This document provides an overview of social media and web 2.0 tools that can be used for educational purposes. It discusses concepts like blogs, RSS feeds, wikis, social bookmarking and media sharing services. Specific examples are given of how these tools can be used, such as having students collaborate on a wiki project or use podcasts to listen to lecture recordings. Best practices for selecting and implementing these tools in education are also covered.

2. Duke University Libraries

4. How does Web 2.0 change teaching practices?

5. Educational Social Software (Web 2.0) tools

7. Twitter back channel: #byte09

8. ShareTabs: http://www.sharetabs.com/?byte09

10. What does Web 2.0 mean to 2006

11. Poll Using a scale of 1–7 (1 = very uncomfortable, 7 = very comfortable), rate how comfortable you are with the following: For each of the following technologies, place an X in the box for those you use and for those you believe your students use. Using a scale of 1–7 (1 = very uncomfortable, 7 = very comfortable), rate how comfortable you are with the following:

12. Web 2.0 Social Software CMC 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.). 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).

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

16. What’s All the Fuss? A new way of interacting with the Internet The World Wide Web as platform Ubiquity, mobility, convergence Flattens the playing field for getting in the game Much more interactive Social connectivity Data rich Abundance and fluidity of information and data User-created content (enabled by an Architecture of Participation) And you can mix the content Customization and personalization

17. Why should you care?

19. Learning 2.0

20. Library 2.0

21. Enterprise 2.0

23. Why should I care? In the end, you don’t really have a choice: Embrace 2.0 technologies most people are probably 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

24. Do you have a balanced diet of digital media? Source WIRED MAGAZINE: ISSUE 17.08 http://www.wired.com/culture/lifestyle/magazine/17-08/by_media_diet

25. How to Get Startedon Web 2.0?

26. Source: Marta Kaganhttp://www.slideshare.net/mzkagan/what-the-fk-is-social-media-one-year-later

27. ISD 2.0? Don’t start with the hot new technology Think about your course goals – 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

28. Web 2.0 Selection Criteria: Save Time Choosing an Appropriate Tool Source: Sloan-C

29. Social Software Use Continuum Prepared by Rick Reo, 8/09

30. Web 2.0 Toolkit Source: Educause

31. Educational Features ComparisonWeb Publishing and Collaboration Tools

32. Blogs Way of quickly posting reverse time- ordered content or posts. Easy to use Single author (or a group of authors) Comments and audience participation Public or private Increasingly using new media as part of a blog RSS, Tagging, Blogroll Audio, video, images

33. Blogs Example educational uses: A group of bloggers using their individual blogs can build up a corpus of interrelated knowledge via posts and comments. This might be a group of learners in a class, encouraged and facilitated by a teacher, or a group of relatively dedicated life-long learners. Teachers can use a blog for course announcements, news and feedback to students. Blogs can be used with RSS (below) to enable groups of learners and teachers to easily keep track of new posts.

34. Blogs Mark Samples example: A group of bloggers using their individual blogs can build up a corpus of interrelated knowledge via posts and comments. This might be a group of learners in a class, encouraged and facilitated by a teacher, or a group of relatively dedicated life-long learners.

35. RSS – Really Simple Syndication and Notification Technologies Helps you to easily keep up to date with new and changed content, particularly if one is interested in multiple sources of information on multiple web sites. A feed reader (aggregator) can be used to centralize all the recent changes in the sources of interest, and a user can easily use the reader/aggregator to view recent additions and changes. Behind the scenes, RSS list changes (these lists of changes are called feeds). A feed reader regularly polls nominated sites for their feeds, displays changes in summary form, and allows the user to see the complete changes.

36. RSS – Really Simple Syndication and Notification Technologies Example educational uses: In a group project where a wiki is being developed collaboratively RSS feeds can be used to keep all members of the group up to date with changes as they can be automatically notified of changes as they are made. Similarly for new blog posts made by class members. Feed Readers enable students and teachers to become aware of new blog posts in educational blogging scenarios (see above), to track the use of tags in social bookmarking systems (see above), to keep track of new shared media (see above), and to be aware of current news, e.g. from the New York Times: http://www.nytimes.com/services/xml/rss/index.html

37. Wiki Easy way to collaborate on content creation by creating/editing a set of interlinked webpages eg, Google Docs, PBWiki, Wikispaces Or to find content created collaboratively E.g., Wikipedia

38. Local Public Library Example http://www.loudounpedia.org/ http://www.libsuccess.org/index.php?title=Wikis

39. Example educational uses: Wikis can be used for the creation of annotated reading lists by one or more teachers (see also social bookmarking below, for an alternative method for doing this). Wikis can be used in class projects, and are particularly suited to the incremental accretion of knowledge by a group, or production of collaboratively edited material, including material documenting group projects. Wikis can be used by teachers to supply scaffolding for writing activities – thus in a group project a teacher can supply page structure, hints as to desirable content, and then provide feedback on student generated content. Students can flag areas of the wiki that need attention, and provide feedback on each other’s writing.

40. Social Media Sharing Services These services store user-contributed media, and allow users to search for and display content. Besides being a showcase for creative endeavor, these services can form valuable educational resources. Compelling examples include YouTube (movies), iTunes (podcasts and vidcasts), Flickr (photos), Slideshare (presentations), DeviantArt (art work) and Scribd (documents). The latter is particularly interesting as it provides the ability to upload documents in different formats and then, for accessibility, to choose different download formats, including computer-generated speech, which provides a breadth of affordances not found in traditional systems.

41. Social Media Sharing Services Example educational uses: Podcasts can be used to provide introductory material before lectures, or, more commonly, to record lectures and allow students to listen to the lectures again, either because they were unable to attend, or to reinforce their learning. audio tutorial material and/or exemplar recordings of native speakers to foreign language learners. Vodcasts for experimental procedures in advance of lab sessions Distribution and sharing of educational media and resources. For example, an art history class could have access to a set of art works via a photo sharing system. The ability to comment on and critique each others work; including by people on other courses or at other institutions. Flickr allows for annotations to be associated with different areas of an image and for comments to be made on the image as a whole, thereby facilitating teacher explanations, class discussion, and collaborative comment. It could be used for the example above. FlickrCC18 is a particularly useful ancillary service that allows users to find Creative Commons licensed images that are freely reusable as educational resources. Instructional videos and seminar records can be hosted on video sharing systems. Google Video allows for longer higher quality videos than YouTube, and contains a specific genre of educational videos.

42. Podcasts Digital media file distributed over theInternet using an RSS feed Or, for the rest of us, a sound file you can listen to on your computer or download to an mp3 player Portable, relatively easy to produce Podcasting Help, Penn State, iTunes U

43. Podcasting at Mason on iTunes U There are a number of ways to use iTunes U for academic and institutional content. The strategies below focus primarily on uses in academic courses. As a distribution tool for digital audio and video course materials selected by the instructor Instructors can post materials in digital audio and video format and organize them into categories called tabs; students can then easily find the materials they need. As a shared space for student-created materials Instructors can set up a tab as a "shared" space. Students can post their audio and video files to this tab so that anyone else in the class can see what they have created. As a drop box for student homework Instructors can set up a tab to function as a "drop box". Students can use this tab to upload the audio and video files they create as homework. The instructor is the only one who can see content in a drop box, so student homework remains private and is not accessible to other students who have access to the course album. As a showcase for original student and instructor content showcase exceptional student-created audio or video (such as presentations, mini-documentaries, travelogues, or short films) by making them available to a larger audience.

45. Social Bookmarking Provides users the ability to record (bookmark) web pages, and tag those records with significant words (tags) that describe the pages being recorded. Examples include del.icio.us and Connotea. Over time users build up collections of records with common tags, and users can search for bookmarked items by likely tags. Since items have been deemed worthy of being bookmarked and classified with one or more tags, social bookmarking services can sometimes be more effective than search engines for finding Internet resources. Users can find other users who use the same tag and who are likely to be interested in the same topic(s). In some social bookmarking systems, users with common interests can be added to an individual’s own network to enable easy monitoring of the other users’ tagging activity for interesting items. Syndication (discussed below) can be used to monitor tagging activity by users, by tags or by both of these.

46. Social Bookmarking Examples educational uses: Teachers and learners can build up collections of resources, and with a little ingenuity can also use social bookmarking systems to bookmark resources that are not on the web. In this way it is easy to build up reading lists and resource lists. These may, with the use of multiple tags, be structured into sub-categories. Groups of users with a common interest can team together to use the same bookmarking service to bookmark items of common interest. If they have individual bookmarking accounts, they all need to use the same tag to identify their resources.

47. Folksonomy Internet-based information retrieval methodology consisting of collaboratively generated, open-ended keywords, e.g. tags or labels, that categorize any content, such as Web-pages, online photographs and Web links.

49. Social Networking A way of making and keeping connections with others Best known are Facebook and MySpace But there use goes beyond youth Professional networks LinkedIn, Sermo

50. Case Studies Educause -- 7 Things You Should Know Educause/ELI – Emerging Technologies and Practices section Duke Case Studies on Web 2.0 Tools 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

51. DUKE - Using web-based tools (Web 2.0) for academic work Instructors and students at Duke and other universities are making use of a new generation of web-based applications such as Google Docs, Flickr, del.icio.us and Second Life to support their course work. These new tools – often referred to as Web 2.0 – provide for dynamic user participation, social Interaction and collaboration. 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 Source: Web 2.0 Toolkit http://cit.duke.edu/resources/getting_started/web20toolkit/index.html

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

53. 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/ CHNM/Dan Cohen & Mills Kelly http://digitalcampus.tv/ Glenda Morgan http://gmu-tac.typepad.com/ http://accidentalpedagogy.typepad.com/accidental_pedagogy/web-20/ Instructional Uses of: Wikis / Blogs Social Media RSS Social Bookmarking Twitter

54. Case Study -Twitter Experimentby 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

55. Developing a Social Software-based Learning Environment Start with a foundation -- my tostada metaphor You can add any of the toppings you want, but it's nice to have a solid refried bean or chili con carne base to build upon. You can add all sorts of fun tools but strong base Often a blog or a wiki But start by looking at what others have done. Scott Leslie’s workhttp://edtechpost.wikispaces.com/The+Pros+and+Cons+of+Loosely+Coupled+Teaching

56. Social Software-based Learning Environment -- Course Examples My Examples Blog - http://blogs.gmu.edu/rreo/edit772-module-3/ http://rreo.edublogs.org/ Wiki- http://edit772-sp2009.wikispaces.com/ Startpage - http://www.pageflakes.com/rreo/7151276 Other Examples OpenEd Class - http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus#INST_7150_Introduction_to_Open_Education.2C_Fall_2007 Econ Class Blog -- http://econ300.umwblogs.org/

57. Other Resources User Guides & Educational Best Practices RSS Ideas for Educators (PDF) v2.0 by Quentin Souza - A compendium of ideas for using RSS Univ of Minnesota – TLT resources: http://dmc.umn.edu/teach.shtml Privacy and Security Common Craft, Plain English Video Series – Social Media Pack Tools Rick’s Delish links for tools (http://delicious.com/rreo/tools) Content Connexions Wikimedia Wikieducator

58. Copyleft

59. Hype Cycle for Emerging Technologies 2009

60. Questions? TurracherSchwarzsee (Austria) Source: Wikimedia Commons