The document discusses using Web 2.0 tools to teach an Introduction to Computing course at Simon Bolivar University due to challenges posed by heavy rains. The professor adapted instruction to incorporate Web 2.0 services like wikis, videos, and chats to allow asynchronous learning without physical presence. A survey found students highly motivated by and preferring the Internet-based approach, especially content about networks and the Internet. Results demonstrated student acceptance of using technology in education.
Building an elearning website bme hut fullHuy Hoang
1) The document introduces the process of constructing an elearning website for biomedical engineering education at Hanoi University of Technology.
2) The elearning website was built using the open source Moodle learning management system and allows lecturers to provide electronic lectures integrating multimedia.
3) The website enables online student assessments, surveys to collect feedback, and communication between students and international specialists through video conferencing.
This document summarizes the challenges faced when converting course content between different learning management systems over time.
As systems evolved from LearningSpace to Blackboard to Desire2Learn, the amount of manual work needed for conversion was reduced. Early systems used proprietary formats requiring all content to be recreated when migrating. Later, open standards like IMS helped preserve some content and data, reducing recreation work. While conversion improved, issues remain around environment-specific features and the ability to fully export content.
The document discusses Adobe's Customer Experience Management (CEM) platform and how it can help enterprises improve customer experiences across channels. It aims to provide personalized, consistent experiences for customers on any device by integrating existing applications and content through the CEM platform. This will help address challenges around inconsistent experiences, high costs, and lost opportunities currently faced by many enterprises. The platform brings together Adobe and Day products and capabilities in areas like digital asset management, web content management, applications, analytics and more to optimize the customer journey.
1) The document discusses the importance of including technological training in teacher education programs to reduce the digital divide between teachers and students.
2) It argues that training teachers in information and communication technologies should be done during their education rather than after graduation, allowing them to better design educational strategies and resources.
3) The document presents digital television as a technology that education institutions should focus on using, given its educational potential for interactivity and widespread adoption in Latin American households.
This document discusses using Second Life to help students experience what it's like to be an older adult. Students create avatars of elderly individuals and spend time in Second Life interacting with others. They observe and record comments directed towards their avatar to gain insight into ageism and stereotypes. The goal is to enhance students' understanding and sensitivity towards aging individuals to better prepare them for careers involving older populations.
The document discusses Adobe's vision for Customer Experience Management (CEM) by integrating Adobe and Day assets to optimize the customer experience across channels. It highlights challenges in current customer experiences and what customers want. It then outlines Adobe's CEM vision and how content and applications can be integrated on the platform.
The document discusses educational resources for mobile devices and teaching computer networks. It summarizes the historical growth of mobile subscribers from 2009 to 2012 in Venezuela. It then describes the methodology for developing educational content, including the planning, design, production, prototyping, and evaluation phases. The production phase involves creating images, audio, and synchronizing items. The evaluation phase assesses technical, communicational, and educational aspects. The conclusions recommend developing sustainable resources over time to achieve objectives, consolidating content repositories, following the outlined methodology, creating various format content, considering screen resolutions, and forming multidisciplinary teams.
Building an elearning website bme hut fullHuy Hoang
1) The document introduces the process of constructing an elearning website for biomedical engineering education at Hanoi University of Technology.
2) The elearning website was built using the open source Moodle learning management system and allows lecturers to provide electronic lectures integrating multimedia.
3) The website enables online student assessments, surveys to collect feedback, and communication between students and international specialists through video conferencing.
This document summarizes the challenges faced when converting course content between different learning management systems over time.
As systems evolved from LearningSpace to Blackboard to Desire2Learn, the amount of manual work needed for conversion was reduced. Early systems used proprietary formats requiring all content to be recreated when migrating. Later, open standards like IMS helped preserve some content and data, reducing recreation work. While conversion improved, issues remain around environment-specific features and the ability to fully export content.
The document discusses Adobe's Customer Experience Management (CEM) platform and how it can help enterprises improve customer experiences across channels. It aims to provide personalized, consistent experiences for customers on any device by integrating existing applications and content through the CEM platform. This will help address challenges around inconsistent experiences, high costs, and lost opportunities currently faced by many enterprises. The platform brings together Adobe and Day products and capabilities in areas like digital asset management, web content management, applications, analytics and more to optimize the customer journey.
1) The document discusses the importance of including technological training in teacher education programs to reduce the digital divide between teachers and students.
2) It argues that training teachers in information and communication technologies should be done during their education rather than after graduation, allowing them to better design educational strategies and resources.
3) The document presents digital television as a technology that education institutions should focus on using, given its educational potential for interactivity and widespread adoption in Latin American households.
This document discusses using Second Life to help students experience what it's like to be an older adult. Students create avatars of elderly individuals and spend time in Second Life interacting with others. They observe and record comments directed towards their avatar to gain insight into ageism and stereotypes. The goal is to enhance students' understanding and sensitivity towards aging individuals to better prepare them for careers involving older populations.
The document discusses Adobe's vision for Customer Experience Management (CEM) by integrating Adobe and Day assets to optimize the customer experience across channels. It highlights challenges in current customer experiences and what customers want. It then outlines Adobe's CEM vision and how content and applications can be integrated on the platform.
The document discusses educational resources for mobile devices and teaching computer networks. It summarizes the historical growth of mobile subscribers from 2009 to 2012 in Venezuela. It then describes the methodology for developing educational content, including the planning, design, production, prototyping, and evaluation phases. The production phase involves creating images, audio, and synchronizing items. The evaluation phase assesses technical, communicational, and educational aspects. The conclusions recommend developing sustainable resources over time to achieve objectives, consolidating content repositories, following the outlined methodology, creating various format content, considering screen resolutions, and forming multidisciplinary teams.
This document lists 10 French names: Cédric, Émeric, marine, mathis, cecile, David, assouna, marc, Tanguy, and A R N A U D. It does not provide any other context or information about these names.
This document lists 10 French names: Cédric, Émeric, marine, mathis, cecile, David, assouna, marc, Tanguy, and A R N A U D. It does not provide any other context or information about these names.
Overview of Mental Health Budget and Policy Initiatives for the 2006 Washingt...guestbf1381
Overview of Mental Health Budget and Policy Initiatives for the 2006 Legislative Session</strong><br />
This presentation by David Knutson of the Washington State House of Representatives provides a basic road map of
mental health budget and policy initiatives for 2006.
Realizing Great Customer Experiences with Adobe® LiveCycle® ES3Craig Randall
Focusing on user experience can improve the value of the enterprise applications you deliver. In this session about the new architectural changes in the next release of LiveCycle ES as well as the new features in our servers, client runtimes and tools that will allow you to build, deploy and measure excellent customer experiences.
The document contains a graph showing the growth of active websites from 2000 to 2008, reaching 184 million in October 2008. It also contains several slides about making websites more findable on the internet through principles such as increasing clarity, using semantic web standards, decentralizing sites, publishing content broadly across multiple platforms, embracing social aspects, and ensuring portability through microformats. The slides emphasize principles for building findable, accessible websites.
Strengthening Adobe’s Enterprise Platform with Day Software and Open DevelopmentCraig Randall
The document discusses strengthening Adobe's enterprise platform through the acquisition of Day Software and promoting open development. It provides an overview of Day Software's products and architecture, including its use of open standards and Apache Sling framework. It also outlines Adobe's vision for Customer Experience Management (CEM) to provide personalized, consistent experiences across channels through an open platform combining content and applications.
This presentation profiles the vision and mission of Youth \'N Action, a Washington State organization working to include youth culture and youth voice in public policy.
The document discusses Adobe's Experience Architecture and approach to customer experience management. It addresses the changing ways customers engage with companies across multiple channels and devices. Adobe proposes building modular experiences and applications using a component model to allow for reuse, customization and multi-screen support. The Experience Architecture is based on principles of modularity, managing all content in a repository, prioritizing context, and developing for the cloud, mobile and social first.
The document discusses changing market dynamics in the oncology industry. Specifically, it notes that:
1) The oncology market has historically seen significant growth but signs of change are emerging, as new drugs and indications are crowding the market and payors are taking a more aggressive role in managing drug utilization.
2) Evidence suggests payors are using traditional utilization management tools like tiered co-payments, prior authorization, and step therapy more aggressively. Industry is also responding with price caps and pay-for-performance arrangements.
3) With the cost of newer targeted cancer therapies higher than traditional chemotherapy drugs, industry participants need to prepare for a new market dynamic with greater influence from payors.
The impact of cloud computing and web2.0 on e learning ecosystemMona Nasr
What we know is less important than our capacity
to continue to learn more until e-learning appeared. While elearning
technology has matured considerably since its
inception, there are still many problems that practitioners find
when come implementing e-learning. Also, knowledge society
of the 21st century requires a flexible learning environment
which is able to adapt according to learning and teaching
and communication technologies and services. So, many
advances in technologies are taking place throughout the
world to offer new opportunities in enhancing and making
learning environment more effective and efficient. This new
technologies enable students to personalize the environment in
which they learn, utilizing a range of tools to meet their
interests and needs. Therefore, universities are given great
attention to new technology through research and university
studies in achieving more and more advances to any country.
That's why Egypt as a developed country is seeking to
promote and develop its learning environment, specifically in
the field of research and university studies related with
applying new technology in e-learning field. So, research
community has believed that an e-learning ecosystem is the
next generation of e-learning but has faced challenges in
optimizing resource allocations, dealing with dynamic
demands on getting information and knowledge anywhere and
anytime, handling rapid storage growth requirements, cost
controlling and greater flexibility. So, flourish, growing,
scalable, available, up to date and strong infrastructure elearning
ecosystems in a productive and cost effective way will
be needed to face challenges and rapidly changing in learning
environment. This paper work focused on an e-learning
ecosystem (ELES) which supports new technologies is
introduced and implemented. An integration between cloud
computing and Web 2.0 technologies and services used to
support the development of e-learning ecosystems. Cloud
computing an adoptable technology for many of the
universities with its dynamic scalability and usage of
virtualized resources as a service through the Internet and
Web 2.0 brings new instruments help building dynamic elearning ecosystem on the web.
A Case Study On Using Web 2.0 Social Networking Tools In Higher EducationWendy Hager
The document discusses a case study that explored the factors influencing the acceptability and effectiveness of using Web 2.0 social networking tools to support learning in higher education. The case study focused on incorporating social media tools into an undergraduate course at Universiti Teknologi PETRONAS over a 6 week period. Through qualitative data collection and analysis, the case study aimed to understand how Web 2.0 applications could be effectively used to support teaching and learning in higher education.
To use or not to use web 2.0 in higher education?UIA
1) The document discusses the use of Web 2.0 technologies in higher education, including blogs, wikis, photo/video sharing, and social networking.
2) These technologies allow for collaboration, sharing information and resources, and giving/receiving feedback. However, they also have disadvantages like requiring an internet connection and potential security/quality issues.
3) The document argues that while Web 2.0 offers opportunities to transform teaching and learning, educators need to select technologies appropriately and interpret them from a pedagogical perspective to maximize educational benefits.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
Web 2.0 refers to a new generation of web applications that allow for greater user participation, interactivity, collaboration and sharing of content. It harnesses collective intelligence through user-generated content and rich multimedia experiences. Key aspects of Web 2.0 include social networking, user-generated content, and virtual learning environments. While it offers benefits for education such as engaging students and addressing individual needs, barriers to its use include lack of teacher training and concerns about safety.
The document discusses the rise of Web 2.0 and how it has changed the way students learn and interact online. It defines Web 2.0 as a platform where users can actively participate by creating and sharing content. It provides examples of popular Web 2.0 applications like YouTube, Facebook, blogs and wikis that allow collaboration and user participation. The document argues that Web 2.0 tools are aligned with constructivist pedagogies and will require educational institutions to rethink their approach to teaching as students are now digital natives accustomed to these technologies.
This document discusses a study on faculty use and ratings of Web 2.0 tools for personal learning and as teaching tools. The study aims to understand drivers and barriers for adopting these tools. It explores using Web 2.0 to extend traditional faculty development approaches in a more active and collaborative way. The study focuses on faculty ratings and use of Web 2.0 tools for personal learning and teaching in the context of adapting to the Bologna methodological approaches.
The document discusses an optional online module on Leading Virtual Teams that was developed for a postgraduate healthcare leadership program in Scotland. It describes how the module uses various web 2.0 tools to simulate technology-mediated communication and provide students direct experience using these tools for collaboration. An assessment requires students to present a networking site or collaborative tool they created for their own team. The document also discusses an online induction program developed to improve student retention and skills in e-learning.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by providing a common platform for all students globally.
This document lists 10 French names: Cédric, Émeric, marine, mathis, cecile, David, assouna, marc, Tanguy, and A R N A U D. It does not provide any other context or information about these names.
This document lists 10 French names: Cédric, Émeric, marine, mathis, cecile, David, assouna, marc, Tanguy, and A R N A U D. It does not provide any other context or information about these names.
Overview of Mental Health Budget and Policy Initiatives for the 2006 Washingt...guestbf1381
Overview of Mental Health Budget and Policy Initiatives for the 2006 Legislative Session</strong><br />
This presentation by David Knutson of the Washington State House of Representatives provides a basic road map of
mental health budget and policy initiatives for 2006.
Realizing Great Customer Experiences with Adobe® LiveCycle® ES3Craig Randall
Focusing on user experience can improve the value of the enterprise applications you deliver. In this session about the new architectural changes in the next release of LiveCycle ES as well as the new features in our servers, client runtimes and tools that will allow you to build, deploy and measure excellent customer experiences.
The document contains a graph showing the growth of active websites from 2000 to 2008, reaching 184 million in October 2008. It also contains several slides about making websites more findable on the internet through principles such as increasing clarity, using semantic web standards, decentralizing sites, publishing content broadly across multiple platforms, embracing social aspects, and ensuring portability through microformats. The slides emphasize principles for building findable, accessible websites.
Strengthening Adobe’s Enterprise Platform with Day Software and Open DevelopmentCraig Randall
The document discusses strengthening Adobe's enterprise platform through the acquisition of Day Software and promoting open development. It provides an overview of Day Software's products and architecture, including its use of open standards and Apache Sling framework. It also outlines Adobe's vision for Customer Experience Management (CEM) to provide personalized, consistent experiences across channels through an open platform combining content and applications.
This presentation profiles the vision and mission of Youth \'N Action, a Washington State organization working to include youth culture and youth voice in public policy.
The document discusses Adobe's Experience Architecture and approach to customer experience management. It addresses the changing ways customers engage with companies across multiple channels and devices. Adobe proposes building modular experiences and applications using a component model to allow for reuse, customization and multi-screen support. The Experience Architecture is based on principles of modularity, managing all content in a repository, prioritizing context, and developing for the cloud, mobile and social first.
The document discusses changing market dynamics in the oncology industry. Specifically, it notes that:
1) The oncology market has historically seen significant growth but signs of change are emerging, as new drugs and indications are crowding the market and payors are taking a more aggressive role in managing drug utilization.
2) Evidence suggests payors are using traditional utilization management tools like tiered co-payments, prior authorization, and step therapy more aggressively. Industry is also responding with price caps and pay-for-performance arrangements.
3) With the cost of newer targeted cancer therapies higher than traditional chemotherapy drugs, industry participants need to prepare for a new market dynamic with greater influence from payors.
The impact of cloud computing and web2.0 on e learning ecosystemMona Nasr
What we know is less important than our capacity
to continue to learn more until e-learning appeared. While elearning
technology has matured considerably since its
inception, there are still many problems that practitioners find
when come implementing e-learning. Also, knowledge society
of the 21st century requires a flexible learning environment
which is able to adapt according to learning and teaching
and communication technologies and services. So, many
advances in technologies are taking place throughout the
world to offer new opportunities in enhancing and making
learning environment more effective and efficient. This new
technologies enable students to personalize the environment in
which they learn, utilizing a range of tools to meet their
interests and needs. Therefore, universities are given great
attention to new technology through research and university
studies in achieving more and more advances to any country.
That's why Egypt as a developed country is seeking to
promote and develop its learning environment, specifically in
the field of research and university studies related with
applying new technology in e-learning field. So, research
community has believed that an e-learning ecosystem is the
next generation of e-learning but has faced challenges in
optimizing resource allocations, dealing with dynamic
demands on getting information and knowledge anywhere and
anytime, handling rapid storage growth requirements, cost
controlling and greater flexibility. So, flourish, growing,
scalable, available, up to date and strong infrastructure elearning
ecosystems in a productive and cost effective way will
be needed to face challenges and rapidly changing in learning
environment. This paper work focused on an e-learning
ecosystem (ELES) which supports new technologies is
introduced and implemented. An integration between cloud
computing and Web 2.0 technologies and services used to
support the development of e-learning ecosystems. Cloud
computing an adoptable technology for many of the
universities with its dynamic scalability and usage of
virtualized resources as a service through the Internet and
Web 2.0 brings new instruments help building dynamic elearning ecosystem on the web.
A Case Study On Using Web 2.0 Social Networking Tools In Higher EducationWendy Hager
The document discusses a case study that explored the factors influencing the acceptability and effectiveness of using Web 2.0 social networking tools to support learning in higher education. The case study focused on incorporating social media tools into an undergraduate course at Universiti Teknologi PETRONAS over a 6 week period. Through qualitative data collection and analysis, the case study aimed to understand how Web 2.0 applications could be effectively used to support teaching and learning in higher education.
To use or not to use web 2.0 in higher education?UIA
1) The document discusses the use of Web 2.0 technologies in higher education, including blogs, wikis, photo/video sharing, and social networking.
2) These technologies allow for collaboration, sharing information and resources, and giving/receiving feedback. However, they also have disadvantages like requiring an internet connection and potential security/quality issues.
3) The document argues that while Web 2.0 offers opportunities to transform teaching and learning, educators need to select technologies appropriately and interpret them from a pedagogical perspective to maximize educational benefits.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
Web 2.0 refers to a new generation of web applications that allow for greater user participation, interactivity, collaboration and sharing of content. It harnesses collective intelligence through user-generated content and rich multimedia experiences. Key aspects of Web 2.0 include social networking, user-generated content, and virtual learning environments. While it offers benefits for education such as engaging students and addressing individual needs, barriers to its use include lack of teacher training and concerns about safety.
The document discusses the rise of Web 2.0 and how it has changed the way students learn and interact online. It defines Web 2.0 as a platform where users can actively participate by creating and sharing content. It provides examples of popular Web 2.0 applications like YouTube, Facebook, blogs and wikis that allow collaboration and user participation. The document argues that Web 2.0 tools are aligned with constructivist pedagogies and will require educational institutions to rethink their approach to teaching as students are now digital natives accustomed to these technologies.
This document discusses a study on faculty use and ratings of Web 2.0 tools for personal learning and as teaching tools. The study aims to understand drivers and barriers for adopting these tools. It explores using Web 2.0 to extend traditional faculty development approaches in a more active and collaborative way. The study focuses on faculty ratings and use of Web 2.0 tools for personal learning and teaching in the context of adapting to the Bologna methodological approaches.
The document discusses an optional online module on Leading Virtual Teams that was developed for a postgraduate healthcare leadership program in Scotland. It describes how the module uses various web 2.0 tools to simulate technology-mediated communication and provide students direct experience using these tools for collaboration. An assessment requires students to present a networking site or collaborative tool they created for their own team. The document also discusses an online induction program developed to improve student retention and skills in e-learning.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by providing a common platform for all students globally.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by bringing students from around the world together on a common platform.
The document outlines a 3-phase action plan to promote positive use of information and communication technology (ICT) in the classroom. Phase I involves orienting students to virtual classrooms using class codes. Phase II has students enroll in virtual classrooms and use apps like ClassDojo, Adaptive U, and Edmodo for activities. Phase III involves surveying students after classes to assess their experience and identify ways to improve the strategy. The goal is to provide students an immersive experience learning in virtual classrooms and promote positive use of ICT.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
ONLINE WEB APPLICATION FOR CREATING AND SHARING INTERACTIVE TEXTBOOKSIRJET Journal
This document describes an online web application for creating and sharing interactive textbooks. The application aims to make online learning more engaging by allowing teachers to embed images, videos, and other multimedia in digital textbooks. Teachers can author textbooks with interactive elements like quizzes. Students can then access these textbooks through the web application to learn at their own pace. The document outlines the need for this application, reviews related work in online education, and proposes a system design with separate interfaces for teachers to author content and students to access it. A prototype of the key features is presented, with screenshots of the teacher interface to create textbooks and quizzes and the student interface to view textbooks and take quizzes. The conclusion discusses how this approach could improve
Using New Media for Educational Support in Higher Education: A Comparative An...Kru Suthin
This document summarizes a study comparing the use of new media and web 2.0 tools for educational support by Thai and American professors in higher education. The study found that American professors more actively use popular social media technologies to encourage active learning, while Thai professors face more constraints from technological limitations and student readiness. The document reviews literature on using tools like blogs, wikis and social networking to enhance constructivist learning in higher education, noting benefits but also challenges in preparing teachers to effectively integrate these tools.
The document is a daily lesson log for a Grade 11 class on Empowerment Technologies. Over the course of a week, the teacher will explore principles of interactivity and rich content in the context of Web 2.0. Students will analyze interfaces and content to understand how rich media affects user experience. Activities include discussing features of Web 1.0, 2.0 and 3.0, analyzing a Facebook page, answering textbook questions, and embedding videos on websites. The teacher will use references, online interactions, and videos to demonstrate concepts and assess student competency through performances tasks and formative assessments.
Education in the 2.0 Bazaar - IADAT e-2009 (paper)Pablo Garaizar
This document discusses problems that can arise from introducing Web 2.0 technologies in the classroom and proposes solutions. It notes that while Learning Management Systems are rigid, Web 2.0 tools provide flexibility but can lead to a lack of order and control. The document outlines benefits of Web 2.0 like increased collaboration, but also problems such as a scattered content, loss of control, and privacy issues. It proposes addressing these by combining structured wiki content with group blogs, personal blogs/portfolios, and microblogs, along with RSS aggregation.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
This document discusses the concept and features of a virtual classroom called Virtual Class Room (VCR). VCR allows teachers to present remotely and conduct live online sessions for students. Key features include audio/video conferencing, screen sharing, file sharing, online quizzes, and remote desktop access. The goal of VCR is to simulate a traditional classroom experience over a computer network and provide interactive learning opportunities for students and teachers separated by location.
Similar to Using web 2.0 in a computer course (20)
El documento discute las posibilidades de implementar la educación a distancia (t-learning y m-learning) en Venezuela a través de la norma ISDB-Tb de televisión digital. La norma permite transmitir contenido educativo de forma interactiva a través de la televisión y dispositivos móviles. Esto aprovecharía las herramientas tecnológicas con mayor penetración como la televisión y los teléfonos celulares para facilitar el aprendizaje sin importar la ubicación geográfica.
Este documento discute la necesidad de incluir la alfabetización tecnológica y el uso educativo de las TIC en la formación de docentes. Actualmente existe una brecha tecnológica entre los docentes "inmigrantes digitales" y los estudiantes "nativos digitales" que puede reducirse capacitando a los docentes en TIC durante su formación. El documento también argumenta que la televisión digital, con su interactividad y movilidad, tiene un gran potencial educativo que las instituciones de educación deberían aprovechar para desarroll
Este documento describe una experiencia del uso de la Web 2.0 en un curso de Introducción a la Computación en la Universidad Simón Bolívar debido a las dificultades causadas por el clima. El profesor utilizó herramientas como wikis, presentaciones con audio y chat para publicar contenido y permitir la interacción entre estudiantes sin necesidad de asistir físicamente. El enfoque cambió el aprendizaje de uno presencial a uno basado en la colaboración en línea, lo que permitió continuar el curso a pesar de
Una red de computadoras permite compartir equipos y dispositivos entre computadoras conectadas, ya sea físicamente limitadas a 200 metros como una Red Local (LAN) o sin limitaciones físicas como una Red Amplia (WAN). Existen diferentes topologías para las redes, incluyendo bus, estrella, anillo, árbol y malla.
El documento describe diferentes tipos de redes de comunicación. Explica que una red es un conjunto de hardware y software que permite compartir recursos entre computadoras. Luego describe tres tipos principales de redes según su extensión: redes de área local (LAN), redes de área metropolitana (MAN) y redes de área extensa (WAN). También describe las topologías principales de redes: anillo, estrella y bus.
La informática se refiere al procesamiento automático de la información, mientras que la computación se enfoca en el desarrollo de hardware, interfaces y software para mejorar el funcionamiento de las computadoras. La informática trata con la información en sí, mientras que la computación se ocupa del desarrollo tecnológico de los sistemas de computación. El esquema de von Neumann describe la arquitectura básica de una computadora, con unidades de control, aritmético-lógicas y memoria.
El documento describe las diferencias entre informática y computación. La informática se refiere al procesamiento automático de la información, mientras que la computación se refiere al desarrollo de hardware, eficiencia de cómputo, interfaces y software. También detalla algunas de las ventajas del uso de computadoras como ahorro de tiempo y mejora en el trabajo, estudio y organización del hogar.
Este documento introduce las estructuras selectivas simples en programación. Explica que una estructura selectiva simple permite que el flujo de un algoritmo siga un camino específico dependiendo de si se cumple o no una condición. Proporciona un ejemplo de un diagrama de flujo básico que imprime "aprobado" si la calificación de un examen es mayor a 8.
1. Topic:
1. Application of Web 2.0 in education today. The Latin American reality in the use of Web 2.0,
Case Presentation.
Title:
Using Web 2.0
in an Introduction to Computing
Simon Bolivar University
Author
Angel Ernesto Ceballos Van Grieken Using Web 2.0 in an Introduction to Computing in Simon Bolivar
University by Angel Ceballos is licensed under a Creative
Universidad Simón Bolívar Commons Attribution-NonCommercial-NoDerivs 3.0
ceballos_angel@hotmail.com Unported License.
Abstract
The following work is part of an experience of the use of Web 2.0 in an Introduction to
Computing at the University Simon Bolivar. The subject of Introduction to Computing is
issued in compliance with theoretical and practical components concerning basic
concepts of computing. The Simon Bolivar University in 1999 suffered a landslide that
caused the loss of much of its infrastructure coupled with this, the students of the
course with the arrival of the rainy season have difficulty making physical presence in
the University, because heavy rains and fears of a possible re-release of what was
experienced in 1999. Professor of the subject has had to make use of the services
offered by Web 2.0 in order to continue with the course of the subject, knowledge
construction and facilitation of content without the students and teacher do physical
presence in the classroom .
Key Words: Experience, Web 2.0, Introduction to Computing
2. Features of the course Introduction to Computing
The course Introduction to Computer Science at the Universidad Simón Bolívar is
administered by the Department of General Education and Basic Sciences, which all
college students must attend it. The area is characterized by a structure consist of
theoretical and practical, in the subject being studied basic concepts of computing,
among which include the use of tools offered by the Web to allow the exchange of
information, participation and collaboration by users of this medium. The units
comprising the course are:
Unit I: Conceptual Foundations of Computing.
Unit II: Software and Systems.
Unit III: Communication Networks.
Unit IV: Data Storage and Security.
Unit V: Office Automation, Database and Information Systems.
Unit VI: E - Commerce.
Each unit consists of a practice session, in which exercises are performed or
technical procedures to supplement the theory or simply place the contents studied in a
performance situation as similar to reality.
Terms college
The Simón Bolívar University (Headquarters of the Coast), suffered serious
damage in the physical structure during the landslide of 1999, losing about 90% of its
academic and sports facilities, which resulted in the suspension of studies
Headquarters coastline and pursuing studies in Sartenejas, although started academic
activities in new buildings still under construction status, coupled with this tropical
location generates our rainy periods characterized by heavy rains, which creates
nervousness in the university community and resistance to attend classes in conditions
that involve risk and danger to the physical, because the experience in 1999 and areas
surrounding the campus.
3. Why the use of tools based on Web 2.0 in the subject and its link with
the conditions under which the University is located?
Traditional instructional design (face to face) for the course is based on the
content dictated by the teacher to make students then practice individually.
The use of Web 2.0 as a tool to study the subject of Introduction to Computing in
a modified physical stresses generated by climate, was based on a radical change in
the traditional working methods of the subject itself, the design was modified
instructional to fit perfectly in the course methodology, which relied on the power of
social learning, specifically, the triadic reciprocal model of Albert Bandura:
Person Behavior
Environment
Figure 1. Triadic Reciprocal Model of Albert Bandura.
The triadic reciprocal model underwent an adaptation by the teacher. This
adaptation was to a virtual environment, because the physical environment had been
changed due to climatic influence student behavior which was reluctant to make a
physical presence in the classroom. "The student's behavior, modify the educational
environment" (Shunk, 1997).
Modifica
Person Behavior
Web 2.0
Direct Impact Generates a
Change
Virtual
Environment
Figure 2. Adaptation of triadic reciprocity model Albert Bandura to virtual environments, conducted
by Angel Ceballos
4. The Web 2.0-based services used, managed to motorize the change of the
educational environment, and this did not happen in a physical environment and rainy
and generator troubles for the students of the course Introduction to Computing and
Professor, and the educational event occurs then to a virtual level which was not
needed direct physical interaction between teacher and students, who changed the
behavior of voltage change of environment that allowed the use of Web 2.0, creating
positive disposition to continue the course of the subject.
For the characteristics of infrastructure Simón Bolívar University (Home of Litoral)
and Instructional Design and modified based on current psychological above, the
proposed teaching students the use of Internet-based services such as Web 2.0
teaching tools that allow follow the course of activities and content without being
physically teachers and students in the classroom, Web 2.0-based services contain the
following features:
• applications for users.
• Platform to place content
• audiovisual content can be presented
• allow the exchange of information.
• Collaboration in the production of elements and contents.
• Involvement of users.
How to place content platform used a Wiki for ease of editing and Web placement
were used to present tools that allow audiovisual content publishing slide shows with
audio narration, tools for student participation, information sharing and collaboration in
content production and elements were used chat services, video and messaging
allowing operation include the code within the HTML editor of the Wiki platform serving
content.
All Web 2.0 services used allowed once the weather made it difficult physical
encounter between students and teachers, following the course of the subject through
the following methodology:
It was published on the platform a slideshow with audio explanation (offered by
Web 2.0 Service SplashCast) once observed the class students, they proceeded with a
phase of activities consisting of:
5. • Exercises.
• Reflections.
• Practice.
The exercises performed with the office software at home or loan facilities
providing computers and Internet access, then were sent to the Virtual Classroom of
the Simon Bolivar University for evaluation by the teacher.
The reflections were guided by the teacher's questions related to the career of
study participants, then planned a chat groups created by members of different races
which group reached a conclusion regarding the issue under consideration.
Some practices were carried out real-time chat, the student was placed in a
similar situation to the reality, which had to respond as learned and demanding
teacher. Actual cases were created as distance mentoring troubleshooting with the
computer, advice on the implementation of technology in an enterprise security in
Internet sales, in which the student put into practice the knowledge acquired in the
content viewed.
The teacher offered counseling days live through a Web-based service 2.0
(Mogulus) that can transmit live what is captured by a webcam, students could answer
questions regarding content, activities and exercises that establishing contact time with
Professor through chat.
Attitude of students
Students showed a great acceptance of the strategies applied, the Web 2.0-
based services gave them the freedom to review and study the class material at any
time, but the most important aspect was to interact with peers and the teacher as well
share videos and other content related to the units of the course Introduction to
Computers, the use of Web 2.0 allowed saving transfer time (some only were traveling
a long way to pursue the matter only lasting 2 hours in classroom a specific day). Even
in a survey conducted at the end of the course, were interested in using these services
and favorable attitude showed that teachers will use the Internet in this way, not limited
only to sending emails or repositories guides as shown by a study conducted by the
Division of Social Sciences and Humanities at the University Simon Bolivar in the
project "Distance Education through the Use of Information Technology and
6. Communication" which is evidence that the increased use teachers give management
platforms learning as the Virtual Classroom of the Simon Bolivar University, is the
repository of documents that can then be downloaded by students and often involves
syllabus and exercises containing digitized copies to resolve or discuss in class
content.
The use of Web 2.0 services based on captured the attention of the student body
by activating the voluntary attention of all, the student was motivated to the new way of
presenting content and even the new way to "attend classes", in this way, the changing
physical to a virtual environment and innovation in the use of Web 2.0 in the student
created a degree of motivation that changed their attitude towards other subjects and
teachers, is evident then that whenever there is a change, is amended our perceptual
field, "The motives influence both individual behavior and on the social" Zepeda.
Results
Among the results, it can be mentioned that although the weather conditions
were not the best for a physical encounter between teacher and students, were issued
to all content ruled the course, students learned to use Web 2.0-based services and
the group who were unaware had a significant academic progress over other courses
previously taught by the teacher. Students were motivated towards the subject of the
new methodology implemented, some services were known and did not think to learn
and be part of an educational process that took into account such as digital video
repository YouTube and synchronous communication services such as written Chat. At
the end of the course content Introduction to Computing A survey was referring to the
subject and Web 2.0-based services used by the teacher, the survey was implemented
by the service implementation and application of online surveys offered by
SurveyMonkey in which yielded the following results:
What unit of the course did you like best? Percentage
Basic Concepts 10
Options
Programming 25
Network and Internet 65
7. While the above table does not seem directly related to present a demonstration
of acceptance or motivation of students to the methodology used by the professor
lecturing with Web 2.0 based tools is important to note that the issue that generated
most interest to students was the network and Internet content and practices which
addressed the issue of Internet history (we studied the development of the web from its
beginnings to the web 2.0), the issue of communication across networks, Social
networks, including other more technical aspect as processing, assembling and
operating a computer network.
Would you like to continue watching classes Percentage
using the tools offered by the Internet?
Yes 90
Options
Sometimes 10
No 0
Students became consumers of Web 2.0, to the point of advising the community
of teachers use the Internet in their teaching and learning. As shown by the results
obtained for this item, are willing to participate in Web-based educational processes.
How do you rate the teacher in the use of Information Percentage
and Communication Technologies applied to Education?
Excellent 75
Options
Good 25
Regular 0
Bad 0
The table presented above, expresses acceptance of students to the use of
Information Technology and Communication in the education process. There is a link to
review either the teacher if this makes use of tools that are part of the context of the
student, as is Web 2.0. Students show interest in the use of Web 2.0 based tools,
8. considering that handle certain Internet services in most common ways that teachers
are certainly areas that teachers should be dealing with educational content and
strategies, and capitalize on the interest that have our students towards technology.
References
León de Viloria, Chilina (1997). Impactos y retos de la teoría social, histórica y cultural de Lev
Vygotsky. (pp.13 – 20). Cuadernos de UCAB. N° 1 (1997).
Pozo (1999). Teorías Cognitivas del Aprendizaje. (pp. 177 – 191).
Shunk D. (1997). Teorías del Aprendizaje. México: Prentice Hall, 2da ed.
Zepeda, F. (2003). Introducción a la Psicología: Una visión científico humanista. México.
Pearson Educacion
Angel Ceballos
Researcher in: Educational Technology, Mobile
Learning, Neural Impulse Actuator and Digital
Television in Mobile Devices
E-mail: ceballos_angel@hotmail.com
Twitter: angelceballos_
Facebook: Angel Ceballos van grieken