Presentation given by Julie Hall at the COSI conference 2009 on the Web 2.0 training programme in Lewisham Libraries and the ongoing use and development of Web 2.0 in a pulic library contaxt.
The document discusses using blogs and Web 2.0 technologies in education. Blogs provide an easy way for students to practice reading and writing online. They encourage a sense of community and process-based writing. Teachers can use blogs to post resources for students and respond to student work. While blogs engage students and encourage collaboration, teachers must address potential pitfalls like unwanted comments and privacy issues when using Web 2.0 technologies.
The document discusses social media and its use for businesses. It outlines various social media tools like blogs, Twitter, YouTube, RSS feeds, Facebook, and LinkedIn. It emphasizes that businesses should define their goals for using social media, choose the appropriate tools to engage customers and drive traffic to their website, and create a consistent strategy and content to connect with clients.
Writing in a flat world: Bettervblogging through social networkingVance Stevens
A computer-based workshop by Vance Stevens at the TTTT (TESOL Arabia Abu Dhabi chapter Tactile Tasks and Technical Tips 5) at the Petroleum Institute, Abu Dhabi on April 21, 2007 http://ilearn.20m.com/news/newevents.htm on Writing in a flat world: better blogging through social networking. It is presented in conjunction with a writing course to be given in Spain this summer http://www.opensource.idv.tw/moodle/course/view.php?id=46, for which I have started a project with a number of teachers worldwide -http://writingmatrix.wikispaces.com, among them Rita Zeinstejer, who assisted from Argentina via Elluminate
1) Wikis allow for collaboration on web page content and the district uses one large wiki called the "CyberCenter" for staff to share resources.
2) Blogs are useful for regularly sharing information with staff since emails are overused, and the blogger links to relevant wiki pages for more details.
3) iGoogle and blogs have been the most useful tools, as iGoogle makes information easily accessible through shared tabs and blogs facilitate communication with staff who subscribe through RSS.
This document outlines an introduction course on the Adobe CS3 Web Suite, including Dreamweaver, Fireworks, and Flash. The course objectives are to start a basic website using site definitions and templates, design web pages with hyperlinks and images, create images in Fireworks, and create animations in Flash. Resources provided include free web hosting services and tutorials for using the Adobe programs and general web design.
This document discusses creating a professional learning network (PLN) to facilitate sharing of ideas between teachers. It encourages teachers to email or write down any ideas they have for creating a word cloud on an index card. Teachers are also invited to pair and share their ideas. The document provides links to resources on using tools like Twitter, Google Docs, RSS feeds, and Delicious to help build a PLN and explores why creating an educational network is important for professional development.
The document provides an overview of training for teachers on how to use the SchoolNet platform, including how to log in, check and edit profile information, add components to their teacher web page, and guidelines for good web design and following school policies. Teachers are instructed on navigating to their SchoolNet account, verifying their contact details, building out their classroom web page, and tips for ensuring web pages follow best practices for usability and accessibility.
The document discusses using blogs and Web 2.0 technologies in education. Blogs provide an easy way for students to practice reading and writing online. They encourage a sense of community and process-based writing. Teachers can use blogs to post resources for students and respond to student work. While blogs engage students and encourage collaboration, teachers must address potential pitfalls like unwanted comments and privacy issues when using Web 2.0 technologies.
The document discusses social media and its use for businesses. It outlines various social media tools like blogs, Twitter, YouTube, RSS feeds, Facebook, and LinkedIn. It emphasizes that businesses should define their goals for using social media, choose the appropriate tools to engage customers and drive traffic to their website, and create a consistent strategy and content to connect with clients.
Writing in a flat world: Bettervblogging through social networkingVance Stevens
A computer-based workshop by Vance Stevens at the TTTT (TESOL Arabia Abu Dhabi chapter Tactile Tasks and Technical Tips 5) at the Petroleum Institute, Abu Dhabi on April 21, 2007 http://ilearn.20m.com/news/newevents.htm on Writing in a flat world: better blogging through social networking. It is presented in conjunction with a writing course to be given in Spain this summer http://www.opensource.idv.tw/moodle/course/view.php?id=46, for which I have started a project with a number of teachers worldwide -http://writingmatrix.wikispaces.com, among them Rita Zeinstejer, who assisted from Argentina via Elluminate
1) Wikis allow for collaboration on web page content and the district uses one large wiki called the "CyberCenter" for staff to share resources.
2) Blogs are useful for regularly sharing information with staff since emails are overused, and the blogger links to relevant wiki pages for more details.
3) iGoogle and blogs have been the most useful tools, as iGoogle makes information easily accessible through shared tabs and blogs facilitate communication with staff who subscribe through RSS.
This document outlines an introduction course on the Adobe CS3 Web Suite, including Dreamweaver, Fireworks, and Flash. The course objectives are to start a basic website using site definitions and templates, design web pages with hyperlinks and images, create images in Fireworks, and create animations in Flash. Resources provided include free web hosting services and tutorials for using the Adobe programs and general web design.
This document discusses creating a professional learning network (PLN) to facilitate sharing of ideas between teachers. It encourages teachers to email or write down any ideas they have for creating a word cloud on an index card. Teachers are also invited to pair and share their ideas. The document provides links to resources on using tools like Twitter, Google Docs, RSS feeds, and Delicious to help build a PLN and explores why creating an educational network is important for professional development.
The document provides an overview of training for teachers on how to use the SchoolNet platform, including how to log in, check and edit profile information, add components to their teacher web page, and guidelines for good web design and following school policies. Teachers are instructed on navigating to their SchoolNet account, verifying their contact details, building out their classroom web page, and tips for ensuring web pages follow best practices for usability and accessibility.
1. The document discusses the student's learning experience in an industrial management course, including learning about creating personal profiles and doing a slideshow presentation.
2. The student found learning about social media tools like Myspace, delicious, and various networking sites interesting, though the part about Laurea guidelines was boring.
3. The student provides feedback on what went well in the course, such as learning new tools and online task submission, and areas for improvement like mandatory communication between students and tasks to complete before online sessions.
This document provides an overview of Lesson 2 on site management. The lesson objectives are to teach students how to create a website, manage the site dashboard, alter header types, invite editors, design page layouts, create pages and navigation, define plagiarism, and add and edit text. It also includes a link to the Weebly website for creating websites.
Padlet is an online bulletin board that allows teachers and students to interact in a fun and educational way. Users can sign up for free using their Facebook or Google accounts. The dashboard allows users to view the latest posts from those they are connected with on Padlet. Individual profiles store the bulletin boards, or "padlets", that each user creates. Padlets function as collaborative boards where photos, videos, files and text can be added to share information for educational purposes. Moderators have controls over permissions and notifications to manage interactions on each padlet.
This document discusses various online tools that can be used to create online learning environments and assessments. It describes Edmodo, an online platform that allows teachers to post assignments and communicate with students. It also mentions tools like Rubistar and Irubric that can be used to create online rubrics. Finally, it discusses challenges setting up an online learning environment within the constraints of a set curriculum but expresses an overall positive experience with online learning tools and Moodle courses.
Top ten internet uses in teaching and learning clint chamblessClint26
The document discusses various online tools that can be used for instructional purposes, including Odysseyware for online courses, educational games on Sheppard Software, Skype for video conferencing, PowerTeacher for gradebook management, school websites for posting assignments, ebooks on Barnes & Noble, Facebook for social networking, PowerPoint for presentations, communication and collaboration between students and instructors, and research databases like Galileo and ERIC.
The document discusses various ways that children can use the internet to learn, communicate, and explore different topics. It provides examples of websites related to traveling the world virtually, blogging, shopping online, social networking, learning new hobbies, keeping up with current events, emailing, reading ebooks, using library resources, and conducting research.
This document provides an overview of presentation tools and Web 2.0 technologies. It discusses how presentation tools can enhance classes and then explores the history and evolution of the Read/Write Web. Useful Web 2.0 tools are identified, including blogs, wikis, RSS feeds, social bookmarking, networking, photo galleries, and audio/video casting. Examples of each tool are provided. The document encourages exploring these tools and discussing their educational applications and advantages and disadvantages.
The document discusses using blogs in the classroom. It provides definitions of blogs and lists some potential benefits of blogs for teachers and students, including connecting quiet students, extending discussion beyond class time, and making work submission and tracking easier. It then outlines objectives for the presentation, which are to familiarize participants with blogs and their classroom uses, start a discussion on implementing blogs, and provide resources for setting up blogs. Participants are asked to consider how blogs could be implemented in their own classrooms.
This document discusses using blogs in the classroom. Blogs can serve as a communication tool to share information with parents and students, as an online journal for students, and as a place for writing prompts and digital portfolios. Teachers can connect their classrooms through blogs by collaborating and allowing students to be online pen pals. The document recommends the blog platform Classblogmeister, which makes it easy for teachers to set up class blogs and for students to have their own blog pages while allowing teacher approval and editing of posts.
The document discusses the blogging platform Tumblr, highlighting that it allows for easy blog creation and is a free and customizable way for users to blog about their interests and speak out. It also notes that Tumblr makes blogging fun and informative, and is easy to get started by creating an account, choosing templates and a topic, and starting to post. Key features mentioned include embedding photos, videos, and websites, as well as integration with social media platforms and the ability to use it for classroom journaling or personal blogging.
This document discusses embedding various types of Web 2.0 content into the Moodle learning management system, including videos from YouTube, TeacherTube, Vimeo, Animoto, and Picasa as well as slideshows from SlideShare and avatars from Voki. It provides HTML code examples for embedding a Flash movie, QuickTime video, and other content types. The goal is to help educators give students a more engaging online learning experience by incorporating popular web media into their Moodle courses.
Orientation for online students expectations 2011villagewise
This document provides expectations and tips for success for online students. It outlines that online students should login frequently, follow all directions carefully, interact regularly with instructors and classmates, and handle any technology issues that arise. It emphasizes having discipline, motivation, strong organization and time management skills. The document offers specific file management tips, such as creating a folder for each class on the desktop to organize course documents. It directs students to resources for help navigating Blackboard or other technology questions.
The document discusses how traditional education systems do not engage digital learners and presents a digital toolkit to better integrate technology and improve learning. It advocates using tools like blogs, RSS feeds, and social media alongside pedagogical approaches to build knowledge through connections. The toolkit provides examples of tools, guidance on tool classification and use, and emphasizes building a community of experts, including students, to effectively incorporate new technologies.
Top 10 internet uses in teaching and learningdjames73583
The document outlines 10 top internet uses for teaching and learning: 1) Research using tools like Google Scholar and INFOMINE, 2) Blogging to share written thoughts, 3) Communicating between teachers, students, and parents, 4) Networking for students to interact and share ideas, 5) Accessing electronic books, 6) Listening to podcasts which are downloadable audio or video files, 7) Registering for classes online, 8) Taking online classes, 9) Submitting assignments via the internet, and 10) Posting and viewing grades online.
This document discusses using blogging in the classroom and provides resources for teachers. It outlines how blogging can authentically link to the curriculum and daily program. Tools like photos and videos can enhance blogs. Blogging can be integrated into daily programs and made manageable for teachers. Benefits include keeping an online learning journal, making connections to inspire students, and empowering students through authentic feedback. Resources include top classroom blogs and examples of blogs used for integration.
Ed 203 educational technologies pp 9 1 2010fwegner
This document provides an orientation agenda for an ED 203 Educational Technologies course. The 3-sentence summary is:
The orientation agenda covers an overview of the hybrid ED 203 course, examining Unit One and Three, available resources like the textbook and Atomic Learning platform, and themes to be covered including technology integration and application through a class project. Students are instructed on accessing course materials through the CUW portal and using programs like Photo Story 3 and Animoto for assignments. The document concludes with information on class projects, contact details for the instructor, and an expression of looking forward to working with students.
The document summarizes a program called CPA Learning 2.0 that teaches CPAs how to use new Web 2.0 technologies. It discusses how Web 2.0 allows for collaboration and sharing of information online. It encourages CPAs to become "knowledge players" by spending 15 minutes a day exploring blogs, tagging items, creating learning blogs, and playing with new technologies. The free 9-week program teaches skills like blogging, social networking, tagging, and using RSS feeds and podcasts to continually learn and keep up with technological changes. The goal is to help CPAs make sense of a changing world and align with the MACPA's mission of supporting members in a dynamic environment.
Provides access to the virtual assistant, Claude, who can
help answer questions.
Help: Provides access to help resources like the Moodlerooms
Learning Center.
Log Out: Allows you to log out of the system.
NAVIGATION BLOCK
The Course Content block displays the content of the course in an
outline format. This content is organized into Books and Chapters.
Books are the major sections or modules of the course. Chapters are
subsections within each Book.
To access course content, simply click on the name of the Book or
Chapter. This will open that content area in the main part of the
page.
COURSE CONTENT BLOCK
This document outlines a workshop for teachers at Qatar Academy on using Web 2.0 tools in education. The workshop will introduce Twitter, Wikispaces, Creative Commons, and other collaborative online tools and discuss how they allow teachers and students to both consume and produce content, taking advantage of the read/write capabilities of the modern Internet. It encourages participants to get started using these free resources.
Supporting The Health Researcher Of The FutureAndy Tattersall
The document discusses supporting health researchers through new technologies like Web 2.0. It describes researchers' information behaviors as shallow and horizontal browsing rather than in-depth reading. Researchers prefer information management tools over traditional information literacy training. Web 2.0 tools like blogs, wikis and social media can engage researchers by providing just-in-time information and opportunities for collaboration. The document outlines some libraries that have implemented portals and widgets to better serve researchers and shares examples from the University of Sheffield.
The document discusses prototyping and provides examples of different types of prototypes including paper prototypes, digital prototypes, storyboards, role plays, and space prototypes. It explains that prototyping is used to make ideas tangible and test reactions from users in order to gain insights. Prototypes should be iterated on and fail early to push ideas further and save time and money. Both low and high fidelity prototypes are mentioned as ways to test ideas at different stages of the design process.
1. The document discusses the student's learning experience in an industrial management course, including learning about creating personal profiles and doing a slideshow presentation.
2. The student found learning about social media tools like Myspace, delicious, and various networking sites interesting, though the part about Laurea guidelines was boring.
3. The student provides feedback on what went well in the course, such as learning new tools and online task submission, and areas for improvement like mandatory communication between students and tasks to complete before online sessions.
This document provides an overview of Lesson 2 on site management. The lesson objectives are to teach students how to create a website, manage the site dashboard, alter header types, invite editors, design page layouts, create pages and navigation, define plagiarism, and add and edit text. It also includes a link to the Weebly website for creating websites.
Padlet is an online bulletin board that allows teachers and students to interact in a fun and educational way. Users can sign up for free using their Facebook or Google accounts. The dashboard allows users to view the latest posts from those they are connected with on Padlet. Individual profiles store the bulletin boards, or "padlets", that each user creates. Padlets function as collaborative boards where photos, videos, files and text can be added to share information for educational purposes. Moderators have controls over permissions and notifications to manage interactions on each padlet.
This document discusses various online tools that can be used to create online learning environments and assessments. It describes Edmodo, an online platform that allows teachers to post assignments and communicate with students. It also mentions tools like Rubistar and Irubric that can be used to create online rubrics. Finally, it discusses challenges setting up an online learning environment within the constraints of a set curriculum but expresses an overall positive experience with online learning tools and Moodle courses.
Top ten internet uses in teaching and learning clint chamblessClint26
The document discusses various online tools that can be used for instructional purposes, including Odysseyware for online courses, educational games on Sheppard Software, Skype for video conferencing, PowerTeacher for gradebook management, school websites for posting assignments, ebooks on Barnes & Noble, Facebook for social networking, PowerPoint for presentations, communication and collaboration between students and instructors, and research databases like Galileo and ERIC.
The document discusses various ways that children can use the internet to learn, communicate, and explore different topics. It provides examples of websites related to traveling the world virtually, blogging, shopping online, social networking, learning new hobbies, keeping up with current events, emailing, reading ebooks, using library resources, and conducting research.
This document provides an overview of presentation tools and Web 2.0 technologies. It discusses how presentation tools can enhance classes and then explores the history and evolution of the Read/Write Web. Useful Web 2.0 tools are identified, including blogs, wikis, RSS feeds, social bookmarking, networking, photo galleries, and audio/video casting. Examples of each tool are provided. The document encourages exploring these tools and discussing their educational applications and advantages and disadvantages.
The document discusses using blogs in the classroom. It provides definitions of blogs and lists some potential benefits of blogs for teachers and students, including connecting quiet students, extending discussion beyond class time, and making work submission and tracking easier. It then outlines objectives for the presentation, which are to familiarize participants with blogs and their classroom uses, start a discussion on implementing blogs, and provide resources for setting up blogs. Participants are asked to consider how blogs could be implemented in their own classrooms.
This document discusses using blogs in the classroom. Blogs can serve as a communication tool to share information with parents and students, as an online journal for students, and as a place for writing prompts and digital portfolios. Teachers can connect their classrooms through blogs by collaborating and allowing students to be online pen pals. The document recommends the blog platform Classblogmeister, which makes it easy for teachers to set up class blogs and for students to have their own blog pages while allowing teacher approval and editing of posts.
The document discusses the blogging platform Tumblr, highlighting that it allows for easy blog creation and is a free and customizable way for users to blog about their interests and speak out. It also notes that Tumblr makes blogging fun and informative, and is easy to get started by creating an account, choosing templates and a topic, and starting to post. Key features mentioned include embedding photos, videos, and websites, as well as integration with social media platforms and the ability to use it for classroom journaling or personal blogging.
This document discusses embedding various types of Web 2.0 content into the Moodle learning management system, including videos from YouTube, TeacherTube, Vimeo, Animoto, and Picasa as well as slideshows from SlideShare and avatars from Voki. It provides HTML code examples for embedding a Flash movie, QuickTime video, and other content types. The goal is to help educators give students a more engaging online learning experience by incorporating popular web media into their Moodle courses.
Orientation for online students expectations 2011villagewise
This document provides expectations and tips for success for online students. It outlines that online students should login frequently, follow all directions carefully, interact regularly with instructors and classmates, and handle any technology issues that arise. It emphasizes having discipline, motivation, strong organization and time management skills. The document offers specific file management tips, such as creating a folder for each class on the desktop to organize course documents. It directs students to resources for help navigating Blackboard or other technology questions.
The document discusses how traditional education systems do not engage digital learners and presents a digital toolkit to better integrate technology and improve learning. It advocates using tools like blogs, RSS feeds, and social media alongside pedagogical approaches to build knowledge through connections. The toolkit provides examples of tools, guidance on tool classification and use, and emphasizes building a community of experts, including students, to effectively incorporate new technologies.
Top 10 internet uses in teaching and learningdjames73583
The document outlines 10 top internet uses for teaching and learning: 1) Research using tools like Google Scholar and INFOMINE, 2) Blogging to share written thoughts, 3) Communicating between teachers, students, and parents, 4) Networking for students to interact and share ideas, 5) Accessing electronic books, 6) Listening to podcasts which are downloadable audio or video files, 7) Registering for classes online, 8) Taking online classes, 9) Submitting assignments via the internet, and 10) Posting and viewing grades online.
This document discusses using blogging in the classroom and provides resources for teachers. It outlines how blogging can authentically link to the curriculum and daily program. Tools like photos and videos can enhance blogs. Blogging can be integrated into daily programs and made manageable for teachers. Benefits include keeping an online learning journal, making connections to inspire students, and empowering students through authentic feedback. Resources include top classroom blogs and examples of blogs used for integration.
Ed 203 educational technologies pp 9 1 2010fwegner
This document provides an orientation agenda for an ED 203 Educational Technologies course. The 3-sentence summary is:
The orientation agenda covers an overview of the hybrid ED 203 course, examining Unit One and Three, available resources like the textbook and Atomic Learning platform, and themes to be covered including technology integration and application through a class project. Students are instructed on accessing course materials through the CUW portal and using programs like Photo Story 3 and Animoto for assignments. The document concludes with information on class projects, contact details for the instructor, and an expression of looking forward to working with students.
The document summarizes a program called CPA Learning 2.0 that teaches CPAs how to use new Web 2.0 technologies. It discusses how Web 2.0 allows for collaboration and sharing of information online. It encourages CPAs to become "knowledge players" by spending 15 minutes a day exploring blogs, tagging items, creating learning blogs, and playing with new technologies. The free 9-week program teaches skills like blogging, social networking, tagging, and using RSS feeds and podcasts to continually learn and keep up with technological changes. The goal is to help CPAs make sense of a changing world and align with the MACPA's mission of supporting members in a dynamic environment.
Provides access to the virtual assistant, Claude, who can
help answer questions.
Help: Provides access to help resources like the Moodlerooms
Learning Center.
Log Out: Allows you to log out of the system.
NAVIGATION BLOCK
The Course Content block displays the content of the course in an
outline format. This content is organized into Books and Chapters.
Books are the major sections or modules of the course. Chapters are
subsections within each Book.
To access course content, simply click on the name of the Book or
Chapter. This will open that content area in the main part of the
page.
COURSE CONTENT BLOCK
This document outlines a workshop for teachers at Qatar Academy on using Web 2.0 tools in education. The workshop will introduce Twitter, Wikispaces, Creative Commons, and other collaborative online tools and discuss how they allow teachers and students to both consume and produce content, taking advantage of the read/write capabilities of the modern Internet. It encourages participants to get started using these free resources.
Supporting The Health Researcher Of The FutureAndy Tattersall
The document discusses supporting health researchers through new technologies like Web 2.0. It describes researchers' information behaviors as shallow and horizontal browsing rather than in-depth reading. Researchers prefer information management tools over traditional information literacy training. Web 2.0 tools like blogs, wikis and social media can engage researchers by providing just-in-time information and opportunities for collaboration. The document outlines some libraries that have implemented portals and widgets to better serve researchers and shares examples from the University of Sheffield.
The document discusses prototyping and provides examples of different types of prototypes including paper prototypes, digital prototypes, storyboards, role plays, and space prototypes. It explains that prototyping is used to make ideas tangible and test reactions from users in order to gain insights. Prototypes should be iterated on and fail early to push ideas further and save time and money. Both low and high fidelity prototypes are mentioned as ways to test ideas at different stages of the design process.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
The document provides an overview of a two-day workshop on Web 2.0 technologies. Day one explores various Web 2.0 applications and concepts from the client perspective. Participants will learn about social networking, tagging, AJAX and future directions such as social learning. Day two focuses on the server side, including content management systems, client-server architecture and installing/configuring web servers. Hands-on activities include dividing into groups to collaborate on learning tasks and strategies using Web 2.0 tools.
The document outlines a two-day workshop on web 2.0 technologies and applications from both a client and server perspective. Day one explores various web 2.0 sites and applications, underlying technologies, trends and tools for creating multimedia content. Day two focuses on server-side technologies including content management systems, databases, and hosting services. Participants are divided into groups and tasked with developing a learning program using an assigned web 2.0 technology.
The document discusses a professional development program called Learning 2.0 that explores various Web 2.0 technologies like blogs, wikis, RSS feeds, and social networking sites. The program is designed to help staff learn how to use these tools, keep up with information technology advances, and offer improved services to users. It describes the self-paced online format of the program and outlines some potential applications of these technologies in libraries and schools.
The document discusses various emerging technologies that can be used to save time, organize research, and improve teaching including RSS feeds, blogs, wikis, social bookmarking, virtual meetings, and instant messaging. It provides brief definitions and explanations of what each technology is and why it is useful. Examples of specific software and tools are also mentioned. Overall tips for using these technologies in an educational setting are provided.
Using Web 2.0 to Increase Effectiveness of Staff TrainingBrian Gray
The document discusses using Web 2.0 tools to increase the effectiveness of staff training. It outlines the trainer and participant desires for training, such as being interactive and easy to use. Web 2.0 tools allow for collaboration, participation, personalization, and archived content. Examples of Web 2.0 tools for training discussed include blogging, RSS feeds, wikis, podcasts, and virtual worlds like Second Life for meetings and conferences.
Using Web 2.0 to Increase Effectiveness of Staff Training and CommunicationBrian Gray
This document discusses using Web 2.0 tools to increase the effectiveness of staff training. It outlines the desires of both participants and trainers in training, which Web 2.0 tools can help address. These include collaboration, participation, customization, and archived content. Specific Web 2.0 tools that could enrich training are discussed, such as blogs, RSS, wikis, podcasts, and virtual worlds like Second Life. Case studies of libraries using Web 2.0 for staff learning are also presented.
Let's Do It Now! Mainstream Uses Of Collaborative Technologieslisbk
This document discusses strategies for mainstream adoption of collaborative technologies like blogs and wikis in organizations. It acknowledges barriers like legal risks, inertia and cultural resistance. It recommends addressing barriers through advocacy, listening to users, flexible policies, and safe experimentation. Risks can be minimized through approaches like piloting technologies at events and supporting widely-used external services. Adopting principles of openness, user focus, and collaboration from Web 2.0 can help organizations overcome conservatism and benefit users.
How Recent Web Developments Offer Low-cost Opportunities for Service Developmentlisbk
Talk given at the London Museums Librarians and Archivists Group Biennial One Day Conference held at the British Museum, London on 26 April 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/lmlag-2007-04/
Web 2.0 refers to second-generation web-based communities and services that facilitate collaboration and sharing between users through social networking sites, wikis, blogs, and other tools. It represents an important shift in how digital information is created, shared, stored, distributed, and manipulated. Web 2.0 tools are highly social, encourage users to interact with and manipulate content in new ways, and push computing power onto the internet rather than desktops. Examples of Web 2.0 tools include wikis, blogs, YouTube, Flickr, and social networking sites. These tools are increasingly being used for new forms of publishing and research collaboration.
Web 2.0 refers to second-generation web-based communities and services that facilitate collaboration and sharing between users through social networking sites, wikis, blogs, and other tools. It represents an important shift in how digital information is created, shared, stored, distributed, and manipulated. Web 2.0 tools are highly social, encourage users to interact with and manipulate content in new ways, and push computing power onto the internet rather than desktops. Examples of Web 2.0 tools include wikis, blogs, YouTube, Flickr, and social networking sites. These tools are increasingly being used for new forms of publishing and research collaboration.
Web 2.0 tools offer many benefits to libraries and classrooms when implemented effectively. They allow for easy content creation and sharing, encourage interaction and collaboration between students and teachers, and provide opportunities for knowledge sharing. Library 2.0 expands these Web 2.0 activities to the library environment through activities like social networking, blogging, wikis and podcasts. These tools help motivate students and enhance their learning and communication skills.
1. The document outlines an agenda for a workshop to train participants in developing WebQuest 2.0 scenarios using various Web 2.0 tools.
2. Participants will explore existing WebQuest examples, work collaboratively in groups, and individually create online networks, tutorials, and videos to share what they've learned.
3. The goal is to discuss how WebQuest 2.0 activities could be used in human resources management (HRM) contexts and have participants begin outlining their own WebQuest project ideas.
web 2.0: Creative and Inexpensive Ways to Train Your Staffvkisiel
The document discusses how Web 2.0 tools can be used for lifelong learning and inexpensive training of staff. It defines and provides examples of 10 different Web 2.0 tools, including podcasts, Delicious, SlideShare, webinars, YouTube, social networking sites, Twitter, VoiceThread, PBWiki, and Zuiprezi. It suggests ways these tools can be used for activities like organizing trainings, sharing resources, and creating presentations.
This document provides information about computer classes taught by Reden D. Oriola. It outlines the grading system which is 30% written and 70% performance based. It lists the materials needed and rules for the computer lab. It then defines what the internet is and what can be done on it. It presents the learning objectives of understanding the differences between web design and development. It explains what web design and development are, defines related terms, and outlines the principles of both web design and development.
The document discusses collaborative communication and social media tools that can be used in the classroom. It provides information on blogs, wikis, and other tools like mind maps and describes how each can be used to promote collaboration among students. Examples and resources are given for setting up blogs and wikis for classroom use, overcoming potential roadblocks, and developing collaborative lessons and activities.
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
This document provides an overview of a workshop about using social software tools like blogs and podcasts in the classroom. The workshop will introduce social software and then focus in-depth on blogs and podcasts, providing examples of their classroom use and hands-on experience creating them. The goal is for teachers to learn how to incorporate these tools to create a more student-centered learning community and provide authentic audiences for student work.
The document discusses the University of Wales Newport's blogging service which is part of their online learning platform. It provides an overview of the facilities available, how blogs are used, and usage statistics. It then describes how the blogging service was established by reviewing needs, choosing the Community Server product, and gradually launching the service to users.
The document provides information about a workshop on using social software like blogs and podcasts in the classroom. It includes an agenda for the workshop that covers an overview of social software, creating and using blogs and podcasts, and reflection. It also discusses establishing a learning culture and the changing digital landscape and needs of digital native students. Instructions are provided on setting up blogs using Blogger.com.
Speed tour web 2.0 and library 2.0 with blogs, RSS, based on stuff from Jenny Levine
Presentation & workshop at
Norwegian Knowledge Centre for the Health Services, Olso, January 15th 2007
NTNU Library (UBiT) Trondheim, January 17th & 18th 2007
Guus van den BrekelCoördinator Electronic Services, Central Medical LibraryUniversity Medical Center Groningen
Blog: Digicmb.blogspot.com
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Web 2.0 and taking the fear out of community engagement
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2. Web 2.0 and taking the fear out of community engagement
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4. Everything you wanted to know about Web 2.0 .... but were afraid to ask… Know what a blog is? Or a wiki? Does social networking leave you cold? Now is your chance to find out what you've been missing and how you can use it to improve your library offer and interact with your users in new ways. Over the next few weeks I will be running some drop in sessions for all library staff in the Open Learning Centre at Lewisham Library. I'll be covering the basics such as blogs, RSS and news feeds, and also photosharing, communication tools and slideshare, collaboration tools, wikis, tagging, video and podcasts, social networking, etc - if we get time! The aim is to help you understand what Web 2.0 is and how you can use it in a library context. The sessions will be short 1 - 11/2 hrs with lots of hands on practice, and will be for up to 10 people. The sessions will be on Mondays, but I'm also looking for other slots that allow all staff to be able to come. If you can't make the dates offered let me know what days/dates would be better for you. The first 2 slots will be 2nd and 9th June from 9.30 to 11.00. They will be on blogs - what they are, how to set one up, how to post to one, and examples of who's using them. Book in for either of them - the content will be repeated, and if the demand is there I'll cover it again in future sessions.