The document provides an overview of best practices for teaching with Web 2.0 tools based on case studies and research. It discusses what Web 2.0 means, how it has changed practices in fields like teaching and learning, and examples of using tools like Twitter and blogs in educational contexts. Guidelines are presented for selecting tools based on criteria like access, usability, and supporting creative learning experiences.

1. Social Media U: Best Practices & Case Studies Teaching with Web 2.0 Tools Rick Reo, [email_address] Instructional Designer, GMU Adjunct Instructor, AIT & CEHD Source: Gartner

2. What We’re Going To Talk About What is Web 2.0? Why should you care? How does Web 2.0 change how we do things? Best educational practices Web 2.0 tools & technologies

3. Backchannel Resources Twitter hashtag: #cehdpw -------------------------------- Rick’s Delicious tags: http://delicious.com/rreo/socialmedia Rick’s ShareTabs: http://www.sharetabs.com/?smu-gmu Rick’s Slideshare: http://www.slideshare.net/rreo

4. What does Web 2.0 mean to

5. We know it when we see it? http://www.go2web20.net/

7. Social software is a subset of Web 2.0 and a continuation of older computer-mediated communication (CMC) tools such as IM, newsgroups, groupware, and virtual communities (Alexander, 2006; Rheingold, 2003, ¶4). Web 2.0 includes a broad range of web technologies, services, and tools, and refers to a renewed pattern of web technology adoption and innovation. Dabbagh, N., & Reo, R. (in press). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying social informatics for tertiary teaching. Hershey, PA: IGI Global (formerly Idea Group, Inc.). CMC Social Software Web 2.0

8. Educational Social Software aka Web 2.0 Tools ESS enable: lower the barriers to participation and self-authoring: web-based & easy-to-use community-based & sense of ownership increased capacity for working together (communication, collaboration) collectively change the rules of social interaction personalization-- goals, interface, “ networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, indentity, and relationship. ~ Terry Anderson, Ch.9, p.227 Theory and Practice of Online Learning

10. User-Generated Content – media content, publicly available, produced by end-users Architecture of Participation – the way a service is designed facilitates participation and promotes UGC. Wisdom of the Crowds (Crowdsourcing) – leveraging the mass collaboration enabled by Web 2.0 technologies to achieve small goals/task or solve problems. Network Effects & the Long Tail – large user base; value increases for everyone as new users join/participate Data on Epic Scale – information collected indirectly from users and aggregated as a side effect of ordinary use of Google, etc. Open-ness -- Web has a strong tradition of working in an open fashion Six Big Ideas Behind Web 2.0 Anderson, Paul (2007). What is Web 2.0? Ideas, technologies and implications for education. Tech Watch Report, JISC, http://www.jisc.ac.uk/publications/publications/twweb2.aspx

12. Web 2.0 Transforms Practice Teaching 2.0 Learning 2.0 Library 2.0 Enterprise 2.0 Journalism 2.0

13. What do these changes mean for Higher Education? Changes in the way we: collaborate communicate provide content, services, or resources

14. Why you should care? In the end, you don’t really have a choice: Embrace 2.0 technologies most people are already social computing aficionados that is what our student body is expecting and what our mandates require with our limited resources and increasing demands. Why Faculty Should Care? students are using these tools improve disciplinary communication and knowledge sharing / Professional Development authentic learning opportunities

15. Why should you care? Web 2.0 tools offer several benefits to instructors, including: ease of use interactions/integrations with other commonly-used tools filling needs not currently met with other tools inspiring creativity and exploration in teaching authentic learning experiences

17. Downsides Source: Wired magazine

19. Copyright, Privacy, and Security

20. Copyleft Source: Reo Public Domain No rights reserved Unrestricted redistribution and modification Creative Commons licensing Some rights reserved Choice of restriction on redistribution and modification and Share-Alike Traditional Copyright © All rights reserved Exclusive restrictions on redistribution and modification

22. Source: Marta Kagan

23. Teaching & Learning with Web 2.0 Tools (TLT2.0) Iterative instructional design Traditional ID Don’t start with the technology. Think about your course goals first – what are you trying to do? what are your needs, especially in terms of collaboration, content, and communication then you can move to thinking about technology Iterative ID Traditional ID + Web 2.0 tools simultaneously tool affordances for users

24. Source: Sloan-C Web 2.0 Technology Selection Criteria Evaluate your possible tool choices using these criteria to eliminate poor choices quickly. Then, do more extensive testing to find that ‘perfect' Web 2.0 technology. Criteria 1: Access Is the tool accessible by Windows and Mac users? Is the tool / product of tool viewable in a variety of web browsers? Does the tool work well for those with dial-up connections? Does the tool provide options that support ADA compliance? Is the tool free? Will the tool be around for a while? Criteria 2: Usability Do you have to create an account to use the tool? Is the tool easy to use? Does the tool have a robust and easy to use Help section? Does anything have to be downloaded and installed on the computer to use the tool? Criteria 3: Privacy & Intellectual Property Does the tool allow you to restrict access of your work/your students' work? Does the tool protect your personal data (e.g. email address given when account created)? Does the tool allow you / your students to retain sole IP rights to the content you create? Does the tool allow you to determine the copyright status of the content you've created? Can you save a copy of the product to your desktop for archival purposes? Criteria 4: Workload & Time Management Does the tool make it easy to track student work (for grading purposes). Does the tool support private and public commenting (for individual and group feedback)? Does the tool provide for an RSS feed to track work via email or an RSS reader? Is it possible to embed the tool into the LCMS you're using? Criteria 5: Fun Factor Does the tool allow you to be creative during the learning process? Does the tool allow you to demonstrate creativity in the learning product? Does the tool provide opportunities for different types of interaction (visual, verbal, written)? Does the tool increase the perception of connectedness? Does the tool encourage collaboration?

25. Social Software Use Continuum Dabbagh & Reo, 2010 Types of Uses Web 2.0 Tools Private Information Management  Open Resource Sharing  Social Networking Common Features Settings Setup for private/personal use Disable search engine indexing Enable public view Setup personal profile Configure tool for resource sharing Configure to pull in other people’s content or activity via comments, RSS feeds, etc. Enable information “push” via subscription, follow, watch list, notifications etc. Build tool-based communities / groups / collections Employ promotional activities or send invitations Setup multi modal, two-way communication pathways Blog (including microblogging) Use as private online journal Create multimedia blog posts Enable Blogroll Dynamic access to related/recommended content, e.g., Trackback Enable comments, Trackback , RSS feeds Add blog to RSS aggregation services – e.g., Technorati Stimulate social connectivity via micro interactions features. Wiki Use as private content management space Password protected collaborative document editing & commenting Open collaborative document editing & commenting Enable view history Provide user statistics RSS Reader (Bloglines, Google) Private news/ media feed archive Enable personal archive sharing Network with like minded subscribers or discover content via recommendations Social Bookmarking (delicious) Private bookmark archive Personal and collective tagging Create/join user networks to access other people’s links Use group tags; bundle tags Social Media (Flickr, YouTube) Set-up private media archive or channel (consume only) Create/add media content and apply Creative Commons licenses Create/join public user groups or channels Start Pages (iGoogle, PageFlakes) Private multiple media information management web pages built on widgets. Enable subscriptions Invite / enable group or open editing of content Social Networking sites (MySpace, Facebook) N/A – public view / personal social information sharing enabled by default Add contacts, friends, etc. Enable two-way communication features via comments, subscription, notifications, chat, or wall graffiti

26. TLT 2.0 Course integration 1 supplement Bb course with Web 2.0 course assignments Wikipedia, Google search, blog etc. Course integration 2 augment Blackboard courses by embedding Web 2.0 tools Course transformation “ Small pieces loosely joined” approach

27. Case Study -Twitter Experiment by Dr. Monica Rankin, UT Dallas Problem Large lecture class (90) - wanted to find a way to involve students in the materials via discussions Solution Twitter posts short messages that can be posted in real-time (with mobile devices via texting as well as via Web-based tools on laptops/netbooks. Setup Course Twitter account, hashtags, Tweetdeck, how-to training, factor down time for trial and error use Good Practices Experimented with strategies for producing constructive discussions Twitter most effective when it was combined with other discussion strategies (small group discussions, Interaction with instructor, time to process as an entire class) also organize discussions by topic, needed TA to monitor Twitter stream on computer and respond to questions Conclusion Twitter did not replace more conventional discussion formats; instead, it enhanced the discussions and brought more student interaction http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm

28. (Implement only, assessment not factored in here) Adoption Assessment Tool Twitter as Learning Tool -- Levels of Educational Use Twitter is defined in a course context as a light-weight micro blogging platform used to support micro interactions and social networking in the service of student community building, discussions, tracking & reporting, metacognition and a variety of spontaneous learning activities Prepared by Rick Reo on behalf of DoIT/LSS, 9/09 Active Passive In-class Back Channel for Discussion Used to support ad hoc class discussions or lecture commenting (use hashtags to categorize real-time, on-task chatter/texting (M.Sample) Good for monitoring key points in a discussion, collating viewpoints Outside of Class Discussions Used to collate classroom views Setup topics with separate twitter accounts or hashtags Students initiate and/ or follow topics and participate in discussion per instructor protocols asynchronously. Good for community building, discussions, assignments In-class Directed Discussion ( Rankin style ) Open question/topical discussion format Use semi-anonymous Twitter stream of comments to lead discussions ( Twitter aggregates and collates student responses to separate webpage End of class large group processing Optional step to analyze aggregated content (could be used as makeup assignment for missed class) Good for engaging all students in discussions in large lecture classes (monitoring key points, collating viewpoints) Lightly Structured Activities (low threshold) Follow some instruction and Tweet about it gather course feedback ambient office hours poll class (e.g., identify an object (D.Cohen) Tracking Activities find and follow instructor, experts, topics Feedback Activities language or writing practice Metacognition/Self-regulation Student activity to share resources and report on self learning events like difficult topics, interesting applications etc. Muddiest point One thing I learned most (S.Klein) Institutional communication channel (outreach, alerts etc.) Instructor communication channel (e.g., announcements, reminders) Broadcast course links and share resources

29. Case Study -Twitter Experiment (cont.) Pros find a way to engage students in the materials via discussions Cons Messy Not sustainable Good Practices Experimented with strategies for producing constructive discussions Twitter most effective when it was combined with other discussion strategies (small group discussions, Interaction with instructor, time to process as an entire class) also organize discussions by topic, needed TA to monitor Twitter stream on computer and respond to questions Twitter did not replace more conventional discussion formats; instead, it enhanced the discussions and brought more student interaction http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm

30. Case Study -Twitter Back Channel http://search.twitter.com/search?max_id=4537262754&page=2&q=elifs09

31. Collections of Case Studies Educause -- 7 Things You Should Know Educause/ELI – Emerging Technologies and Practices section Duke -- Case Studies on Web 2.0 Tools Duke Web 2.0 Toolkit Twitter Experiment by Dr. Rankin, Prof. of History at UT Dallas. Comments: http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm The video: http://www.youtube.com/watch?v=6WPVWDkF7U8

32. Duke Case Studies Source: http://cit.duke.edu/help/consult/web20casestudies.html

33. Source: Educause Web 2.0 Tool Kit

34. Misc. Mason Web 2.0 Tool Kit or Faculty Blogs Mark Sample, English Dept. http://www.samplereality.com/2009/08/14/pedagogy-and-the-class-blog/ http://www.samplereality.com/2009/05/13/teaching-technologies-for-large-classes/ Dan Cohen http://digitalcampus.tv/ Glenda Morgan http://gmu-tac.typepad.com/ http://accidentalpedagogy.typepad.com/accidental_pedagogy/web-20/

35. Resources for TLT2.0 In Plain English video series Educause -- 7 Things You Should Know series iTunes U JISC Classroom 2.0

36. Course Transformation Start with a good foundation (base tool) my tostada metaphor You can add all sorts of fun widgets, mash-ups etc. but strong base tool often a blog or a wiki But start by looking at what others have done

37. Social Software-based Learning Environment -- Course Examples My Examples Course Blog - http://rickreo.onmason.com/edit772-module-3/week-2/ Course Wiki- http://edit575.wikispaces.com/ Course Startpage - http://www.pageflakes.co m/rreo/7151276 Other Examples OpenEd Class Connectivism and Connective Knowledge massive online open course (MOOC) Econ Class Blog -- http://econ300.umwblogs.org/

38. Questions?? Turracher Schwarzsee (Austria) Source: Wikimedia Commons