networks are highlighted for connecting teachers in specific subject areas. Finally, it recommends the free and easy-to-use tools of WordPress, PBWorks, and Ning and provides a link to additional resources for getting started with social media in courses.
Higher Ed Conference - Dana Center, Austin, TX 10/2006Scott Floyd
This document discusses using Web 2.0 tools like blogs, wikis, podcasts, and RSS to extend classroom conversations beyond traditional boundaries. It notes that teachers need opportunities to actively participate in using these technologies, rather than just learning about them, to become "digital immigrants." Various Web 2.0 tools are listed that can be used for teacher professional development, student literacy, and collaboration across subjects.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
PDF File Creating Subject Guides for the 21st Century Library by Buffy HamiltonBuffy Hamilton
The document discusses tools and strategies for creating subject guides for 21st century libraries. It covers how the information landscape and concepts of authority have shifted, requiring guides to incorporate diverse sources and help learners evaluate information. The document outlines a process for developing guides, including defining objectives, selecting appropriate resources, collaborating with others, and reflecting on improvements. It also explores specific web 2.0 tools like RSS feeds, podcasts, videos, and social bookmarking that can make guides more dynamic and help cultivate learning networks.
Out of Isolation Circles:Web 2.0 for Teacher Professional DevelopmentHala Fawzi
The document discusses how teachers have traditionally felt isolated in their professional development but that Web 2.0 tools now allow them to collaborate online through conferences, workshops, discussion forums and other resources. It provides examples of various Web 2.0 tools and online communities that teachers can use to connect with other educators and develop themselves without barriers of location or access to traditional professional development opportunities.
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0 and highlights some key Web 2.0 tools like blogs, wikis, RSS feeds, social bookmarking, photo sharing, video sharing, blog search, news aggregation and mashups. It outlines educational benefits of blogs and wikis like helping students communicate, collaborate, motivate participation and provide opportunities to read and write. It also provides some tips for preparing a classroom for blogging and using wikis for collaboration.
This document discusses the use of weblogs or blogs in educational settings. It defines blogs as websites organized with dated entries in reverse chronological order that allow readers to comment. The document outlines several potential uses of blogs in instruction, including for reflective journals, networking, sharing resources, and submitting assignments. It provides examples of free blogging software and references several articles and books about using blogs in and around the classroom.
Overivew Of Microsoft Office 2010 For It Professionalswinwithneeraj
The document discusses Microsoft Office and how it provides a practical productivity platform for IT by simplifying everyday challenges, safeguarding enterprise environments, and enabling users to connect without compromise through features like improved performance, layered security, Office available anywhere including on the web and mobile, and integration with collaboration and productivity tools. It highlights how Office 2010 addresses key areas of concern for IT like deployments, training and support, and connectivity both on-premises and in the cloud.
This deck brings you 32 Uses of Microsoft in the Classroom. Be inspired, and explore the ideas in more depth at our Blog Post http://blogs.msdn.com/b/austeachers/archive/2015/01/29/32-engaging-ways-to-use-microsoft-in-your-classroom.aspx
Webinar - Meet the New Microsoft Office 2016 for Windows - 2015-10-15TechSoup
Visit http://www.techsoup.org for donated technology for nonprofits and libraries!
The new Office suite has arrived! And nonprofits and libraries can get it donated through TechSoup as of October 1.
Watch Microsoft's Doug Thomas, who specializes in the Office suite, teach how to use and access the best new features and optimize them for your organization.
Doug takes us through some highlights of the new Office 2016 for Windows machines and show a live demo of how it looks and works with other Microsoft tools in your arsenal.
You'll see:
-- How native co-authoring in Word works in real-time, so you can collaborate on documents with your co-workers together
-- Integrated Skype for Business
-- The smartest inbox yet with Outlook 2016
-- And more!
Using Office on a Mac? Join us on October 22 for a special webinar on Office 2016 for Mac to see how the new Office suite works for you! https://cc.readytalk.com/r/az7nakqba7x&eom
This document provides a step-by-step tutorial on how to use Microsoft PowerPoint for beginners. It covers how to open PowerPoint, select themes, add and format text on slides, insert screenshots, crop and resize images, add shapes like arrows and format them, and create a presentation using different slide layouts. The tutorial is intended for new users and guides them through the basic PowerPoint features and functions.
This document discusses multimedia authoring tools and paradigms. It defines multimedia authoring as the process of creating multimedia applications and notes that authoring tools provide frameworks for organizing, editing, and combining project elements. The document outlines several authoring paradigms including scripting language, slide show, hierarchical, iconic/flow-control, frames, card/scripting, and cast/score metaphors. It also describes common features of authoring tools such as editing, programming, interactivity, performance, and delivery capabilities.
This document provides an overview of the basic terminology and tools in Microsoft PowerPoint. It discusses how to get started with PowerPoint and open a new presentation. It then summarizes the main menus and tools for formatting text, inserting images, tables, charts and other objects. The tools covered include changing fonts, formatting text, inserting slides, tables, pictures, and shapes. The document aims to accelerate learning PowerPoint through understanding its menus and ribbon interface.
PowerPoint is a presentation program developed by Microsoft as part of the Microsoft Office suite. It runs on Windows and Mac operating systems. The current versions are PowerPoint 2007 and 2010 for Windows, and PowerPoint 2011 for Mac. PowerPoint was initially called "Presenter" before being renamed in 1987. It provides tools for creating slides with text, images, and multimedia content and arranging them in a presentation. Users can customize slide layouts, themes, animations and slide transitions.
This document summarizes the different editions of Microsoft Office 2010 and what each edition includes. It lists the Home and Student, Home and Business, Standard, Professional, Academic, and Plus editions along with their retail prices. It then provides a table showing which core Office applications - Word, Excel, PowerPoint, OneNote, Outlook, Publisher, Access, and Communicator - are included in each edition. The document concludes by briefly describing some new features in Office 2010, including the Ribbon interface, Backstage View, and disaster recovery in Office, and new features specific to Word, Excel, Outlook, and PowerPoint.
Microsoft Office has two versions for different operating systems - Microsoft Office for Windows 10 and Microsoft Office 2016 for Mac. Both versions allow for a consistent interface across touchscreen and keyboard/mouse inputs. The update provides better data protection in Word, Excel and PowerPoint to prevent data loss. It also makes Outlook faster and less storage-intensive while improving management features for IT professionals.
Multimedia authoring tools provide an integrated environment for combining text, graphics, audio, video, and animation into an interactive presentation. They include editing tools to create and organize multimedia elements. Authoring tools have features like editing, programming for interactivity, and playback options. Common types are card/page-based, icon/event-driven, time-based, and web page authoring tools, each with their own advantages and disadvantages for organizing and presenting multimedia content.
This document introduces multimedia and its key elements. It defines multimedia as a combination of text, graphics, sound, animation and video delivered interactively. The 5 main elements are described as text, audio, graphics, video and animation. It also discusses linear vs non-linear multimedia, authoring tools, importance and applications of multimedia, and different types of multimedia products such as briefing, reference, database, education/training, kiosk and entertainment products.
Microsoft Office is a suite of desktop applications and services used for word processing, spreadsheets, presentations, notes, and more. It was first introduced in 1989 and includes programs like Word, Excel, PowerPoint, Outlook, Access, and Project. Microsoft Office has seen many versions over the years and has expanded to include additional programs like Publisher, InfoPath, OneNote, and Visio. It provides programs for tasks like managing documents, databases, schedules, and graphics across Windows and Mac operating systems.
Microsoft Office is a suite of desktop applications, servers and services introduced in 1989. It originally included Word, Excel and PowerPoint. Over time, Office applications have integrated shared features.
The current versions are Office 2013 for Windows and Office 2011 for Mac. Office 2013 was released in October 2012 and includes updated versions of Word, Excel, PowerPoint and other applications.
Word is a word processor that was previously the main Office application. It saves documents in the .docx format and is available for Windows and Mac. The first version of Word was released in 1983 for MS-DOS and introduced the mouse.
This document provides an overview of the Microsoft Office suite of products including Word, Excel, PowerPoint, Publisher, and Outlook. It describes the main functions and uses of each application. Word is used for writing documents and includes spelling/grammar checking and formatting tools. Excel is a spreadsheet program used for calculations, graphs, and pivot tables. PowerPoint is used to create presentations with slides, images, and text. Publisher is for page layout and design. Outlook manages email, calendar, contacts. The document then lists common uses for each program such as reports, letters, blogs, and data analysis.
1. The document outlines features of Microsoft PowerPoint including presentations, the ribbon interface, slide views, themes, and working with content such as entering text, copying and pasting, and checking spelling.
2. It also discusses adding graphics to slides by inserting pictures and clip art. Directions are provided for locating, selecting, and positioning images on slides.
3. The agenda covers PowerPoint, creating slides, and inserting graphics. Key areas like the ribbon, slide navigation, saving presentations, adding and formatting slides are summarized.
The document defines multimedia and its key elements. It discusses how multimedia involves various media like text, graphics, audio, video and animation. It also explains how multimedia applications allow nonlinear interactivity for users to navigate content. Common file formats and authoring tools for developing multimedia are also covered.
Creating Subject Guides for the 21st Century Library by Buffy Hamilton Septem...Buffy Hamilton
The document discusses how subject guides for libraries need to shift to support 21st century learners navigating diverse information sources by incorporating tools like RSS feeds, social media, and multimedia content to make guides more dynamic and participatory. It provides guidance on designing subject guides, choosing platforms, and using guides to foster learning conversations rather than just listing resources. The subject guide of the future is envisioned as an organic space that cultivates networks, models organization strategies, and helps students develop information fluency skills.
Slides from my presentation at the European Foundation for Quality in Elearning about how we create connections (thus the Velcro TM) for learning anytime, anywhere.
Teaching English Through The Web 2 Cinganotto CuccurulloLetizia Cinganotto
This document discusses how Web 2.0 technologies and social media can be used to teach English as a foreign language. It covers key aspects of Web 2.0 like user-generated content, social networking, and folksonomy. Specific tools are discussed, including blogs, wikis, digital storytelling, social networks like YouTube and Flickr, and how they can be used collaboratively to engage students and promote language learning.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
This document discusses Web 2.0 tools that can be used in social studies classrooms. It begins by defining Web 1.0 as a read-only web and Web 2.0 as a read/write web where people are both consumers and producers. It then lists 10 Web 2.0 tools - Prezi, Blabberize, Glogster, Podomatic, ToonDoo, TypePad, VoiceThread, Wikispaces, Xtimeline, and ZeeMaps. For each tool, it provides a brief description and examples of how it could be used for social studies lessons and student projects. The document encourages teachers to start small with Web 2.0, develop student experts, and be prepared before moving lessons
The document discusses Web 2.0 technologies and how they can be used for education. It provides examples of typical Web 2.0 activities like social networking, blogging, wikis, and gives specific tools for each. It also provides ideas for using wikis to support learning and discusses research on the pros and cons of Web 2.0 use in education. Contact information is provided for two people and links to related resources.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
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.
Lets Share It - Collaborative tools and practicesSteven Parker
Improving TVET Experience - which will be held on Thursday 28 June 2007 at the Telstra Stadium
Let’s Share IT - which will be held on Friday 29 June 2007 at the Telstra Stadium
http://cshtr-cc.wikispaces.com/Main
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
Web 2.0 tools are free online collaborative technologies that allow students to actively participate. Examples include blogs, wikis, photo sharing, and presentation tools. Benefits include being cost effective, accessible from any computer, and promoting creativity, communication, and collaboration. Some challenges include resistance to using new technologies and ensuring policies around ethics and safety are followed. The tools can be used to have students collaboratively research, present, and synthesize information on topics.
Web 2.0 tools are free online collaborative technologies that allow students to actively participate. Examples include blogs, wikis, photo sharing, and presentation tools. Benefits include being cost effective, accessible from any computer, and promoting creativity and collaboration. Some challenges include resistance to new technologies and ensuring compliance with policies on ethics and safety. The document provides examples of how wikis, photo sharing, and mind mapping can be used by students collaboratively in a first year experience course.
Web 2.0 tools are free online collaborative technologies that allow students to actively participate. Examples include blogs, wikis, photo sharing, and presentation tools. Benefits include being cost effective, accessible from any computer, and promoting creativity, communication, and collaboration. Some challenges include resistance to using new technologies and ensuring policies around ethics and safety are followed. The tools can be used to have students collaboratively research, present, and synthesize information on topics.
Presentation given at ASTD TechKnowledge 2010. Covers open education, social media, and tools and technologies used to facilitate open education and new media.
Effective utilization of social networking for improving the quality of highe...Chetan Hegde M
Paper presented at the National Conference on Information Literacy and Higher Education in the Digital environment organized by Karnataka State Open University, Mysore on March 30th, 2011.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
Full-RAG: A modern architecture for hyper-personalizationZilliz
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.
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.
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.
Infrastructure Challenges in Scaling RAG with Custom AI modelsZilliz
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.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
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.
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
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.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Programming Foundation Models with DSPy - Meetup SlidesZilliz
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.
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.
Presentation of the OECD Artificial Intelligence Review of Germany
Lis 5260 presentation jbh ppt
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2. “ The definition of information literacy has become more complex as resources and technologies have changed... Multiple literacies, including digital, visual, textual, and technological, now join information literacy as crucial skills for this century.” (Hamilton) http://www.flickr.com/photos/caroslines/2389847856/
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4. “ Times have changed; using Web 2.0 tools... students can collaboratively locate, evaluate, and share relevant Web-based resources... Typical Web 2.0 style services can include blogging, user tagging, RSS feeds, wikis, user ratings, user comments, video and photo sharing, community citation services, social bookmarking, and microblogging.” (Berger)
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6. “ College students, who grew up with technology, are ‘digital natives,’ while librarians, many having learned technology later in life, are ‘digital immigrants.’” (Quinney, Smith, & Galbraith) http://www.flickr.com/photos/7726011@N07/5598287771/
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8. “ This is where critical thinking and information technology skills spell the difference. There had never been a more opportune time for libraries and librarians to make their presence felt... than being in the midst of all the chaos brought by the openness and read/write platforms provided by Web 2.0.” (Lapuz)
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10. “ Students can connect via email, Skype, collaborative documents, and discussion boards with students in other countries. Teachers can reach out to classrooms around the world through collaborative Web sites, both presenting and collecting information to bring a global perspective to the local classroom, to each student of the world.” (Fredrick)
11. “ Today’s electronic documents allow collaborators to work in a synchronous environment on a single document; groups of students can create, share, and edit them online. Students can connect with each other and explore how their interests and abilities can be used to enhance class projects.” (Berger)
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13. “ Technology in and of itself will not create more engaged students or better students. However, well-chosen technology resources infused into classroom instruction can create more engaged and better students. Given the choice of having students create content or simply absorb content through reading, listening, or viewing, I will choose creating content every time.” (Byrne)
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15. Productivity Tools: An Overview An Overview http://www.flickr.com/photos/60in3/2281706277/
37. What’s the Point? http://www.flickr.com/photos/venosdale/4503981048/
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40. The Future starts with YOU. http://www.flickr.com/photos/jonnyfixedgear/4121121206/
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Editor's Notes
Good morning, colleagues, and welcome to your friendly neighborhood librarian’s professional development seminar on productivity, presentations, and you. Today, I’m going to teach you some simple and straightforward ways to bring Web 2.0 tools into your classroom and for my fellow librarians to do the same in their school libraries. I hope that you will be able to pick up on some tools and strategies that will be useful to you, and I will give you the chance to experiment with some of them yourself!
I often like to start off with a quote. (Read quote.) As the definition of literacy has changed, we have to continually adapt our teaching styles to better equip our students for an increasingly digital future. But before I can go into some of the concrete tools that can help you do that, we need to start out by answering every teacher’s favorite 5 W’s and 1 H questions.
First of all, what is Web 2.0? Web 2.0 encompasses all the tools and resources that make the World Wide Web an environment in which information is constantly shared with, collaborated upon, revised, reformatted, and presented in a variety of ways. It empowers learners and educators alike in trying new things and sharing their expertise at the speed of ideas. It connects all of us, and helps develop critical thinking skills that 21st Century learners will need to be successful. The productivity and presentation tools I’ll be sharing with you today are just the tip of the iceberg in the myriad of Web 2.0 methods you can use to maximize student learning and digital literacy.
(Read through the quote, or at least the part of it that rattles off the list of Web 2.0 style services.) Is anyone else feeling a little overwhelmed by this laundry list of resources that some of us may have heard nothing about until a few years ago, and some of which might still be a foreign language? Many of these were complete unknowns to me until taking some of my master’s courses, and I’m still constantly learning new things about the online resources that are available and how they work. The last thing I want to do is overwhelm you, so let me assure you that we’re going to start with a few resources and build from there as you grow in your confidence in using them, and any tools that you’ve already used and would like to share would be great ones to contribute to our discussions as well as we have these professional development days throughout the year.
So, who can learn to use these tools? Librarians, of course, are often the first line of defense when it comes to picking up the latest Web 2.0 trends, and that’s why I’m sharing some of them with you today. Many of these resources are ones that I already have been using with your classes during our ongoing units and some one-shot library lessons, but it can’t stop there. You, as teachers, I think, will find these tools to be amazingly empowering, and will open new doors to ways to improve your personal and professional productivity, and to equip your students with those same benefits. And of course, students are often more tech-savvy than we are, so they are a great source of information about Web 2.0 resources, although we have to teach them how best to use them effectively, and how they can aid them in their ongoing journey of learning and discovery.
(Read the quote.) I find this to definitely be the case for me. Sometimes I’ll listen in on student conversations as they’re showing off their new fancy cell phone or smart phone, and I’ll find that I only understand or recognize bits and pieces of what they’re talking about -- and we’re in an elementary school! There is often a steep learning curve to these new technologies, but it’s one that I know we can climb if we take each step together.
These are tools that I think you will find useful on many different occasions, whether in your day-to-day classroom lessons, as a part of ongoing projects or thematic, integrated units, for you and your students to use before and after school, either as homework, or just the joy of exploration... Basically, these are tools that you can use at anytime, and most importantly, they are already being used by many people right now.
(Read the quote.) And you are right there in the thick of it with me, down in the trenches, even if you haven’t realized it yet. As fellow educators, you continually astound me with the breadth and depth of knowledge you already have about your content areas and grade levels of expertise. I cannot begin to imagine the caliber and amount of resources you already use on a regular basis. I hope, as a librarian who has dabbled in a great many technological pools, to bring the most current and helpful tools to you that you can seamlessly integrate into what you’re already doing right now, without causing too many ripples that might make you feel uncomfortable or out of your depth, while making major waves in student achievement.
Where can you use these tools? Pretty much anywhere that you or your students have Internet access. You can use them in school or public libraries, in your classrooms on your student computers or mobile laptops, at home, on the go in any location with wi-fi networks... really, these are tools that you can use anywhere, which makes them incredible resources and far more convenient than other traditional options that are available through other software that only exist on your singular computer or a solitary server.
(Read the quote.) This is our goal, to connect students to the larger learning environment and world around them, and to bring that world into our classroom. We can use as many fancy new technological tools as we want, but if they don’t contribute to this objective, or to student learning as a whole, then we’re basically wasting our time and resources, aren’t we?
(Read the quote.) This absolutely astounds me. When I was in college, I can remember working on group projects, and we would have to make a habit of either gathering together in one location, like a dorm lobby or computer lab, to work together, or we’d have to send cumbersome files back and forth via the student e-mail system, which was finicky and would sometimes go down without warning, and you didn’t necessarily know when your classmates would send you a revised edition of your work back to you. With Web 2.0 tools, these problems are largely becoming a thing of the past, as students and teachers alike can work together from classrooms, homes, and other locations across the world, all at once, bringing new meaning to the term “collaboration.”
Speaking of which, why do I think that students should use these tools, and why do I want you to use them in your classrooms? There are many different reasons, but I’ll touch on a few of them. First of all, there are so many creative ways in which they can be used. We’re always looking for ways that students can express themselves in different media, and to help them capitalize on their unique learning styles and strengths. Many digital tools may help them do just that. These tools can help build a sense of community and shared purpose, and greatly foster an increase in collaboration between students, students and teachers, and teachers with each other, creating an ever more connected web of individuals, groups, and ideas. These tools can be woven into any curricular area and have applications to whatever age group you teach. And finally, they’re compatible with virtually any computer you might use, anywhere you go.
(Read the quote.)
So the question you’re probably thinking of now, after being dazed by the massive amount of information I just chucked at you, is how do I even begin? These are some tips that I think might make the process of learning how to use these tools a little easier. First off, you need to start small. Take on one new tool, try it out for yourself, experiment with it, use it in a small group setting if you want, have a student or two try it out and share with you what they’ve learned, use it in a single lesson... just see what happens. And start realistically -- don’t try to implement it as a major part of a unit until you’re familiar with it enough yourself and your students are comfortable enough with using it that it would become possible. I also suggest that you start using it with an area of content that you are most familiar with, and already have many resources that you can use, which will help you start organically. Don’t just try to force it into whatever lesson you’re about to teach. If you already have other methods of teaching something that you know have spectacular success with students, use them -- “if it ain’t broke, don’t fix it.” But if you can see a natural way that one of these tools can work with what you’re teaching, then plug them in there. I do want you to start trying them out now. So much of what you learn here today will fly right out of your brain by the end of this session, so I want to give you a chance to experiment with them yourselves, but afterwards, I highly encourage you to continue exploring them on your own right away, while everything is still fresh in your mind. The point is that you have to start somewhere. Where is that somewhere? What tools have I been alluding to all this time? Let’s find out, shall we?
First off, we’re going to talk about some productivity tools -- these are tools that you can use to improve your own personal or professional productivity. More importantly, they are also resources that students can use to improve their academic success in a variety of ways.
There are many kinds of productivity tools.... (List some of them.) For the benefit of time, we’re going to mainly focus on productivity tools that can help you and your students create personal learning environments, such as those created through information dashboards and bookmarking services, both of which I’ll explain in more detail shortly.
What can productivity tools do? They can greatly increase and enhance collaboration between groups of media users and creators. Have you ever run across a great blog posting that you wanted to share with your colleagues? Do you have Web sites that you would love to send out to the district, and with other teacher friends you know, but don’t have an easy way to do so? Some of these tools can help you do just that, and more. They can help you organize and create visual representations of concepts, such as through mind maps and other graphic organizers. They can help you keep track of information from multiple sources. As you can tell, the main way these tools can help is by improving organization.
Personal learning environments are sites on the Web that you create to increase and maximize your personal learning online. These environments are uniquely you -- they should reflect the resources and tools that you use, and what matters to you about education and librarianship. These PLEs allow for seamless “following” -- it’s easy for you to keep up with the updates of all the sites you regularly visit, and for others to follow you by sharing your links and bookmarks. In essence, you are weaving your own, ever-expanding Web of resources. This allows you to improve your time management by putting all the resources you use in one convenient location. Let’s take a look at two of the most common resources that are used as Personal Learning Environments.
Information Dashboards are great tools that can do just that. As the name implies, information dashboards are very much like the dashboard on your car -- all the controls and buttons and systems you need are right there in one place at your fingertips. You don’t have to go far to find everything you need. Information dashboard pages includes a number of widgets, which are like windows to the Web sites, blogs, wikis, and networks you visit on a regular basis. They’re customizable, meaning there are many ways that you can make them your own. You can create them as general dashboards that cover a huge variety of topics, or you can make them very specific, whether that means they’re related to your content area, or to your grade level, or even to a specific unit or topic of study that you teach. They can be single-page dashboards, or multi-page ones to accommodate all the different subjects that you teach. You can also create personal information dashboards where you can connect to your Twitter feed, Facebook and MySpace accounts (if you have them), YouTube, Flickr, your e-mail account, and much more.
One of the first Information Dashboard services I ran across was Pageflakes. This is my personal Pageflakes dashboard. As you can see, it contains a ton of different widgets that I use for various purposes. There’s a calendar widget that reminds me of important events, a to-do list widget that keeps me on task and makes me mindful of deadlines, widgets that link me to blogs of librarians, family members, and friends, and even a comic strip widget for whenever I need a good laugh. I was able to access all of these easily and quickly through Pageflakes’ simple search tools.
An alternative to this that I actually ended up liking even more is Netvibes. It has some similarities to Pageflakes -- you still have a bunch of different widgets that connect you to sites, blogs, etc., but I like how you can color-code the tops of your widgets to organize them into different uses or subject areas. My green widgets are links to blogs and sites about new information technology, my brown ones are for library blogs, and my blue one links me to my Twitter account and other general resources. It’s easy to add tabs for different content areas, and you can search for widgets that Netvibes already has available in their library, or just plug in the URL or Web address of the site that you’ve visited and create a widget that way. You can also format your Netvibes page to make it have a design and style that suits you perfectly.
Another productivity tool that you might enjoy experimenting with would be a bookmarking service. Bookmarking is a way of keeping tabs of all the sites that you most frequently visit. You can create tags that you attach to these sites that help you sort them by how you use them or what they are about. You can annotate them, which means you can add a description of what you found that was useful on the site or what it’s about. You can easily share your bookmarks with others, and that allows you to connect with other educators, and would enable students to connect with each other and share the resources that they’ve found on topics of study. Let’s look at a couple of different bookmarking tools that I’ve been using.
Delicious is the first bookmarking tool I ran across, and it’s very simple to use. You just click on “Save a new bookmark,” put in the Web address, create a description like the ones I made here, and then you can add a tag to it. The tag is a way of tracking the topics of sites that you most often use. I have sections of tagged sites on favorite student authors, reading resources, technology tools, classroom wikis, and blogs by librarians and other educators. That way, I can find just the site I need without wading through hundreds of them in my Favorites tab on my Web browser. The number in the blue box shows you how many other people have bookmarked the same sites that you have, which lets you know how popular they are.
An alternative to this might be the flexible and increasingly-used Google Reader, which is one component of many free applications that Google offers online that are great alternatives to Microsoft Word, PowerPoint, Excel, etc. Google Reader is almost a hybrid of an information dashboard and a bookmarking tool. On my home page, I have a glimpse of what’s new on all the sites that I regularly visit. I just had to “add a subscription,” but clicking on this link, and then putting in the URL of the site I wanted to add. Immediately, that adds the site to my subscriptions list. When I click on an individual subscription, I will see all the most recent updates and postings on that site. I can also “star” the postings to refer to them later, click on “Share” to share them with educators and other people I know, and tag them the same way that I did with Delicious. (If time allowed, I would probably stop for a while in my presentation and, if we were in a library with a lot of computers or in the computer lab -- the ideal presentation space for this, I would have teachers create a Google Reader account then and there and walk them step-by-step through the process, and then let them play around with it for five minutes or so.)
As you can see, the common features that these tools share are that they improve sharing between students and teachers, greatly improve organization of Web sites and resources, and they drastically decrease the amount of time it might normally take for you to search through your favorites for all the sites you use, or type in the Web addresses individually one at a time, if you’re able to find them in the first place. It improves your access to all the resources you commonly used, as well as those that your fellow teachers use if they share them with you. It can also improve student learning by allowing them to do the same, or by accessing dashboards and bookmarking sites you’ve created to link them to high-quality resources on any given topic, whether it’s the Civil War, Westward Expansion, Earth Science, Geometry, or Folktales, Myths, and Legends.
I encourage you to check out these links later. They will lead you to some other examples of information dashboards that teachers and librarians have created that are absolutely amazing, and that combine a variety of resources that their students are then able to use and access whether they’re inside or outside of the classroom.
The second kind of tools that I want to speak briefly to you about are presentation tools.
There are many Web 2.0 tools that are used to share and present information. There are blogs and glogs, where teachers, librarians, students, and pretty much anyone can write about whatever they want to talk about, whether it’s a specific topic that they’re learning about, or whether it’s a personal blog about their latest adventures and endeavors. There are also wikis, which would probably be a professional development session in and of itself, so we’ll talk about them at another time. There are a lot of tools that help you edit and share your own photos, videos, and audio creations. There are also tools, like Google Dogs, that allow you to collaboratively create word processing documents, spreadsheets, and other publications. But the main two categories of presentation tools that we’re going to discuss today are multimedia presentation tools and screencasting resources.
Presentation tools can do a lot for you and your students. They make it easy for students to make changes and updates to a group project. They’re convenient to share with anyone, anywhere that you have Internet access. A big selling point for these tools is that they’re all free! Yes, there are upgraded editions that cost money, but the free versions offer plenty of tools that make them highly useful for what teachers and students would typically use them for. They improve collaboration between users, and they allow for common formats, in that anyone can view and learn from these presentations, regardless of what type of computer they’re working on, or whether they’re at home, in their classroom, or at the library.
First, let’s talk about multimedia presentations. The most familiar type of multimedia presentation software that you already know about is PowerPoint. Presentations created with such a tool can include videos, photos, charts and graphs, sound, and even your own voice narrating the entire presentation. The types of tools I’ve found help foster greater flexibility in creating and delivering content to your audience. There is also a range in terms of how complex they are -- some are simpler, and some have a ton of features that you might only want to use if you have a lot of free time on your hands or want to add a bunch of bells and whistles. But all of them have one thing in common -- they help people, whether teachers, students, or librarians, to show what they know about a given topic or concept.
280 Slides is one such tool. As you can see from this screenshot that I took on my computer, it’s VERY similar to PowerPoint, but it’s also a bit simpler. The toolbars and menus are just like what one would expect to see in any other presentation software, but with fewer options. You can create, duplicate, and delete slides, upload pictures and movies, add shapes and text boxes, type up your own notes to practice your presentation, and then download it to your computer, share it, and present it! Anyone can create a 280 Slides presentation simply by registering with a free account on their Web site, which I have provided a link to at the end of this presentation.
Sliderocket is another such PowerPoint-like resource, but it offers a much greater range in the tools it offers. You can add charts and tables to your presentation, comments, or recorded audio tracks, and there are many more formatting options, such as layouts, backgrounds, slide transitions and animations, and many others. I could see this being used more frequently in the upper grade levels, and in middle and high schools. What I like about it is that anyone with the same SlideRocket login username and password can go in and edit the presentation and add to it, which would allow a group of students to work on the presentation from their own computers, whether or not they have the same software on them.
An alternative to these might be creating screencasts. Screencasts are videos that you can create by downloading a program called Jing onto your computer. Jing allows you to create a five-minute recording in which it captures every move of your mouse, every action you perform on the computer, and your voice as you narrate and explain how something works or share information about a given topic. (At this point, I would probably open a link to one of my screencasts and share 30 seconds of them to show how it works.)
Another resource I wanted to touch on briefly was Slideshare, which is a Web site that allows you to upload PowerPoint presentations, Keynote presentations, or presentations made through other similar software, embed them on blogs, wikis, or other Web sites, share them with others quickly and easily, tweak them, and provide other people with access to the presentations that you’ve created even without sending the file.
I would love to tell you about many other presentation tools that I think you’d find interesting, but you have other topics to learn about today, and places to be, so I’ll just mention them. Animoto allows students to make short video presentations. Cacoo lets them create concept webs, mind maps, and other graphic organizers. TeacherTube is basically YouTube for educators, connecting you with thousands of great videos for use in your classrooms. VoiceThread and Prezi are two other presentation tool alternatives that I may share with you at another time, or you can feel free to click on the links yourself as I will be e-mailing you all a link to my presentation on SlideShare.
There are lots of ways that I think these tools could be used in the classroom. Obviously, you could use something like 280 Slides in Oral Communication or Speech classes when students are giving individual presentations on a topic. They could also be used for group presentations. Jing screencasts could be created as how-to guides on certain subjects. Imagine your students explaining step by step how to solve a double-digit multiplication problem in their own voice, or navigating a historical Web site and explaining what they know about a social studies topic. It would allow students to act as teachers in sharing their deep understanding of things they’ve studied in class. Clearly, there are ways that these tools can easily connect to any content area, and I highly encourage you to figure out how they fit into the greater scheme of what you teach.
So, what’s the point of all this? Why did I share all of these things with you today, other than to possibly make you feel like your brain is about to burst out of your ears with all the new ideas I’ve just shoved into your craniums?
Well, I think I’ll answer that with a question -- a question that some of you are probably still asking yourselves: “Where do I start?” Again, I want to encourage you to start with what you know and what you’re most familiar with. Go with a topic that you already know a lot about, and choose the tool that seems the easiest for you to work with. Start small -- use one tool on one project, or in one lesson, and see how it works. Start with what already comes naturally to you, and start on previously built foundations. If your colleagues already have a lot of resources on a given topic, that might be a great opportunity to create an information dashboard or bookmarking Web page that includes all those different links. If you already plan on having your students create presentations or group projects on a different topic, consider having them pull in the laptop cart and create some 280 Slides presentations. The point is that we as educators, just like our students, need to never stop learning, and never stop growing. I hope that these tools will continue to stimulate your own growth in your use and understanding of Web 2.0 tools and technologies.
Another question you might have is where you can go for resources. The first place I would check is the set of links I’ve included throughout and at the end of this presentation. Many of the Web sites for these resources include Frequently Asked Questions pages, video tutorials, and other help pages and aids that could assist you if you get stuck. Surprisingly, or perhaps unsurprisingly, your students can be a good source of information about some of these tools. Once they’ve had a chance to play around with them themselves, they might become more proficient at using them and will know their way around them better than you do. Try these out with your grade level and content area teams and share ideas, challenges, and successes with each other. You can go to the Web to try to find more resources if one of these isn’t the best fit for you, or you can look up more videos on how certain features work, either on the resources’ sites themselves, or on YouTube in many cases. And of course, as I frequently remind you, my door is always open. I would love you to come to me at any time you need assistance in using any of the tools I’ve shown you today, or if you want to create a collaborative lesson plan or unit that integrates one of these tools. After all, we’re always stronger, and our learning is enhanced when we work together.
So remember, whether you create an information dashboard, collect a set of links for a bookmarking page for students on a given topic, assign a presentation project using one of the tools I shared, or want to experiment with screencasts, these Web 2.0 tools are only the tip of the iceberg in a sea of new resources that can stretch students’ learning to new heights. We just have to help get them there. The future truly does start with YOU. Thank you.
And again, here are links to all the resources I’ve shared with you today. Be checking your Inbox for a link to this presentation, which will put all of these tools right at your digital fingertips. Thanks for coming, enjoy the rest of your day, and I hope you’ve learned a lot about and have fun with using these productivity and presentation tools in your classrooms!