NCTIES Poster 2009
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The document discusses Appalachian State University's AET Zone, a virtual world environment used for online education. It was created over 8 years ago using ActiveWorlds software to build a community of learners across North Carolina based on social constructivist principles. The AET Zone has over 2400 members and features discussion boards, voice chat, wikis and other tools to facilitate collaboration and interaction between instructors and students. Necessary aspects include instructor presence, modeling, and structuring courses to require small and large group work around common goals.
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This document discusses technology integration in adult English as a second language (ESL) instruction. It covers the background and goals of technology usage, ideas for integrating technology into ESL lessons, and professional development for teachers. Some benefits identified are promoting life skills, self-directed learning, and differentiated instruction. Challenges include lack of preparation time, varying student abilities, and limited resources. The document advocates for expanding technology use and online professional learning communities to improve adult ESL instruction.
Session2
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
Web 2 issues and policy workshop
1. The document discusses establishing guidelines and policies around the appropriate use of web 2.0 tools by students and teachers.
2. It identifies several issues that need to be addressed, including ethics, ownership, privacy, and security.
3. Next steps proposed are for principals to share the information with staff, participate in online cybersafety training, and develop a generic policy for schools to adapt regarding the use of online tools.
Eifel2009keynote
The document discusses the concept of lifelong ePortfolios and how they can be used to represent an individual's digital self across one's lifespan. It explores how ePortfolios can capture past memories, present competencies and character, and future goals. Technologies like mobile devices, cloud computing, and social networking are changing how ePortfolios can be developed and shared to demonstrate learning from early childhood through professional careers and later life. Reflection is highlighted as important for constructing deep learning and developing identity.
NECC2009
Dr. Helen Barrett gave a presentation on ePortfolios 2.0 and how Web 2.0 tools can be used to improve and showcase student technology literacy. She discussed how ePortfolios can have multiple purposes from hidden assumptions and outlined key components of ePortfolios including digital repositories and multiple tools. Barrett also explored how ePortfolios can enhance students' technology skills and aligned ePortfolio development with new frameworks for 21st century skills. Web 2.0 technologies like blogs, wikis and Google tools were presented as ways to move ePortfolios beyond text and encourage reflection through multimedia.
Web tools in digital ecosystem
This document discusses digital ecosystems in education. It begins by defining digital ecosystems as complex networks of interconnected stakeholders that interact digitally to create value. It then discusses how education is evolving from personal computers to more interactive technologies. A key goal is developing 1:1 digital classrooms, but integrating diverse technologies remains challenging.
The document outlines various components of digital ecosystems in education, including students, teachers, parents, startups, and more. It discusses benefits like improved collaboration and innovation support. It also examines drivers for digital transformation and models for digital ecosystems, moving from closed proprietary systems to more open approaches. Finally, it provides examples of specific web tools that can be used to build digital ecosystems in education.
NM TIE Presentation on PD Ecosystems
The document discusses nurturing a professional development ecosystem using an analogy to biological ecosystems. It describes using an ecosystem approach to professional development by viewing it as a network of interconnected systems with various roles like producers, consumers, and decomposers. Tools like blogs, wikis, and social networks can help facilitate information sharing and learning at different levels of engagement within this professional development ecosystem.
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/
Co10 Feb10
The document discusses how social networks and electronic portfolios are blurring boundaries as technologies evolve. It notes that ePortfolios began as digital collections of student work but now resemble social networks through features like blogging, wikis, and multimedia sharing. The emergence of social networks has impacted ePortfolio development by incorporating factors that drive social network engagement, like accessibility, interactivity, and opportunities for networking, into ePortfolio design and use.
Exploring the use of web 2 2012
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
next generation technologies to build sustainable communities of practice
The document discusses using next generation technologies to build sustainable communities of practice. It describes the Emerge project which used Web 2.0 technologies and appreciative inquiry to foster positive change among individuals. Realizing benefits requires recognizing that communities are multi-modal and not defined by any single platform. Sustainable community practice involves negotiating control between individuals and institutions.
Future Learning Landscape Introduction
Introductory presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some introductory elements about the state of research in pervasive learning, Web 2.0/Social Software and Semantic Web/Linked Data before discussing convergence
Similar to NCTIES Poster 2009 (20)
Using ICTs to Promote Cultural Change: A Study from a Higher Education Context
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