Web 2.0 supporting a Learning and Teaching Strategy -- Wassell
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The University of Leeds implemented blogs and wikis to support its learning and teaching strategy of using technology innovatively. Staff requested these tools and were trained on their uses. Blogs and wikis were initially promoted to staff to experiment with and focus uses on teaching and information sharing. Over 1,700 student accounts were later created as part of coursework. Future plans include full institutional support of these tools and integrating additional user-generated content applications once a new learning management system is selected.
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Similar to Web 2.0 supporting a Learning and Teaching Strategy -- Wassell
Enriching E-Learning with web Services for the Creation of Virtual Learning P...
ABSTRACT:- The study aims at creation of virtual learning environment(VLE) using the context of web services .Now-a-days eLearning is gaining a wide spread acceptance since its inception. Much of the effort is placed on developing rich educational content & create global platform in which Information and Communication Technologies (ICTs) are used to transform education. Therefore education system need to be redesigned in a better way for which amalgamation of web services with eLearning is considered to solve the complex problems. The author tries to describe the web services architecture with the incorporation of eLearning that has defined a new way of learning. With the emergence of computer technology and urbane softwares, there is every possibility of enriching learning experience of students. Gamification, StoryBoard, Bring Your Own Device (BYOD), Localization are considered as supporting services for boosting up knowledge management process. Group Discussions, Twitter chats, Skype calls are performed in social learning. Web 2.0 services such as as blogs promote content creation, wikis make user enable of creating editable contents.
Hybrid course
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
Ed init action plan proposal August 2013
The Education Initiative was launched in 2012 to explore educational strategies and support student and faculty development. Over 80 faculty have volunteered to participate in working groups and subcommittees focused on classroom engagement, technology-enhanced education, career skills, and extracurricular activities. In 2013, the subcommittees proposed action plans to improve engagement that were merged into a single plan. The plan will be implemented in 2013-2014 through two subcommittees on engaged teaching and learning focused on supporting faculty development, incorporating real-world skills, and creating a system to track and assess student experiences.
Digital literacy noellecowling
The document discusses developing digital literacy among faculty members at a small military science faculty located on a satellite campus. It faces challenges like limited resources, outdated infrastructure, and disparities in staff and student technological competencies. The intervention aims to enhance staff digital literacy through training on tools like Academia.edu, LinkedIn, Slideshare, Twitter and Google Sites over six months. It intends to improve online profiles, research collaboration and visibility. Key points discussed are maintaining participant buy-in, balancing momentum with pressure, and ensuring the primary goal of developing digital literacy is met.
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The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate collaboratively online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Using Web Tools To Enhance Teaching & Learning
The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate and collaborate online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
AZETAPAPER1.pdf
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Involving students in managing their own learning
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
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The document discusses building personal learning environments (PLEs) and professional learning networks (PLNs). It defines PLEs as systems that help learners manage their own learning. PLE building lays the foundations for lifelong learning by supporting self-organized learning. As learners engage more with a topic, their PLE can transition to a PLN where they connect with experts and discuss professional interests. A model is proposed for PLE building to support students in developing social networks and expanding their learning within PLNs.
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The proposal suggests piloting an eLearning program at RHR Elementary School to provide additional technology training and professional development for teachers. It would utilize a blended learning model, with self-paced online courses and modules as well as some face-to-face sessions. The goals are to improve teachers' technology skills, increase integration of tools like web 2.0 in instruction, and provide flexible just-in-time training. A core team of teachers would develop the initial content. The program would use free and existing resources, with costs mainly for substitutes during planning and some equipment. Overall it aims to close technology gaps and increase opportunities for professional growth.
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TOJET The Turkish Online Journal of Educational Technology.docx
TOJET: The Turkish Online Journal of Educational Technology – October 2014, volume 13 issue 4
Copyright © The Turkish Online Journal of Educational Technology
88
INTEGRATION OF WEB 2.0 TOOLS IN LEARNING A PROGRAMMING COURSE
Dr. Nazatul Aini Abd Majid
Center of Artificial Inteligence (CAIT), Faculty Information Science and Technology(FTSM), Universiti Kebangsaan Malaysia (UKM),
Bangi, Selangor, Malaysia
[email protected]
ABSTRACT
Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment.
However, the lack of effort from lecturers in planning the learning process can make it difficult for the students
to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy
in order to enhance the motivation of the students to use the Web 2.0 tools. The integration of the tools in
learning a programing course is based on PQR strategy, which includes three components: Preview, Questions
and Reflect. The study sample consisted of 39 undergraduate students for identifying their preference towards
the use of Web 2.0 tools which include Blog, Youtube, Google Form and Padlet. The results show that the
perception of students towards the use web 2.0 tools was positive. Hence, it was possible to integrate a learning
strategy with specific Web 2.0 tools, and, thus, facilitate blended learning.
KEYWORDS: Web 2.0 tools, teaching and learning, programming course
INTRODUCTION
Collaboration, social-networking, as well as knowledge generation and sharing have been identified as the key
learning technology trends that will reshape the education worldwide (Brown & Adler, 2008; Hargadon, 2008).
Higher education is undergoing a major transformation enabled by Information Technology (IT), such as Web
2.0 tools, which support the key learning trends (Grosseck, 2009). Moreover, Web 2.0 tools provide on-demand
applications for students in retrieving and sharing knowledge in a distributed environment. This supports the
need for a new approach, as suggested by Brown and Adler (2008) who explained:
“We now need a new approach to learning – one characterized by a demand-pull rather than the
traditional supply-push mode of building up an inventory of knowledge in students’ heads”.
Students treat everything offered by Web 2.0 tools as a service. In fact, this is a concept of cloud computing
where applications reside in the cloud (O'Reilly, 2008). Google docs spreadsheets are a cloud application
(O'Reilly, 2008) where students from different locations can co-edit the same document simultaneously (Qiyun
& Huay Lit, 2009). Moreover, students can share knowledge, give comments, support ideas or retrieve new
knowledge whilst networking with their friends at the same time by using a prominent example of social
networking services, Facebook (Uzunboylu, Bicen, & Cavus, 2011). Thus, integrating Web 2.0 tools for higher
education offers man ...
EDUCAUSE 2014 Poster Creative Partnerships
This document discusses Emory University's efforts to implement a new faculty information system called Emory FIRST. Emory FIRST will centralize faculty data, link to an institutional repository, and make select faculty information and works publicly available. It is a collaboration between Emory Libraries and Information Technology Services to better manage and promote faculty research profiles. The implementation involved integrating multiple systems, including Symplectic Elements as a central knowledge base and the university's open access repository OpenEmory. Lessons learned included engaging data stewards early, planning implementation in phases, and ensuring full engagement of the library to enhance credibility with faculty.
From Personal Learning Environment Building to Professional Learning Network ...
The building of Personal Learning Environment (PLE) that supports learner to set learning goals and to manage learning is related to creative and innovative activities. But more challenging is the forming of Professional Learning Network (PfLN) that can be used for facilitation of knowledge absorption, assimilation and dissemination not only in formal and informal learning process, but also in one long-term learning plan when students transform in life-long learners.
Detroit
The document discusses using a virtual learning environment (VLE) called Moodle to supplement in-person teaching. It describes how students attend regular classes and can then access course materials, activities, and communication tools through the VLE. The VLE allows students to work individually or collaboratively, and engage in active learning. It provides teachers tools to organize content, activities like quizzes and assignments, and monitor student participation and progress.
Web Enhanced Learning
This document discusses web-enhanced learning and online collaboration tools. It defines web-enhanced learning as using internet technology to create student-centered learning environments. Oliver et al. organized web-enhanced learning into four categories: information access, networked instruction, interactive learning, and materials development. Some key advantages of web-enhanced learning include improved access to education, better integration for non-full time students, and acquisition of technological skills. The document also discusses online collaboration tools like blogs, forums, wikis, media galleries, and Skype that can be used to facilitate collaboration.
Week 11 report
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
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