Howard Rheingold started using online media in education because physical classrooms have limitations in time, participation, and the ability for students to engage deeply with subjects. He began thinking about the learning potential of online social media in the 1980s and coined the term "virtual community." Rheingold designed interfaces for online education platforms in 1995 and 2008 that aimed to provide asynchronous multimedia discussions, mentors, coursework and media access for students around the world. He has since taught courses using a variety of online tools and media to create engaging, participatory learning experiences.
Building Online Learning Communities Using Web 2.0 TechnologiesDr. Mariam Abdelmalak
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.
The document discusses using Flickr as a tool for teaching visual literacy and developing digital literacy skills. It provides examples of how teachers can incorporate Flickr images into classroom activities such as having students describe photos, play adventure games linked across images, collaboratively tell stories through a series of photos, and more. Comments from educators discuss additional ideas like having students upload their own photos to prompt discussions or writing assignments.
Developing a Personal Learning Environment for Language Learning Using Web 2....lamericaana
1) The document describes a course where students developed personal learning environments for language learning using Web 2.0 tools.
2) Students created blogs and used tools like social bookmarking, podcasts, YouTube, and RSS feeds to develop their language skills and reflect on their learning processes.
3) Developing a personal learning environment helped students become autonomous learners and recognize their own progress, but it also presented technological and time management challenges.
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?
Building Online Learning Communities Using Web 2.0 TechnologiesDr. Mariam Abdelmalak
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.
The document discusses using Flickr as a tool for teaching visual literacy and developing digital literacy skills. It provides examples of how teachers can incorporate Flickr images into classroom activities such as having students describe photos, play adventure games linked across images, collaboratively tell stories through a series of photos, and more. Comments from educators discuss additional ideas like having students upload their own photos to prompt discussions or writing assignments.
Developing a Personal Learning Environment for Language Learning Using Web 2....lamericaana
1) The document describes a course where students developed personal learning environments for language learning using Web 2.0 tools.
2) Students created blogs and used tools like social bookmarking, podcasts, YouTube, and RSS feeds to develop their language skills and reflect on their learning processes.
3) Developing a personal learning environment helped students become autonomous learners and recognize their own progress, but it also presented technological and time management challenges.
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?
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
The document discusses the concept of multiliteracies and a project to connect English as a foreign language (EFL) students through various Web 2.0 tools. It defines multiliteracies as involving linguistic, audio, visual, gestural, spatial, and multimodal ways of making meaning. The project aims to have EFL students from different universities collaborate online using blogs, wikis, social networking sites, and other tools to learn English informally. It provides examples of student work and online spaces created for the project.
This document discusses the implications of Web 2.0 technologies for learning and teaching. It defines Web 2.0 as technologies that facilitate sharing and social creation of knowledge through user interaction and participation. Some key Web 2.0 technologies discussed are wikis, blogs, and social networking sites. Wikis allow collaborative creation and editing of content while blogs are authored by an individual but can still foster discussion. The document explores how these tools can empower student-centered and collaborative learning when used for activities like joint research projects, reflective writing, and negotiating course content.
This document summarizes the potential benefits of using blogs and wikis to improve English writing skills for ESL and EFL college students. It discusses how blogs and wikis allow for collaborative writing in an online environment that is easier for students than standard academic writing processes. Scaffolding techniques used along with blogs and wikis, such as peer editing and feedback, can help students develop their English abilities. While research is still limited, preliminary findings suggest blogs and wikis may facilitate language learning when combined with collaboration and guidance from instructors.
Blogging can be incorporated into Language Arts classrooms in several ways. Teachers can create private blogs for students to write about books and discussions, allowing more students to contribute their opinions. Some benefits are that blogging makes writing less intimidating than paper and saves resources. Teachers must get permission and monitor posts to ensure student safety online. Technologies like YouTube, digital stories, and blogs can engage students by incorporating tools they are familiar with from their daily lives.
This document summarizes a presentation about using personal learning networks (PLNs) and social media for professional development. It encourages attendees to explore various online tools like blogs, Twitter, and LinkedIn to build their PLN and engage in ongoing learning. Examples of activities include subscribing to education blogs, participating in a MOOC, following experts on Twitter, and connecting with colleagues on LinkedIn. The goal is to help educators individualize their own learning and encourage students to take ownership of their learning through connected learning networks.
The document discusses bringing technology into the English language classroom. It introduces several Web 2.0 tools that can be used, including blogs, wikis, Twitter, YouTube, Flickr and podcasts. It provides examples of how these tools can be used pedagogically, for example having students create podcasts or set up a private Facebook group. It also discusses both the advantages and disadvantages of incorporating technology and learning tools into the classroom.
1. The document evaluates forums, wikis, and blogs for educational purposes.
2. Two forums on special education needs and e-learning were monitored, but they lacked recent updates.
3. One special education teacher's blog was reviewed that provided the perspective of both an experienced teacher and a parent of children with autism.
This document discusses how blogs, wikis, and podcasts can be used as educational tools in the classroom to promote clear expectations, accountable talk, academic rigor, and self-management of learning. It provides examples of how each tool can be used for communication, instruction, publication, assessment, presentation, and collaboration. Blogs allow students to communicate, learn instructionally, and publish work. Wikis enable communication, publication, instruction, assessment, presentation, and collaboration. Podcasts can supplement blog and wiki sites to add audio/video elements. These tools motivate student writing and engage them in social, creative processes that mirror real-world skills.
This document provides an overview of various web-based tools that can be used in K-12 language classrooms to engage students. It discusses tools for social networking, blogging, wikis, podcasting, bookmarking, photo/video sharing, RSS feeds, presentations, and more. For each tool, it outlines the educational benefits and limitations. It emphasizes the importance of selecting tools based on pedagogical goals and considering ease of use, technical requirements, and how students will interact and collaborate.
The document discusses how social media can support developing creativity in the languages classroom. It defines creativity as having original and valuable ideas, and divergent thinking. Social media allows teachers to share ideas and resources, get advice from others, and engage students more. It outlines specific social media tools like blogs, wikis, Facebook, and videos that can facilitate sharing activities to help creativity through a "virtuous circle."
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
This document provides an overview of various Web 2.0 tools including blogs, wikis, Twitter, and social bookmarking. It discusses how each tool can be used for educational purposes like collaboration, sharing content, and interacting with other users. Examples are given of different platforms for each tool type. Teachers are encouraged to consider the purpose and audience for each tool to determine what might be best for various classroom needs.
1) A personal learning environment (PLE) describes the tools, communities, and services that make up an individual's educational platform for directing their own learning goals. It contrasts with a learning management system in being learner-centric rather than course-centric.
2) Universities like the University of Bolton have developed platforms like PLEX to provide students tools to access networks of people and resources. Students at other universities use blogs and publishing platforms to present work and collaborate.
3) On campuses that support PLEs, instructors provide a framework and links to resources for students to add their own networks and collections to draw from external resources and get feedback to expand their learning.
1. An educational blog, or edublog, is a blog created for educational purposes to facilitate student and teacher learning through reflection, questioning, collaboration, and higher-order thinking.
2. Teachers use edublogs for classroom management, collaboration, discussion, and student portfolios. They allow teachers to inform students of assignments and requirements, provide instructional resources, and enable students to publish work for review and feedback.
3. Edublogs give students a global learning perspective by allowing collaboration with peers worldwide. They also develop students' technological and communication skills in a motivating way that prepares them for the future.
Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)Claudia Warth
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.
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
The document discusses various Web 2.0 tools that can enhance classroom instruction, including blogs, wikis, social bookmarking, photo sharing, podcasts, and voicethreads. It provides examples of how each tool can be used, and notes that many are free online applications. Key tools covered are blogs for instantly publishing information, wikis for collaborative editing, Flickr and other sites for photo sharing, and podcasts for digital audio files that can be shared.
This document summarizes a research article that describes a project where 10th grade students in an Advanced Placement Academy created online book reviews using a wiki site. The goal was to keep students engaged after their AP exams. Students wrote individual reviews of assigned books and then grouped reviews thematically. The results exceeded expectations as the wiki allowed for collaborative, creative work that demonstrated deeper understanding than traditional book reports. However, the document notes that details on challenges faced were not provided.
The document discusses the impact of open content and web 2.0 tools on e-learning and learner participation. It explores examples of open information communities like Wikipedia that allow collaborative knowledge creation. It also examines how tools like videos, social networking, and e-books can empower learners and foster participation through activities like creating content and interacting with others online in knowledge-sharing networks on a global scale.
The document discusses using book trailers to engage students in literacy. It notes that students are already reading and writing online through social media, so book trailers provide an alternative way for students to critically analyze and respond to books in a creative medium. The document outlines the process for students to create book trailers, including choosing a book, analyzing it, storyboarding, adding effects, and publishing the trailer online or in the classroom. It provides examples of book trailers and notes the variety of tools students can use to create visual and audio elements for their trailers.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
The document discusses the concept of multiliteracies and a project to connect English as a foreign language (EFL) students through various Web 2.0 tools. It defines multiliteracies as involving linguistic, audio, visual, gestural, spatial, and multimodal ways of making meaning. The project aims to have EFL students from different universities collaborate online using blogs, wikis, social networking sites, and other tools to learn English informally. It provides examples of student work and online spaces created for the project.
This document discusses the implications of Web 2.0 technologies for learning and teaching. It defines Web 2.0 as technologies that facilitate sharing and social creation of knowledge through user interaction and participation. Some key Web 2.0 technologies discussed are wikis, blogs, and social networking sites. Wikis allow collaborative creation and editing of content while blogs are authored by an individual but can still foster discussion. The document explores how these tools can empower student-centered and collaborative learning when used for activities like joint research projects, reflective writing, and negotiating course content.
This document summarizes the potential benefits of using blogs and wikis to improve English writing skills for ESL and EFL college students. It discusses how blogs and wikis allow for collaborative writing in an online environment that is easier for students than standard academic writing processes. Scaffolding techniques used along with blogs and wikis, such as peer editing and feedback, can help students develop their English abilities. While research is still limited, preliminary findings suggest blogs and wikis may facilitate language learning when combined with collaboration and guidance from instructors.
Blogging can be incorporated into Language Arts classrooms in several ways. Teachers can create private blogs for students to write about books and discussions, allowing more students to contribute their opinions. Some benefits are that blogging makes writing less intimidating than paper and saves resources. Teachers must get permission and monitor posts to ensure student safety online. Technologies like YouTube, digital stories, and blogs can engage students by incorporating tools they are familiar with from their daily lives.
This document summarizes a presentation about using personal learning networks (PLNs) and social media for professional development. It encourages attendees to explore various online tools like blogs, Twitter, and LinkedIn to build their PLN and engage in ongoing learning. Examples of activities include subscribing to education blogs, participating in a MOOC, following experts on Twitter, and connecting with colleagues on LinkedIn. The goal is to help educators individualize their own learning and encourage students to take ownership of their learning through connected learning networks.
The document discusses bringing technology into the English language classroom. It introduces several Web 2.0 tools that can be used, including blogs, wikis, Twitter, YouTube, Flickr and podcasts. It provides examples of how these tools can be used pedagogically, for example having students create podcasts or set up a private Facebook group. It also discusses both the advantages and disadvantages of incorporating technology and learning tools into the classroom.
1. The document evaluates forums, wikis, and blogs for educational purposes.
2. Two forums on special education needs and e-learning were monitored, but they lacked recent updates.
3. One special education teacher's blog was reviewed that provided the perspective of both an experienced teacher and a parent of children with autism.
This document discusses how blogs, wikis, and podcasts can be used as educational tools in the classroom to promote clear expectations, accountable talk, academic rigor, and self-management of learning. It provides examples of how each tool can be used for communication, instruction, publication, assessment, presentation, and collaboration. Blogs allow students to communicate, learn instructionally, and publish work. Wikis enable communication, publication, instruction, assessment, presentation, and collaboration. Podcasts can supplement blog and wiki sites to add audio/video elements. These tools motivate student writing and engage them in social, creative processes that mirror real-world skills.
This document provides an overview of various web-based tools that can be used in K-12 language classrooms to engage students. It discusses tools for social networking, blogging, wikis, podcasting, bookmarking, photo/video sharing, RSS feeds, presentations, and more. For each tool, it outlines the educational benefits and limitations. It emphasizes the importance of selecting tools based on pedagogical goals and considering ease of use, technical requirements, and how students will interact and collaborate.
The document discusses how social media can support developing creativity in the languages classroom. It defines creativity as having original and valuable ideas, and divergent thinking. Social media allows teachers to share ideas and resources, get advice from others, and engage students more. It outlines specific social media tools like blogs, wikis, Facebook, and videos that can facilitate sharing activities to help creativity through a "virtuous circle."
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
This document provides an overview of various Web 2.0 tools including blogs, wikis, Twitter, and social bookmarking. It discusses how each tool can be used for educational purposes like collaboration, sharing content, and interacting with other users. Examples are given of different platforms for each tool type. Teachers are encouraged to consider the purpose and audience for each tool to determine what might be best for various classroom needs.
1) A personal learning environment (PLE) describes the tools, communities, and services that make up an individual's educational platform for directing their own learning goals. It contrasts with a learning management system in being learner-centric rather than course-centric.
2) Universities like the University of Bolton have developed platforms like PLEX to provide students tools to access networks of people and resources. Students at other universities use blogs and publishing platforms to present work and collaborate.
3) On campuses that support PLEs, instructors provide a framework and links to resources for students to add their own networks and collections to draw from external resources and get feedback to expand their learning.
1. An educational blog, or edublog, is a blog created for educational purposes to facilitate student and teacher learning through reflection, questioning, collaboration, and higher-order thinking.
2. Teachers use edublogs for classroom management, collaboration, discussion, and student portfolios. They allow teachers to inform students of assignments and requirements, provide instructional resources, and enable students to publish work for review and feedback.
3. Edublogs give students a global learning perspective by allowing collaboration with peers worldwide. They also develop students' technological and communication skills in a motivating way that prepares them for the future.
Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)Claudia Warth
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.
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
The document discusses various Web 2.0 tools that can enhance classroom instruction, including blogs, wikis, social bookmarking, photo sharing, podcasts, and voicethreads. It provides examples of how each tool can be used, and notes that many are free online applications. Key tools covered are blogs for instantly publishing information, wikis for collaborative editing, Flickr and other sites for photo sharing, and podcasts for digital audio files that can be shared.
This document summarizes a research article that describes a project where 10th grade students in an Advanced Placement Academy created online book reviews using a wiki site. The goal was to keep students engaged after their AP exams. Students wrote individual reviews of assigned books and then grouped reviews thematically. The results exceeded expectations as the wiki allowed for collaborative, creative work that demonstrated deeper understanding than traditional book reports. However, the document notes that details on challenges faced were not provided.
The document discusses the impact of open content and web 2.0 tools on e-learning and learner participation. It explores examples of open information communities like Wikipedia that allow collaborative knowledge creation. It also examines how tools like videos, social networking, and e-books can empower learners and foster participation through activities like creating content and interacting with others online in knowledge-sharing networks on a global scale.
The document discusses using book trailers to engage students in literacy. It notes that students are already reading and writing online through social media, so book trailers provide an alternative way for students to critically analyze and respond to books in a creative medium. The document outlines the process for students to create book trailers, including choosing a book, analyzing it, storyboarding, adding effects, and publishing the trailer online or in the classroom. It provides examples of book trailers and notes the variety of tools students can use to create visual and audio elements for their trailers.
The document discusses the advantages of using new technologies in English language teaching. It notes that technologies help students become autonomous learners by providing opportunities for effective learning. They also promote critical literacy by embedding language in cultural contexts. The author learned about tools like CALL and blended learning, and how they can assist language teaching. Throughout the module, the author gained a new perspective on teaching English and witnessed improvements from using educational technologies. The author plans to continue researching this subject to further develop their professional skills.
This report includes our initial conclusions although we will be reviewing the data this summer for an additional review and write-up. The future summer report will reflect a more thorough triangulation of the qualitative data as well as a better discussion of this project has embodied transliteracy. Please visit http://theunquietlibrarian.wikispaces.com/media21capstone-buffy for more information.
Read more about the Media 21 project at The Unquiet Library with Buffy Hamilton and Susan Lester in this document that covers the project history from March 2009 through May 1, 2010. See http://theunquietlibrarian.wikispaces.com/media21capstone-buffy for more details.
Create Community With Web 2.0 Tools
Participants will learn to use Web 2.0 tools to build a sense of community; provide value to staff, faculty, students, and alumni; and reap benefits from communities and groups.
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
This document discusses the benefits of using technology in language education. It notes that today's students have grown up with constant digital stimulation and their brains and learning have changed. Technology allows teachers to reach different learning styles, motivate students, and make language learning practical. It also discusses how Web 2.0 tools like blogs, wikis and podcasts allow for collaboration and student-created content. Teachers must ensure technology is integrated appropriately based on learner levels and course objectives.
1. The document discusses the evolution of elearning to elearning 2.0, driven by the rise of Web 2.0 technologies that enable user-generated content and collaboration.
2. It provides the example of palabea.net, a language learning platform that applies elearning 2.0 principles by creating an online community of practice for language learners.
3. Quality assurance in elearning 2.0 focuses on the learner experience, with transparency, communication tools, and blending online and offline learning.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Exploring Web 2.0. Tools in Teaching of LiteratureNutan Kotak
This document discusses using Web 2.0 tools like blogs, wikis, and podcasts to teach literature. It argues that these tools make learning more interactive, constructive, and learner-centered by allowing students to engage with literary works in new audio-visual ways. Some specific uses mentioned include having students comment on literature blogs, completing assignments through blogs, editing wiki pages about literary works, creating their own podcasts analyzing poems/plays, and using mind maps to explore creativity. The document concludes that overcoming infrastructure challenges, these modern tools can successfully be introduced to literature classes to refresh teaching methods.
This document discusses going beyond the course book for language learning and using technology to provide more authentic contexts. It argues that technology can bridge the gap between the classroom and the real world by exposing students to authentic discourse and sociocultural practices. This allows students to exercise more agency. Specifically, the document discusses how blogs and videos (such as those on YouTube) can provide opportunities for meaningful, communicative, and authentic writing tasks while also motivating students. Students' participation in blogs and videos can help them construct knowledge through social interaction and sharing their work with a global audience.
This document discusses web-enhanced learning and online collaboration tools. It defines web-enhanced learning as using internet technology to create student-centered learning environments. Oliver et al. organized web-enhanced learning into four categories: information access, networked instruction, interactive learning, and materials development. Some key advantages of web-enhanced learning include improved access to education, better integration for non-full time students, and acquisition of technological skills. The document also discusses online collaboration tools like blogs, forums, wikis, media galleries, and Skype that can be used to facilitate collaboration.
Learning is mobile anyway... invited webinar contribution for Edinburgh Napie...Chrissi Nerantzi
This document summarizes an invited webinar given by Chrissi Nerantzi on mobile learning. The webinar discussed several of Nerantzi's mobile learning projects including the Mobile Reflections project, a module delivered on mobile devices, and the BYOD4L open course on mobile learning. The webinar highlighted benefits of mobile learning such as increased collaboration, connectivity and the formation of learning communities. Challenges discussed included adapting to using personal devices for learning and issues with support. Overall the webinar advocated for a flexible, collaborative and authentic approach to mobile learning.
This document discusses universal design and multiple literacies in education. It defines universal design as designing products and environments to be usable by all people to the greatest extent possible without needing adaptation. Multiple literacies refers to the many ways people learn, understand, and interpret the world, including visual, media, and information literacy. The document provides examples of implementing universal design and multiple literacies in classrooms, such as using videos, graphic texts, and hands-on learning. It concludes by outlining the author's plans to incorporate these strategies in their own teaching, such as creating educational websites and using field trips.
This document summarizes and reviews several books, articles, and web tools related to using technology for collaboration in education. It discusses how blogs, wikis, podcasts, and other tools can be used in classrooms for collaboration. It also evaluates Google tools and their potential for student collaboration. Emerging technologies that facilitate collaboration like cloud computing, augmented reality, and social networking are also examined. Specific examples are provided of tools being used successfully for collaboration between teachers, students, and across classrooms.
This document outlines a framework for understanding how technology can enhance learning experiences in three waves: 1) Technology itself, 2) Designing better learning experiences using technology, and 3) Designing new learning structures for digital age learning. It focuses on the second wave, where most Lutheran schools currently are, and provides examples of how to design learning activities to engage students through organization, content retrieval, content creation, collaboration, and personalized learning using tools like Symbaloo, Poll Everywhere, Padlet, and Google Docs.
This document provides an overview of various Web 2.0 tools and how they can be used for educational purposes. It discusses blogs, RSS feeds, wikis, social bookmarks, and podcasting. It emphasizes that these tools support collaborative, constructivist learning and allow students to actively create and share content. The document suggests teachers should explore how to harness these tools to engage students and make learning more authentic.
This document discusses integrating new media into composition classrooms to foster collaboration and critical thinking. It provides examples of how blogs, wikis, social media, and virtual worlds like Second Life can be used for activities like discussion forums, peer reviews, research, and interactive projects. Two sample activities are described: a Second Life scavenger hunt to build literacy and teamwork, and a billboard creation/presentation assignment addressing visual rhetoric and audience. The document emphasizes planning, moderation, and reflecting on how new media activities link to course goals.
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. I started pursuing the use of online media in education because the co-present physical classroom, with all its
own special magic, has limitations of time, attention, & participation. We have to go to the trouble of being in the
same time and place, & that time is limited. What about the thought that occurs an hour after a classroom
conversation, as they do when you are deeply engaged with a subject? What about students who are inhibited
by the dominant classroom medium of extemporaneous vocalization while everybody is looking at you? Only
one person can speak at a time, usually only one person has control of which media are presented to everyone
else in a physical classroom.
3. I started thinking about the informal learning potential of online social media in the 1980s,. The term I coined in
this 1987 Whole Earth Review article was “virtual community.” Those of us online in communities like the WELL
knew that we were learning and teaching each other everything from the technical lore of online communication
to the sociology of community. It seemed clear to me that many-to-many media afforded engaging opportunities
for learning.
4. Because of the unique affordances for social communication and intellectual discourse that online media could,
in principle, provide, I started thinking about what a digital media education dashboard would look like from the
student’s point of view. In 1995, I designed an interface for a “Global University of Tomorrow” that was presented
at the NEC Pavillion at the ITU conferenceNEC spent millions of dollars to create a high-definition, high speed,
working prototype of the Global University for the ITU convention, then dismantled it. In 2008, thirteen years
later, I set out to create a social media classroom out of free & open source software & free web services.
5. I envisioned a number of asynchronous multimedia “roundtables” that students from around could join, and
access to mentors, other students, coursework, media. The web in 1995 wasn’t quite ready to do all that we
sketched, especially the synchronous video and multimedia discussion, but it wasn’t hard to see it heading that
way over the next ten years, when broadband would become available.
6. The multimedia roundtables would enable students to grow comment threads that include text, embedded
graphics, links, even videos.
7. I started using a variety of media in teaching students at Berkeley and Stanford -- wikis from one provider,
forums from another, and blogs from another.
8. I was delighted to learn that I was one of the winners of the HASTAC competition on digital media and learning.
The award enables me to continue to create curriculum -- syllabi & teaching notes, together with a social media
classroom constructed from free & open source software, video documentation of the subject matter and the
toolkit, a knowledge repository for resources & practices in participatory media literacy,.
9. socialmediaclassroom.com
The social media classroom website provides access to the source code in an installable form, information
about obtaining a hosted instance of the SMC, and a scaffolding of resources around the use of social media for
teaching and learning.
10. As I developed How-to slides, lesson plans, exercises in my development of my courses, I added resources to
the SMC community pages -- and invite others to add to what I’ve built.
11. The social media classroom forum enables the students and instructor to extend their classroom discussions
for hours, days, weeks after a class meeting, asynchronously. People can take their time to compose thoughtful
replies. And online forums in particular can become truly collaborative discourse in which the sum of individual
posts is much more than a collection of performances -- students have time and tools to build on and respond
to each other’s contributions.
12. Blog posts can contain html, inline graphics, video embeds. Tabs Enable participants to switch from blogs to
forums to wikis…
13. Another tab opens a wiki, which is an infinite gateway to as many interlinked pages the students and instructor
want to create -- complete with attachments, tags, and different views and means of navigating as you want.
14. Social bookmarking can automatically read feeds from services like del.icio.us, and also provide internal
bookmark-sharing networks. Participants have the option of determining how open or closed their media will be
with respect to the rest of the web.
15. Slide about Pedagogies. Shot
of students in circle? From
forum?
When students began to take me up on my invitation to talk about how to make the class work better for them,it
led to radical changes in the way I taught that were a little scary at first, but which continue to pay off in
enthusiasm -- the students’ and my own. First, we found that moving the chairs in a circle, and me spending
most of the time sitting down had an explosive effect on the level of participation. There is no back row in a
circle. If you hide out, you hide out from each other, not the teacher. Student projects were so thoughtful,
inspired, and ingenious that I started turning more of the teaching over to the students. Each week is arranged
around a theme such as identity and presentation of self, community, collective action. I’ve developed a list of
required & recommended texts & videos for each theme, and explain why each resource is important. During
the first class, students self-organize co-teaching teams and make lesson plans. We discuss the plan in the
forum, & each team meets with me a week before their session. Teams try to outdo each other. Then we extend
classroom discussions online in the forums and blogs. Coteaching teams identify key words and phrases during
their session, into them on the wiki, and during the following week, the entire class defines the words. By the
end of the term, we had compiled an impressive lexicon.
16. Collectively compiling the lexicon proved to be so successful that I’m going to make it the basis of the final
exam, thus providing a new answer to the old question “what’s going to be on the final?” I’ll ask the students to
write narratives -- I will give examples and suggest themes -- using as many words as possible from the lexicon
in appropriate context, and to make a mindmap, explaining the connections between the words, arranging them
in hierarchies and subhiearrchies of importance, linked by a network of connections.
17. At the beginning of each class, the co-teaching team from the previous week’s class presents their mindmap of
the most important issues, concepts, terms, and their networks and hierarchies of relationship.
18. The second time I taught a course on virtual communities and social media for the sociology department and
school of information at UC Berkeley, I made the syllabus into a wiki. As students began to respond to my
requests for feedback about how various media were working for them in the context of the course, and began
to make requests for specific how-to sections, the syllabus grew and evolved over the semester.
19. The third time I taught the course, I included a link from the main wiki page to the same syllabus in the form of a
concept map. Before the first class meeting, students were required to go through the syllabus in whichever
medium they chose, and to understand and agree to a different kind of teaching and learning.
20. I also made the syllabus available -- again, exactly the same material as the wiki and the concept map -- as a
Prezi. I required co-teaching teams to do a 10 minute presentation of an aspect of the session’s subject matter
-- their own choice -- and also required them to use a dynamic presentation medium other than PowerPoint.
Students made timelines, videos, game shows, web slide shows -- I gave them a resource list of over 100
different media, many of them with examples of how other students had used them.
21. In February, 2011, I started teaching online classes for (not very much) pay. Using the participative pedagogy I
had learned over six years at Cal and Stanford, and from teaching online for California Institute of Integral
studies, I combined the asynchronous forums, blogs, wikis, mindmaps, and social bookmarks of the Social
Media Classroom with Twitter and Elluminate, which enables live many to many audio/video, screensharing, text
chat and share whiteboards.
22. Public Knowledge Repository
I give free tuition to librarians who act as cybrarians, harvesting useful links and annotations from the forums
and blogs for each course cohort and adding them to a world-readable wiki, a public knowledge resource that
grows as more students take each course. I operate on an open source business model -- all my texts, videos,
learning objects are freely available. Students pay for real-time and asynchronous access to me and for
participation in a learning community facilitated by me.
23. Elluminate here
For live sessions. Elluminate enables me to stream audio and video, for students to queue up for speaking and
to communicate with the rest of us via audio, for us all to use text chat, for me to lead webtours, and for us to
collaboratively whiteboard. Sessions can be recorded and replayed, with all the audio, video, text, and other
media appearing just as they did in the live session.
24. I’ve created a number of publicly available mini-courses that include video, text, annotated lists of links to key
resources, and my delicious feed for the appropriate tag. The top screen introduces the subject through a short
video and text. http://goo.gl/YmZRe
25. The second tab enables students to play the second explanatory video.
26. The latest links tab offers the last five resources I’ve bookmarked for the appropriate tag -- “networks” in this
case -- via an RSS feed from delicious.
27. I set up a website with information about courses, free mini-courses, and links to information about me, about
social media in education, and about participative pedagogy. http://www.rheingold.com/university