The document discusses various aspects of Web 2.0 such as social tagging, mashups, RSS feeds, and how they contribute to the participatory, personalized, and publishing webs. It also examines uses of blogs, wikis, and podcasts in education and provides examples of tools and websites that demonstrate these concepts. Statistics are presented on internet use, activities, and skills among children and teens in Germany.

2. *

3. *

5. “the participatory web”
(Brad Decrem)
User as
producer

6. blogger

7. *
Tags & tagging  “social tagging”
• key words
• user-generated labels to organize content
• part of the “collaborative web”
Mashup / API (“Application Programming Interface”) 
“reusing” and embedding different items from the web
• combination of different web services to create something new
e.g. through GoogleMaps, iGoogle
• part of the “personal ized web”
RSS / web feeds / channels (“Really Simple Syndication”)
• publication and collection in a standardized format from a website (e.g. blog)
• online “subscription” & automatic updates for new content
• aggregation from many feeds into one website (e.g. GoogleReader)
• part of the “publishing web” & the “personalized web”

8. *

9. *
(create your word clouds with www.wordle.net )

10. *
iGoogle desktop
GoogleMaps & Facebook
GoogleMaps & last.fm
GoogleMaps &
Panoramio

11. *
Reading news feeds in
personalized iGoogle

12. *

13. Digital natives vs. digital immigrants (Prensky, 2001)
“Digital Natives are used to receiving information really fast. They
like to parallel process and multi-task. They prefer their graphics
before their text rather than the opposite. They prefer random
access (like hypertext). They function best when networked. They
thrive on instant gratification and frequent rewards. They prefer
games to ›serious‹ work.”
(Prensky in Schulmeister, 2008, p. 20)
“It’s very serious, because the single biggest problem facing
education today is that our Digital Immigrant instructors, who
speak an outdated language (that of the predigital´age), are
struggling to teach a population that speaks an entirely new
language.”
(Prensky in Schulmeister, 2008, p. 20)

14. *
Internet use by
children, teens and
parents in 2008 (EU)
EU KIDS online (2009)

15. *
Favorite spare time activities (children and teens) in 2010 (Germany)
Meeting w/ friends
Using the internet
BITKOM (2011)

16. *
ICT skills (children and teens) in 2010 (Germany)
Can do on their own…
Go online
Send emails
Create text documents
Use learning software
Edit photos
Create and edit tables
Burn CDs / DVDs
Create and edit presentations
Cut movies
Create web sites
Compose music
Programming

17. *
Content / use of the internet (children and teens) in 2010 (Germany)
communication games information entertainment (e.g. music, videos, images)
all
girls
boys
By the 3 different school types in Germany

18. *
Active use of Web 2.0 (children and teens) in 2010 (Germany)
(daily / several times a week)
Contribute to newsgroups / forums
Upload photos / videos
Create music / sound files
Write blogs
Use Twitter
Write something in Wikipedia (or
similar) all
girls
Create podcasts boys

19. *

20. *

21. *
(1) Searching & sharing
(e.g. information, knowledge, files; shared knowledge &
community building)
(2) Researching & learning
(e.g webquests, interactive sites)
(3) Knowledge building
(e.g. shared editing of knowledge and files; collaboration;
Wikipedia)
(4) Communication & interaction
(e.g. Skype, forums, chat)
Cf. http://jcal.info/web2/participation.html

22. RSS feeds
*
 weblogs = blogs = websites  inclusion of any kind of
of Web 2 = journaling file next to text
 can be hosted by a blog  wide range of topics
host service or on own  can incl. co-authors
website / server  comments, feedback
This is a blog post / thread
Shy or Writing Docu-
quiet gets an ments
Opens up students audience progress
Shows tag that comments
were used to by other
categorize the readers
blog This is a blog post / thread
archive /
history

23. (adapted from Langer de
Ramirez, 2010, 18)

24. From: http://donathabi2011.wordpress.com/reading-blogs

25. *
• “web page” where many people can add,
delete, edit information
Welcome
History
• all members are Wikis in class
authors and editors
(vs. blog)
• collaboration writing, editing, reviewing)
(for teachers and students)
• (history / tracking + restore functions
• usually hosted by external host (many free)
• posting can be public – protected - private
Using wikis in the classroom – some ideas:
• Webquests
• Collaborative projects & co-authoring / peer review
• Interactive “chain” games
(adapted from Langer • Planning an event & sign-up sheets (forms) for events
de Ramirez, 2010, 35) • Place to post student work (scanned art, images)

26. Wiki on the South African novel “Red Dust” (Engl., 12th grade)
comments by peers;
collaboratively written text suggestions for editing (form)

27. *
• Audio recording similar to radio show (1 episode or full
show)
• Recorded in sharable format (mp3)
• RSS enabled (i.e. audience can subscribe to them)
• Can be listened to online, on mp3 player (any will do), or via download
on a computer
• Many podcasts for language learners and on many topics available
• Students can create podcasts themselves (few tools
needed and a good software – e.g. Audacity (free online)
Using podcasts in the classroom – some ideas
• Weather or science reports
• Poetry recitations
• Pronunciation practice
• Classroom news
• Radio soap operas
• Interviews with parents, teachers, community members
• Directions to a place
• City guide (e.g. for a virtual tour) (adapted from Langer
de Ramirez, 2010, 53)

28. http://learnenglish.britishcouncil.org/en/elementary-podcasts/series-02-episode-10

29. Podcasting &
blogging
combined
http://www.podcasting.ahuisjes.de

31. BITKOM Studie Jugend 2.0 (2011). Berlin: Bundesverband Informationswirtschaft, Telekommunikation und neue
Medien e. V.
Cram, A., Kuswara, A. & Richards, D. (2008). Web 2.0 supported collaborative learning activities: Towards an
affordance perspective In L. Cameron & J. Dalziel (Eds), Proceedings of the 3rd International LAMS & Learning
Design Conference 2008: Perspectives on Learning Design. (p.p. 70-80). 5th December 2008, Sydney: LAMS
Foundation.
JIM-Studie (2010). Stuttgart: Medienpädagogischer Forschungsverbund Südwest.
Langer de Ramirez, L. (2010). Empower English Language Learners With Tools From the Web. Thousand Oaks:
Corwin.
Livingstone, S. and Haddon, L (2009). EU Kids Online: Final report. LSE, London: EU Kids Online.
Prensky, M. (2001): Digital Natives, Digital Immigrants. On the Horizon MCB University Press, Vol. 9 No. 5.
Salmon, G. (2002). e-tivities: the key to active online learning. London: Routledge.
Schulmeister, R. (2009). Gibt es eine Net-Generation? Hamburg: Universität Hamburg, Zentrum für Hochschul-
und Weiterbildung.
http://web20andlanguagelearning.wikidot.com/
http://www.web2teachingtools.com/
http://jcal.info/web2/
http://www.internet4classrooms.com/web2.htm
Web 2.0 & Language Learning video
http://donathabi2011.wordpress.com/reading-blogs

32. Websites and tools referred to
Animaps – create own animated maps: www.animaps.com/#!home
Backbone – language learning packages & pedagogic corpora: http://u-002-segsv001.uni-
tuebingen.de/backbone/moodle/
Blogger: www.blogger.com
2Lingual – search Google in 2 languages: www.2lingual.com
Edublogs: www.edublogs.com
Flickr photos: www.flickr.com
Global Billboard (Top tracks by country): www.globalbillboard.org
Google Maps mashups: http://googlemapsmania.blogspot.com
icEurope – Intercultural web collaboration: www.iceurope-project.eu
Panoramio photos: www.panoramio.com
Sprachlernmedien – language learning resources: www.sprachlernmedien.de
Wordle – create your own word clouds: www.worlde.net
Wordpress: www.wordpress.com

33. *
(1) http://lisamdrake.files.wordpress.com/2011/04/social-media1.jpg
(2) http://www.fuzzimo.com/free-hi-res-blank-polaroid-frames
(5) http://doru94.deviantart.com
(6) http://noteandpoint.com/documents/pdf/brio-social-media.pdf
(8) http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20
(20) http://www.socialtrakr.com/tag/social-networks/
(22) http://2.bp.blogspot.com/_dr1FuSV8E9w/TB5OqlkzoGI/AAAAAAAAAsU/AFmabUAYdZQ/s1600/a015.png
http://icons.iconarchive.com/icons/mcdo-design/cats-2/128/Blue-Blog-icon.png
(25)http://jtomczak1.files.wordpress.com/2011/05/online_collaborative_writing_how_blogs_and_wikis_are_changing_t
he_academic_publishing_process_by_tecnologiapyme_size485.jpg
(32) http://www.eschoolnews.com/2011/02/28/aups-shape-web-20-use-guidelines/web2-0/

34. Thank you!
Claudia Warth-Sontheimer
University of Tübingen & University of Michigan, Ann Arbor
Email: c.warth-sontheimer@gmx.de
Blog: http://spracheundkultur.com/ikkzwei.null/