Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
The document discusses e-collaboration culture and experiences with online collaborative learning. It presents three hypotheses for successful online collaborative learning: interaction through communities of practice, shared spaces using Web 2.0 technologies, and production through an e-collaboration culture. The document outlines a model for an e-collaboration culture and discusses three trends and experiences with online courses, participative working models, and facilitative leadership at the Swiss Distance University of Applied Sciences. It raises open questions about negotiating meaning and participation in e-collaboration culture.
Virtual management involves leading teams that work remotely using online tools. It allows organizations to tap global talent pools and leverage specialized expertise wherever it exists. Key factors for success include motivating virtual teams through intrinsic rather than extrinsic rewards, fostering knowledge sharing and social bonds, encouraging different levels of collaboration, and properly distributing tasks. Organizations should emphasize both task processes and socioemotional connections between team members. With the right approach, virtual teams have been shown to outperform traditional colocated teams.
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
Despite the fact that some governments are taking behavioral science and its challenges to the model of the rational individual very seriously, most enterprises still haven’t changed the way they deploy technology. No wonder 85% of ECM implementations fail to live up to expectations. Can the insights shared by Kahneman and others shed some insight onto this dilemma? Can we increase success by rethinking our approach to enterprise software deployments based on an improved understanding of how people perceive their environment, are swayed by others, and choose to act?
The document discusses how to support collaborative knowledge building through authentic assessment in online education. It explores using authentic tasks, contexts, and assessments to encourage collaborative knowledge construction. Two case studies, a virtual benchmarking project and an online teacher education program, showed collaboration was rare when course structures did not support it or assessment was individual. Meaningful collaborative tasks, social technologies, and assessment connected to collaboration are needed to promote authentic learning and assessment.
This document outlines the methodology for a thesis research project. It discusses researching collective intelligence and how mobile technologies can enable collaboration. It presents initial research questions and reviews similar projects involving citizen sensors, crowd-sourcing, and social networking. An initial tip jar prototype aimed to encourage idea sharing but was not very successful, highlighting lessons about needing incentives and specific goals. The document proposes designing cultural probes and a next prototype involving documenting tasks in a city to further the research.
This document discusses different types of virtual communities in public administrations and how they can be improved. It describes how communities can form around conversation and how their goals may be individual, such as social learning and relationships, or organizational, such as knowledge management and digital reputation. It outlines principles for community design, including balancing openness and focus areas. Different communities are oriented towards content, expertise sharing, or relationships. Openness, natural network evolution, and boundaries are discussed as keys to community success.
The document discusses e-collaboration culture and experiences with online collaborative learning. It presents three hypotheses for successful online collaborative learning: interaction through communities of practice, shared spaces using Web 2.0 technologies, and production through an e-collaboration culture. The document outlines a model for an e-collaboration culture and discusses three trends and experiences with online courses, participative working models, and facilitative leadership at the Swiss Distance University of Applied Sciences. It raises open questions about negotiating meaning and participation in e-collaboration culture.
Virtual management involves leading teams that work remotely using online tools. It allows organizations to tap global talent pools and leverage specialized expertise wherever it exists. Key factors for success include motivating virtual teams through intrinsic rather than extrinsic rewards, fostering knowledge sharing and social bonds, encouraging different levels of collaboration, and properly distributing tasks. Organizations should emphasize both task processes and socioemotional connections between team members. With the right approach, virtual teams have been shown to outperform traditional colocated teams.
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
Despite the fact that some governments are taking behavioral science and its challenges to the model of the rational individual very seriously, most enterprises still haven’t changed the way they deploy technology. No wonder 85% of ECM implementations fail to live up to expectations. Can the insights shared by Kahneman and others shed some insight onto this dilemma? Can we increase success by rethinking our approach to enterprise software deployments based on an improved understanding of how people perceive their environment, are swayed by others, and choose to act?
The document discusses how to support collaborative knowledge building through authentic assessment in online education. It explores using authentic tasks, contexts, and assessments to encourage collaborative knowledge construction. Two case studies, a virtual benchmarking project and an online teacher education program, showed collaboration was rare when course structures did not support it or assessment was individual. Meaningful collaborative tasks, social technologies, and assessment connected to collaboration are needed to promote authentic learning and assessment.
This document outlines the methodology for a thesis research project. It discusses researching collective intelligence and how mobile technologies can enable collaboration. It presents initial research questions and reviews similar projects involving citizen sensors, crowd-sourcing, and social networking. An initial tip jar prototype aimed to encourage idea sharing but was not very successful, highlighting lessons about needing incentives and specific goals. The document proposes designing cultural probes and a next prototype involving documenting tasks in a city to further the research.
This document discusses different types of virtual communities in public administrations and how they can be improved. It describes how communities can form around conversation and how their goals may be individual, such as social learning and relationships, or organizational, such as knowledge management and digital reputation. It outlines principles for community design, including balancing openness and focus areas. Different communities are oriented towards content, expertise sharing, or relationships. Openness, natural network evolution, and boundaries are discussed as keys to community success.
This document discusses facilitating learning through social web technologies. It outlines key roles for facilitators, including amplifying important content, curating information to synchronize a community, providing a sense of wayfinding and context, aggregating and filtering content for learners, modeling participation, maintaining a persistent online presence, and building relationships. Facilitation in online environments requires a focus on both social design to achieve learning goals and technical design to account for limitations of online technologies.
The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
Duygu Simsek is a PhD student researching how to help citizen scientists read and write like scientists through learning analytics and authentic inquiry. The research aims to develop citizens' scientific thinking, reading, and writing abilities by engaging them in an inquiry-based process using web 2.0 tools, and providing automated feedback. Potential learning analytics technologies discussed include Cohere for annotation and argumentation, XIP for textual analysis, and OpenMentor for feedback analysis. Suggestions for additional tools are requested.
Social Media-Q&A, tutorial, best practices, etcagawestfal
The document discusses 4 main ways that businesses use social media: 1) Build a community for customers/employees to support each other, 2) Energize passionate fans, 3) Find good ideas from customers/community, 4) Meet a need to make a connection. It emphasizes that social media should provide value to both customers and the brand by landing in the middle of being true to the brand and unexpected.
This document summarizes the process an ideation platform called Ideabox went through. It explored areas like introverts, learning, and idea sharing. Secondary research looked at design thinking, personality types, and online participation. User interviews found people want help developing, sharing, and getting feedback on ideas. An affinity diagram organized tools and techniques. Personas described typical users. Information architecture mapped the platform's features. Paper prototypes and wireframes visualized the interface. Future plans include user testing, design, development, and launch.
Knowledge Management for Innovation - Dominic CampbellFutureGov
This document provides an overview of intelligent public services and the power of crowdsourcing ideas. It discusses how social media is now mainstream media and how the focus has shifted from information management to collaboration and relationships. New behaviors and ways of thinking about knowledge sharing are needed. The document also discusses how governments can crowdsource ideas and solutions from citizens to drive minor service changes or larger service redesigns. It provides examples of how governments can involve people in the process through open challenges and collaboration.
The document outlines 20 principles of user interface design. The principles stress that interfaces should provide clarity, enable interaction, and conserve user attention. Interfaces should keep users in control, use direct manipulation, and have a single primary action per screen. Consistency, organization, and progressive disclosure help reduce cognitive load. Great design is invisible and solves existing problems.
This slide-show discusses habit 3 from the series: the 7 habits of highly effective decision makers. It shows how the great decision makers use the power of visualisation to combat complexity, clarify communication and catalyse creativity.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
Virtual worlds show potential as a platform for innovative collaboration in distributed work. Interviews found that VWs can enable:
1) Psychological engagement between participants through avatars. This can build trust faster than other remote tools.
2) Shared work on 3D objects and models. Teams can visualize and modify designs collaboratively.
3) Distributed meetings, trainings, and knowledge sharing without travel costs. Real-time co-creation and feedback are possible across locations.
While literature emphasized avatar appearance and proxemics, interviews found authentication and security more important. Interviews also expanded on uses beyond co-creation to include large collaborative activities. Further research is still needed in professional distributed work settings as virtual
This document describes a new curriculum innovation module on online social networks. The module aims to discuss social networks from interdisciplinary perspectives including technology, social science, and business. It will be taught by five tutors from three different faculties and include group projects, individual reflections, and a core assessment involving a group presentation. The module aims to provide students with holistic understanding of social networks and their impact on society. It is intended to be a core module for certain degree programs and encourage life-wide and life-long learning approaches.
Universal Design for Learning (UDL) was created to make curriculum accessible to all students by providing multiple means of representation, action and expression, and engagement. UDL principles encourage offering students various ways to acquire information and knowledge, to demonstrate what they know, and to stay motivated. When combined with technology, UDL can help customize learning and support diverse learners through flexible use of tools like video, audio, interactive models and online graphic organizers.
This document describes an action research study that examined the effects of digital technologies on student engagement and complexity of thinking in a Reggio Emilia-inspired Kindergarten classroom. Twenty-four students were divided into an experimental group that used iPads for creative expression and a control group that used iPads for content consumption. Both groups were assessed before and after a seven-week intervention. Results showed that while both groups improved over time, the experimental group that used iPads for creation had higher levels of engagement and more sophisticated thinking compared to the control group that used iPads for consumption.
The next generation of collaborative work will be defined by a shift from information handling to interaction management and socialization. Social software seems an unlikely example for enterprise collaboration initially, but networks allow tapping into collective coworker knowledge better than previous approaches. Communities form organically in social networks, connections are stronger, and adoption is faster due to ease of use. While past technologies like groupware and portals improved collaboration, social software facilitates user-driven interaction and knowledge-sharing.
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Seven Master of Arts students from Constance at the University of Applied Sciences Communication Design faculty are working on design research concerning multi-touch interfaces during summer term 2008. Studying a research paper ...
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
www.earnperhit.com/essay => Professional academic writing
www.lucky-bet.site => Bet on Sports - 50% Deposit Bonus
www.lucky-bet.site/casino => Online Casino - 5000$ Welcome Bonus
www.lucky-bet.site/lotto247 => Lotto247 - Win Big, Live Free
www.lucky-bet.site/eurobet => Best European Bookmaker
21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
This document discusses facilitating learning through social web technologies. It outlines key roles for facilitators, including amplifying important content, curating information to synchronize a community, providing a sense of wayfinding and context, aggregating and filtering content for learners, modeling participation, maintaining a persistent online presence, and building relationships. Facilitation in online environments requires a focus on both social design to achieve learning goals and technical design to account for limitations of online technologies.
The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
Duygu Simsek is a PhD student researching how to help citizen scientists read and write like scientists through learning analytics and authentic inquiry. The research aims to develop citizens' scientific thinking, reading, and writing abilities by engaging them in an inquiry-based process using web 2.0 tools, and providing automated feedback. Potential learning analytics technologies discussed include Cohere for annotation and argumentation, XIP for textual analysis, and OpenMentor for feedback analysis. Suggestions for additional tools are requested.
Social Media-Q&A, tutorial, best practices, etcagawestfal
The document discusses 4 main ways that businesses use social media: 1) Build a community for customers/employees to support each other, 2) Energize passionate fans, 3) Find good ideas from customers/community, 4) Meet a need to make a connection. It emphasizes that social media should provide value to both customers and the brand by landing in the middle of being true to the brand and unexpected.
This document summarizes the process an ideation platform called Ideabox went through. It explored areas like introverts, learning, and idea sharing. Secondary research looked at design thinking, personality types, and online participation. User interviews found people want help developing, sharing, and getting feedback on ideas. An affinity diagram organized tools and techniques. Personas described typical users. Information architecture mapped the platform's features. Paper prototypes and wireframes visualized the interface. Future plans include user testing, design, development, and launch.
Knowledge Management for Innovation - Dominic CampbellFutureGov
This document provides an overview of intelligent public services and the power of crowdsourcing ideas. It discusses how social media is now mainstream media and how the focus has shifted from information management to collaboration and relationships. New behaviors and ways of thinking about knowledge sharing are needed. The document also discusses how governments can crowdsource ideas and solutions from citizens to drive minor service changes or larger service redesigns. It provides examples of how governments can involve people in the process through open challenges and collaboration.
The document outlines 20 principles of user interface design. The principles stress that interfaces should provide clarity, enable interaction, and conserve user attention. Interfaces should keep users in control, use direct manipulation, and have a single primary action per screen. Consistency, organization, and progressive disclosure help reduce cognitive load. Great design is invisible and solves existing problems.
This slide-show discusses habit 3 from the series: the 7 habits of highly effective decision makers. It shows how the great decision makers use the power of visualisation to combat complexity, clarify communication and catalyse creativity.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
Virtual worlds show potential as a platform for innovative collaboration in distributed work. Interviews found that VWs can enable:
1) Psychological engagement between participants through avatars. This can build trust faster than other remote tools.
2) Shared work on 3D objects and models. Teams can visualize and modify designs collaboratively.
3) Distributed meetings, trainings, and knowledge sharing without travel costs. Real-time co-creation and feedback are possible across locations.
While literature emphasized avatar appearance and proxemics, interviews found authentication and security more important. Interviews also expanded on uses beyond co-creation to include large collaborative activities. Further research is still needed in professional distributed work settings as virtual
This document describes a new curriculum innovation module on online social networks. The module aims to discuss social networks from interdisciplinary perspectives including technology, social science, and business. It will be taught by five tutors from three different faculties and include group projects, individual reflections, and a core assessment involving a group presentation. The module aims to provide students with holistic understanding of social networks and their impact on society. It is intended to be a core module for certain degree programs and encourage life-wide and life-long learning approaches.
Universal Design for Learning (UDL) was created to make curriculum accessible to all students by providing multiple means of representation, action and expression, and engagement. UDL principles encourage offering students various ways to acquire information and knowledge, to demonstrate what they know, and to stay motivated. When combined with technology, UDL can help customize learning and support diverse learners through flexible use of tools like video, audio, interactive models and online graphic organizers.
This document describes an action research study that examined the effects of digital technologies on student engagement and complexity of thinking in a Reggio Emilia-inspired Kindergarten classroom. Twenty-four students were divided into an experimental group that used iPads for creative expression and a control group that used iPads for content consumption. Both groups were assessed before and after a seven-week intervention. Results showed that while both groups improved over time, the experimental group that used iPads for creation had higher levels of engagement and more sophisticated thinking compared to the control group that used iPads for consumption.
The next generation of collaborative work will be defined by a shift from information handling to interaction management and socialization. Social software seems an unlikely example for enterprise collaboration initially, but networks allow tapping into collective coworker knowledge better than previous approaches. Communities form organically in social networks, connections are stronger, and adoption is faster due to ease of use. While past technologies like groupware and portals improved collaboration, social software facilitates user-driven interaction and knowledge-sharing.
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Seven Master of Arts students from Constance at the University of Applied Sciences Communication Design faculty are working on design research concerning multi-touch interfaces during summer term 2008. Studying a research paper ...
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
www.earnperhit.com/essay => Professional academic writing
www.lucky-bet.site => Bet on Sports - 50% Deposit Bonus
www.lucky-bet.site/casino => Online Casino - 5000$ Welcome Bonus
www.lucky-bet.site/lotto247 => Lotto247 - Win Big, Live Free
www.lucky-bet.site/eurobet => Best European Bookmaker
21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
Blending the Social and the Serious for Individual and Organizational Perform...Human Capital Media
The convergence of the economic environment and corporate talent challenges has led to the need for highly flexible corporate learning strategies. Can we provide a learning environment that accelerates development within the organization through leveraging expertise outside its boundaries? We will share our work in blending asynchronous content, live events, personal learning curricula and value-added social networking to provide a comprehensive and sustainable learning environment.
Nancy Keeshan, Executive Director, Duke Corporate Education Inc.
Stephen Mahaley, Director, Learning Technology, Duke Corporate Education Inc.
Academic visibility online presentation 13 october 2011Laura Czerniewicz
A presentation for academics at the University of Cape Town on issues of online presence and visibility, risks, and how to take control of one's digital footprint.
This document discusses the implications of social and participatory media for education. It notes that new technologies have created a rapidly changing environment requiring new digital literacy skills. New approaches like open practices and online communities are emerging. Key trends include mobile learning, personalized learning, and cloud computing. Social media allows for user-generated content, networking, and collective intelligence. Learner experiences are becoming more technology-immersed and personalized. While teachers have been slow to adopt new technologies, open practices around design, delivery, research, and dialogue could help adoption. The future of learning may be more distributed, personalised, collective, creative, responsive and open.
The document summarizes Gráinne Conole's presentation on digital identity and presence in social media landscapes. It discusses the evolution of digital technologies over time including learning objects, LMS, mobile devices, and MOOCs. It presents a pedagogical meta-model involving experience, information, individual vs social and reflective vs non-reflective learning. It also addresses identity, presence and interaction in digital contexts and challenges of fully leveraging social media for learning. Finally, it outlines the 7Cs learning design framework involving conceptualizing, capturing, communicating, collaborating, considering, combining and consolidating resources and activities.
This document outlines the schedule and content for Session Three of a collaboration and networking event. The session will cover social media values, networks, and platforms. It will also discuss collaboration tools in social networking contexts and the ethics of data collection. The schedule includes an activity where participants will discuss situations requiring networking and collaboration. There will also be discussions on social networking theory and a case study example before concluding with an open question lunch.
This document discusses e-learning and web 2.0 technologies. It provides a list of various free and open web-based tools for blogging, social networking, content sharing, online collaboration and multimedia creation that enable new forms of online learning. These tools lower barriers to publishing content and allow learners to actively participate in online communities to create and share knowledge in new ways. The document advocates that e-learning should embrace these new web 2.0 technologies and social aspects to move from traditional e-learning 1.0 models to a more connected e-learning 2.0 approach.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
Digital Connectedness: Taking Ownership of Your Professional Online Presence Sue Beckingham
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have the potential to help you unlock new doors to new opportunities. Social media can without doubt provide excellent communication channels and a space to develop your network of connections. Nonetheless as your online presence expands it leaves behind both digital footprints and digital shadows; and this needs to be given due consideration. This keynote will look at the value of developing a professional online presence and why as future graduates you need to take ownership of this.
http://www.yorksj.ac.uk/ltd/ltd/student-engagement/undergraduate-research-confere.aspx
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
The document discusses learning communities in the digital age. It defines three types of learning communities: 1) professional learning communities which are local, face-to-face groups for job-embedded learning; 2) personal learning networks which are individually chosen online connections; and 3) communities of practice which are committed, collective groups that provide deeper connections than personal networks or professional communities. The document emphasizes that a revolution in technology has transformed how people can connect, interact and collaborate as connected learners online and in safe digital spaces.
The document summarizes Gráinne Conole's presentation on the role of creativity in digital literacy skills for participatory media. It discusses how new digital literacy skills are needed for learners, teachers, and the workplace in today's fast-changing technological environment. It emphasizes the importance of creativity and mechanisms for fostering creativity through social and participatory media like blogging, messaging, collaborative editing, social networking, and virtual worlds. The presentation examines definitions of creativity and how technologies can promote creativity in new ways by enabling new forms of discourse, collaboration, and accessing/repurposing knowledge.
This document summarizes Gráinne Conole's presentation on learning trajectories and navigating the future of learning with new technologies. The summary is as follows:
1) Conole discusses how new technologies are impacting pedagogies, learner experiences, and teacher practices. This includes the rise of e-learning, mobile learning, social media, and open educational resources and courses.
2) She outlines different learning designs and pedagogical approaches that are emerging, such as associative, constructivist, connectivist, and inquiry-based learning.
3) Conole advocates for more open practices in education, including open design, delivery, dialogue, research, and resources. This includes the use
This document discusses how new technologies are impacting learning and pedagogies. It notes that rapid technological changes require new digital literacy skills for both learners and teachers. Emerging open practices and new forms of online communities and interactivity are discussed. Trends in educational technology like mobile learning, personalized learning, and cloud computing are presented. The impacts of social and participatory media on learning are explored, as are different learning theories like associative, constructivist, situated, connectivist, and inquiry-based approaches. Mobile learning applications and an example virtual genetics lab are described. Design principles for new learning spaces are outlined, and how new digital literacies involve social and collaborative skills are discussed.
Digital learning; connected, collaborated and constructedJacob Theilgaard
Digital learning is becoming increasingly connected, collaborative, and constructed. The shift to horizontal communication networks organized around the internet and wireless technologies has introduced new communication patterns and represents a fundamental cultural transformation as virtuality becomes an essential dimension of reality. Networked intelligence relies on collaboration, openness, sharing, integrity, and interdependence. Personal learning environments allow for learning through experiences outside of formal contexts using a personal learning network and personal web tools. Constructivism deals with how people create meaning through individual constructs, and connectivism views learning as occurring inside and outside people through storing knowledge in computers and other individuals.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Similar to Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking (20)
Uxindia 2018 - Reasons Your Company Should Care About UX Researchilkyen
The purpose of this talk to explain user experience research role in elevating design. This talk will show the why user experience research (UXR) should take place in design and why UXR is a critical step in understanding the human beings (users) that lead the greater design and successful business. A detailed picture of the role and impact of user experience in the business. This talk will also show Why/How UXR helps your company to grow the success.
Three key takeaways
Learning critical steps in understanding the human beings (users) which leads to the successful design and business.
The impact of user experience research in a product company.
Simple ways of implementing UX research methodologies to make the research and design process fast but still valuable in an agile environment.
Computer Engineering Students’ Readiness and Motivations for Using Dialog Gam...ilkyen
This PPT investigates computer engineering students’ readiness and motivations for using dialog games for collaborative learning activities. Students’ readiness and motivations are measured by applying a questionnaire and “intrinsic motivation inventory”. The intrinsic motivation inventory is used to assess students’ subjective motivations related to a using dialog games in collaborative learning activities.
The document discusses learning in the 21st century. It outlines how 21st century life and economic values have shifted to prioritize knowledge, creativity, and innovation. As a result, education needs to focus on developing core cognitive skills like critical thinking, problem solving, and communication. New technologies can support collaborative and self-directed learning to help develop these skills. Overall, the document argues that education needs to evolve to cultivate skills that will help societies and individuals succeed in a global, knowledge-based economy.
This study examines the effects of using dialogue games with visual maps to structure discussions between users. The researcher created a computer application to facilitate dialogue games and generate visual maps of the discussions. Through qualitative analysis of interviews with 10 student users, the researcher found that the visual maps helped provide structure, link ideas, and summarize discussions, but some users found the format restrictive and boring. Overall, dialogue games with visual maps showed potential for facilitating critical thinking in educational settings, though more work is needed to make the experience more engaging.
A Model for Motivated Learning Actions of Free Agents: Effective Teaching, Motivation and Learning - Design of effective teaching, learning and motivation model for tutoring robots.
This presentation discusses the quick and practical solutions of Live Code to test our ideas and hypothesis in our research program. In the first part, I explain how Live Code helps high school students under our student-research attachment program to run their research projects in very short time (2 weeks). I mention about how Live Code helped us to change attitudes of students toward the real world research. The Second part of the presentation explain how we use Live Code to apply our theoretical ideas into real world scenarios. I also talk about the use of Live Code in Edutainment, human computer/ robot interaction research studies in our research institution (The Agency for Science, Technology and Research - A*STAR , Institute of High Performance Computing, Singapore).
This presentation especially targets audiences who like to develop quick application scenarios to test hypothesis and research ideas and educators (mentors) who like to run student research projects in short time.
This document discusses various ceramic firing techniques:
1. Salt firing involves introducing salt into the kiln to produce a hard glaze through chemical reactions between salt vapors and clay surfaces.
2. Raku firing removes pots from the kiln at maximum heat, using thermal shock to create fractured or "crazed" glazes that are then smoked.
3. Naked Raku results in unglazed clay surfaces.
4. Saggars contain materials like organic matter, metals or salts to produce colored patterns through chemical reactions during firing.
5. Horsehair Raku involves laying smoking strands of horsehair directly on hot pots removed from the kiln.
6
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking
1. Mount Saint Mary College, Division of Mathematics and Information Technology, NY, USA
Dr. Bojan
Lazarevic
Using Web 2.0 Teaching Tools for
Motivating Students and Engaging Them
in Creative Thinking
Dr. Sebastian
Dr. Ilker Feller
Yengin
A*STAR, Institute of High Performance Computing , A*STAR, Institute of High Performance
(SSAEducational Technology), Singapore Computing, (SSALinguistics), Singapore
2. Social Construction
Individual’s perspective
Building
Conceptual Changes
Knowledge
Together
Online Negotiating
Tools Bubble Us Brainstorming Knowledge
Voice Thread Socratic Method
Type With Me Writing on Paper
3. Social Construction
Individual’s perspective
Building
Conceptual Changes
Knowledge
Together
Online Negotiating
Tools Bubble Us Brainstorming Knowledge
Voice Thread Socratic Method
Type With Me Writing on Paper
4. Social Construction
Individual’s perspective Building
Web 2.0 Conceptual Changes
Knowledge
Together
Traditional Media = Static Web
5. Social Construction
Individual’s perspective Building
Web 2.0 Conceptual Changes
Knowledge
Together
Main Characteristics
• Web 2.0 websites allow users to do more than just
retrieve information from the website
• Everyone is able to add to and edit the information
on the Web
• Active participation !!!
6. Social Construction
Individual’s perspective Building
Web 2.0 Conceptual Changes
Knowledge
Together
Main Characteristics
• Rich user experience • Metadata
• User participations • Web standards
• Dynamic content • Scalability
7. Social Construction
Individual’s perspective Building
Web 2.0 Conceptual Changes
Knowledge
Together
Ideas
• Individual production & User generated content
• Harnessing the power of the crowd
• Architecture of participation
• Network effect
• Openness
8. Social Construction
Individual’s perspective
Building
Conceptual Changes
Knowledge
Together
Online Negotiating
Tools Bubble Us Brainstorming Knowledge
Voice Thread Socratic Method
Type With Me Writing on Paper
9. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
The Unified Learning Model and General Rules of Learning
(Shell et al., 2009).
Rule 1. New Learning Requires Attention: “Teaching and instruction are about getting learners to attend
things”
Rule 2. Learning Requires Repetition: “Teaching needs to include retrieving and for skills, practice”
Rule 3. Learning Is About Connections: “Effective teaching and instruction are about insuring that learners
are attending proper connections”
Rule 4. Some Learning is Effortless; Some Requires Effort: “Since school is about deliberately learning
specific information and skills, learning in school will be difficult (needs effort)”.
Rule 5. Learning is Learning: “At the level of neuron, human learning is human learning, the only difference
comes from previous experiences. What we already know impacts what we can learn next or more easily”
10. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
The Unified Learning Model and General Rules of Learning
(Shell et al., 2009).
Rule 1. New Learning Requires Attention: “Teaching and instruction are about getting learners to attend
things”
Rule 2. Learning Requires Repetition: “Teaching needs to include retrieving and for skills, practice”
Rule 3. Learning Is About Connections: “Effective teaching and instruction are about insuring that learners
are attending proper connections”
Rule 4. Some Learning is Effortless; Some Requires Effort: “Since school is about deliberately learning
specific information and skills, learning in school will be difficult (needs effort)”.
Rule 5. Learning is Learning: “At the level of neuron, human learning is human learning, the only difference
comes from previous experiences. What we already know impacts what we can learn next or more easily”
11. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
Where to Use Cognitive Maps
1. Managing messy or complex data for understanding and easy access (C Eden & Ackermann, 1998; Colin
Eden, 2004; Colin Eden & Ackermann, 2004).
2. Showing someone’s conceptualization of a domain (Colin Eden, 1992).
3. Helping to make sense of the world (Kelly, 1992).
4. Communicating one’s own concepts and their relation (Johnson & Johnson, 2002).
5. Visualizing argumentations during brainstorming (Shum, Li, Domingue, & Motta, 2003).
12. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
Brainstorming & Creativity
Brainstorming : A creativity technique to find a conclusion for a specific problem ,
usually to generate ideas by exploring many different solutions (Coffer et.al., 2003).
13. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
Brainstorming & Creativity
A CONCEPT to A DESIGN
Ilker: A dog has a body
A Dog ‘s Sebastian: A dog has two legs
Basic Visual
Appearance
Ilker: A dog has a head
Sebastian: A dog has a tail
14. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
Pedagogic Problems
15. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
Solution : A Visual Coding with Cognitive Maps
Ilker: All Living Creatures have body in the end !
Ilker: A dog has a body
Sebastian: Yes you are right, they have
A Dog ‘s Sebastian: A dog has two legs
Basic Visual
Sebastian: I don’t think so, there are
Appearance 3 legs dogs also
Ilker: A dog has a head
Sebastian: A dog has a tail Ilker: They may have a tail different than a snake tail
Sebastian: What kind of a difference ?
Challenge Ask for justification or weaken a claim or attack. Support Provide support to previous entries.
Agree Accept. Inform Give information or answer a question.
Propose Generate a proposal, idea or present a solution. Question Seek information.
16. • A Dog ‘s Basic Visual Appearance
• Ilker: A dog has a body
• Sebastian: A dog has two legs
• Ilker: A dog has a head
• Sebastian: A dog has a tail
• Ilker: All Living Creatures have body in the end !
• Sebastian: Yes you are right, they have
• Ilker: They may have a tail different than a snake tail
• Sebastian: What kind of a difference ?
• Sebastian: I don’t think so, there are 3 legs dogs also
Challenge Ask for justification or weaken a claim or attack. Support Provide support to previous entries.
Agree Accept. Inform Give information or answer a question.
Propose Generate a proposal, idea or present a solution. Question Seek information.
17. Bubble Us Brainstorming
Cognitive Mapping Negotiating
Knowledge
Using a Web 2.0 Tool for a Visual Coding with Cognitive Maps
18. Social Construction
Individual’s perspective
Building
Conceptual Changes
Knowledge
Together
Online Negotiating
Tools Bubble Us Brainstorming Knowledge
Voice Thread Socratic Method
Type With Me Writing on Paper
19. Socratic
Voice Thread
The Socratic Method
Method Negotiating
Knowledge
• Guided knowledge building
• Active participation of student
• Problem solving in collaboration
20. Socratic
Voice Thread
The Socratic Method
Method Negotiating
Knowledge
Adjustments for modern learning
• Relaxing strict logical corset
• Asking deep explanation questions
– More contribution time for student
– Active problem solving by student
• Probing deep reasoning in student
21. Socratic
Voice Thread
The Socratic Method
Method Negotiating
Knowledge
VoiceThread
• Interactive online platform for dialog among
teachers and students
– Audio
– Text
– Pictures
– Videos
• Dialog can be carried on both online as well as
offline
– Contributions can be posted any time
– Incubation in problem solving
22. Socratic
Voice Thread
The Socratic Method
Method Negotiating
Knowledge
Self-Determination Theory
– Autonomy: make your own contributions
– Competence: intuitive usability
– Relatedness: build knowledge in collaboration
– (Deci & Ryan, 2000)
23. Socratic
Voice Thread
The Socratic Method
Method Negotiating
Knowledge
Using Socratic Method for Motivation with Voice Thread.
24. Social Construction
Individual’s perspective
Building
Conceptual Changes
Knowledge
Together
Online Negotiating
Tools Bubble Us Brainstorming Knowledge
Voice Thread Socratic Method
Type With Me Writing on Paper
25. Writing
Type With Me
Writing Paper
Paper Negotiating
Knowledge
TypeWithMe PrimaryPad
• TypeWithMe has been upgraded to PrimaryPard
TypeWithMe: http://typewith.me/
• However it still has the same and even better features
PrimaryPad: http://primarypad.com/
26. Social Construction
Individual’s perspective
Building
Conceptual Changes
Knowledge
Together
Online Negotiating
Tools Bubble Us Brainstorming Knowledge
Voice Thread Socratic Method
Type With Me Writing on Paper