Stephen Best from the University of Michigan School of Education presented on using collaborative Web 2.0 tools to support common science learning practices. He outlined practices such as note-taking, brainstorming, drawing diagrams, research, and collaboration. Best then reviewed various Web 2.0 tools that could support each practice, including Google Docs for documentation, wikis for collaboration, and image sites like Flickr for sharing data. He emphasized deciding on clear purposes for tools and limiting the number used to support science instruction and learning.

1. Web 2.0 in the Classroom:
Collaborative Learning Tools for Science
NSTA 2009 Annual Conference
New Orleans, Louisiana
Stephen Best
University of Michigan School of Education

2. Objectives

3. Objectives
• Review the common practices of science and
see possible online collaborative tools to
support these practices

4. Objectives
• Review the common practices of science and
see possible online collaborative tools to
support these practices
• Discuss the considerations of using Web 2.0
tools to support science learning and
instruction

5. Objectives
• Review the common practices of science and
see possible online collaborative tools to
support these practices
• Discuss the considerations of using Web 2.0
tools to support science learning and
instruction
• Review examples of applications of commonly
used Web 2.0 tools for science instruction
and learning

6. What do we ask kids to do to
learn science?

7. What do we ask kids to do to
learn science?
take notes ■ have a discussion ■ do an experiment ■
read a map ■ make a graph ■ draw a picture ■ make
a concept map ■ write an essay ■ make a table ■
view a demonstration ■ look up a definition ■ watch a
video ■ solve a math problem ■ explain a concept ■
compare and contrast information ■ search for
reference information ■ write a story ■ make a list ■
answer a question ■ look at pictures ■ read a book ■
create a web page ■ share information ■ take a
picture ■ talk with a teacher ■ ask an expert ■ make
a presentation ■ post a link ■ make a diagram ■ etc.

8. The Practices of Learning Science
• Document creation / note-taking
• Brainstorming / concept mapping
• Drawing and diagramming
• Data collection and analysis
• Researching and reading text and
information
• Viewing images or video
• Presentations and sharing information

9. Collaboration
• For years, rarely a focus for instruction!
(we often try to prevent collaboration)
• A key component of the social
constructivist approach to learning
• Allows for higher level thinking and
analysis on a level that previous
activities did not
• A critical skill for learners and scientists
in the 21st century

10. Where to start?
• Before you try finding tools, decide
what the purpose of the use of these
tools is going to be!
• http://www.go2web20.net/
• Choose the tools that are likely to stick
around for a while (i.e. they are backed
by actual $)
• Limit the number of tools you intend to
use

11. Document Creation/Notes
• Lots of possible tools that allow
collaboration
• Google Docs or other web-based “office”
tools
• Note taking applications that allow for easy
searching and navigation (Evernote, Zoho,
or similar)
• Wikis can also be used for a large set of
information and tracking of collaborative
efforts

12. Brainstorming/
Concept Mapping
• Depends on the goal and functionality
of the tools
• Generally better left to other means,
but there are tools that allow for this
• Webspiration, Spinscape,
MindManager, and other tools for the
web (similar to Inspiration)

13. Drawing & Diagramming
Option 2:
•Option 1:
•Capture of your paper/ •Creation of online
drawings, diagrams, and
writing efforts or...
designs
•Note-taking or
•Bamboo space and other
document collection
drawing and diagramming
sites like Evernote
sites
•Picture capture sites
•Allow multiple media and
like Flickr
multiple “artists”

14. Data Collection / Analysis
• It all depends on the types of data...
• Numerical data: online spreadsheets (Google
Docs)
• Instrument specific data: content site tools
(i.e. Weather Underground)
• Observation data: Text can use wikis and
online documents (i.e. Google or Zoho Docs)
• Image/Video data: Flickr and other image
sites

15. Research and Reading
Text
• Google search (custom search engine
tools)
• iPaper or other document reading sites
• Delicious, Digg, and other content review
sites
• More basic text tools (blogs, wikis, etc.)
• Note taking tools that allow for web
clipping

16. Viewing Images and Video
• Common image and video viewing
sites
(Flickr, Photobucket, YouTube, Vimeo)
• Content specific images and video
(NASA, U.S. Geological Survey, etc.)
• Participant submitted video
(TestToob, TeacherTube, etc.)

17. Presentations and
Sharing Information
• Slide creation and presentation sites
(280 slides, Google Presenter, etc.)
• Slide sharing sites (Slideshare, etc.)
• Video sites (slides exported as video-
podcasts, downloadable/streaming
video, etc.)
• Online document sharing (Scribd
iPaper or others)

18. Assessment
• Does not depend on the tool
• Use the collaboration features of any
of the tools, and establish useful
rubrics for collaborative assessment
• More important to develop the
guidelines and procedures for using
any of the previously mentioned sites

19. For More Information
• Handouts and slides available at:
http://mmstlc.net
• Slide shows, commentary, podcast,
and other resources at:
http://catalyst.mmstlc.net
• Contact information at the MMSTLC
Site listed above