Web2.0 for Small Business

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This document discusses how small businesses can use Web 2.0 tools like Facebook, YouTube, blogging, and Twitter to connect with others. It addresses common concerns about finding time and trusting online connections. While Web 2.0 used to seem complex, tools now make it easier to search, connect, and share presence online. When used for building community linkages rather than isolation, Web 2.0 becomes powerful for real-world relationships.

Wouldn’t you rather spend
time with real people?

“What could have become isolating is becoming a powerful tool
for real-world transformation and relationship.”
Wendy Farmer-O’Neil

Made by Viv McWaters
for Deakin University, Faculty of Business & Law, Geelong
8 April 2009
www.vivmcwaters.com.au
www.facilitatingwithconﬁdence.com
www.winkipod.com.au
Twitter: vivmcw
Skype vivmcwaters

Photos on slides 1, 5, 7, 8, 19, 20, 21, 22, 36 from iStockphoto
www.istockphoto.com
All other photos belong to the author

This document discusses using technology tools like blogs, wikis, and interactive websites to support literacy skills and content area teaching. It provides examples of how teachers can use blogs for class materials, assignments, and student reflections. Wikis are explained as collaborative websites that allow easy editing. Sample teacher wikis are shared. Tips for getting started with blogs and wikis include using sites like Wikispaces and addressing student guidelines. While new technologies require experimenting, they can engage digital native students if integrated thoughtfully into teaching.

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This document summarizes the history and purpose of Learning2gether, an online community for teacher professional development. It began in 1998 as weekly online meetings called Writing for Webheads. Over time, it expanded to include conferences, podcasts, and a wiki platform. Learning2gether is funded by volunteers and relies on the intrinsic motivation of educators to share, help others, and feel professionally rewarded. It provides a distributed model for collaborative learning through online events and resources accessible on its website and wiki.

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This document provides an introduction to social media tools and their implications for Jewish day schools. It outlines the workshop goals of making participants comfortable and confident with social media terminology and learning from each other. It discusses concepts like ambient awareness and digital intimacy from connecting on social networks. It demonstrates how to set up profiles, pages and groups on Facebook to engage audiences and get user generated content. It promotes identifying audience objectives and a strategic plan for using appropriate technologies to achieve goals.

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The document discusses how a stonemasonry teacher is using online social networking and multimedia tools to engage trade students in online learning networks. These tools include Flickr for photo sharing, blogging, Ning for image sharing, Wikispace, Plurkpix for uploading photos, Twiddeo for uploading video, and Flashmeeting for web conferencing. The goal is to create a strongly supported learning network that links students, employers, and experts by drawing information in from all parties and encouraging dialogue.

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The document summarizes a social networking website called Kidsplace that was created for children's safety. It lists members of the site and explains that the website was made to address parents' concerns about internet safety, as many mainstream sites contain inappropriate or dangerous content. The summary notes that all new members and content on Kidsplace must be approved by administrators to ensure it remains a safe place for kids to socialize online.

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This document provides information about Digital Learning Day on February 6, 2013 and lists 10 suggestions for activities teachers can do to participate, such as setting up an RSS feed reader, flipping a lesson, creating a digital citizenship agreement with students, using discussion boards as a back channel, hosting a TED talk, and trying a new online tool. It also mentions a survey after the webinar to enter a drawing for a free trial and subscription for OLE and announces the next webinar on building a personal learning network.

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This document discusses the use of wikis in education. It explains that wikis allow students to collaboratively develop content, act as critics and reviewers, and synthesize information. Wikis create a student-centric learning environment and encourage intellectual creativity and lifelong learning. Examples of student-created wiki projects are provided. The document recommends that teachers learn the basics of wikis and pilot projects with students, as students often learn the technology more quickly.

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This document discusses creating a class website and online identity using Wikispaces. It notes that a class website can engage parents, students, and teachers by sharing information, assignments, and updates online. Wikispaces is recommended for building a class website because it is free, web-based, simple to use, and allows for easy integration of sources and creation of student accounts without email. The document provides an overview of how to set up and customize a Wikispaces website, including editing pages, adding elements, managing the site, and adding and assessing users. It demonstrates creating a sample class website on Wikispaces to showcase how easy it is to use.

A wiki is a collection of web pages that allows for collaborative work, where people can discuss issues and exchange ideas. Wikis are a good tool for students to collaborate on assignments and for teachers to share information with parents and students. They are easy to use, free, and appeal to students accustomed to technology. Popular wiki platforms include Wikispaces, PBworks, and ZohoWiki. Wikis can incorporate features like videos, images, polls, and graphs. Examples of educational wikis provided include classroom resources and subject area pages.

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The document discusses how Wikipedia has changed education and learning. It includes quotes from students who say they use Wikipedia for casual reading but not formal coursework due to reliability issues. However, others note that credibility depends on perspective rather than being inherent to a source. The document suggests that if a homework assignment can be answered with a Wikipedia page, teachers need to rethink their approach. It also includes comments about how Wikipedia is seen as too easy but still monitored to ensure accuracy. Overall, the document examines student views on Wikipedia and debates around its use in education.

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Many of us might agree that Western society lauds extroverted leaders and their accomplishments. However, introverts make great contributions and can be effective leaders, too. Many of us are introverts who may feel unsuited or unequipped for leadership, but are not sure how to take that next step to increase influence and improve visibility. Have you wondered how to empower yourself and leverage your innate skills to become a leader? Join Ben as he shares his personal insights and the path to leadership with you. He will describe his journey from shy team member to recognized leader, and share key steps he took and experiences that have helped him become a successful leader.

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