This document discusses opening up classrooms through social web technologies. It describes how students can partner with people around the world, such as connecting with astronauts through blogging. Examples provided include middle school students podcasting about math and elementary students contributing to Wikipedia. The importance of personal learning networks is discussed as a way for teachers and students to expand learning beyond traditional walls of the classroom.
Labour of Love: Why do people contribute, or not contribute, to Wikipedia art...tbirdcymru
This document discusses a project called "Communicate OER" which aims to improve Wikipedia articles about open educational resources (OER) through an online class called WIKISOO and surveys of Wikipedia editors. It finds that most editors see Wikipedia as an OER and are motivated to contribute by personal interest, though dedicated OER editors are less inclined. It promotes joining WikiProject Open, a community for collaborating on OER-related articles, to continue improving OER visibility and information on Wikipedia.
The document discusses using wikis in the classroom. It defines wikis as web-based collaborative tools that allow anyone to start, add, fix, or erase content. Wikis benefit educators by enhancing participation and facilitating group projects, and they benefit students by allowing collaborative construction of knowledge while teaching skills like negotiation and publication. However, wikis also present challenges like questionable research resources and potential for anonymous vandalism. The document provides examples of using wikis for journaling, news, science fairs, and collaboration between teachers and students.
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
The document discusses developing an initial Web Science curriculum and verifying it by comparing to existing curricula, asking people to share teaching materials and resources, and comparing to Web Science research literature. It provides details on looking at published curriculum information online, conducting a survey, proposing an EU project for sharing multilingual content via EdShare to help the curriculum emerge.
This document provides an introduction to wikis and Google Wave. It discusses that wikis allow for collaborative knowledge sharing through easy editing by enthusiasts. Wikis have few formatting options and Wikipedia is an example of a wiki that is inspired by a vision of freely sharing all knowledge. Google Wave aims to improve on email by hosting conversations, documents and applications in one collaborative space.
The document discusses the benefits of using wikis and web 2.0 tools in education including collaboration, engagement, feedback, revisions, active learning, inquiry-based learning, and collective intelligence. It notes that wikis allow students to communicate outside of class, keep up when absent, post and review work, and ask questions to clarify understanding. When used at its best, a wiki can facilitate exploratory projects, content sharing, digital storytelling, and reflection. Some challenges mentioned are deciding how to change activities over time and measuring learning outcomes.
The document discusses the benefits of using wikis and web 2.0 tools in education including collaboration, engagement, feedback, revisions, and collective intelligence. It notes that wikis allow students to communicate outside of class, keep up when absent, and review each other's work. When used at their best, wikis can support exploratory projects, content sharing, digital storytelling, and construct knowledge through reflection and feedback. Some challenges mentioned are deciding how to change activities and measuring learning outcomes.
This document discusses opening up classrooms through social web technologies. It describes how students can partner with people around the world, such as connecting with astronauts through blogging. Examples provided include middle school students podcasting about math and elementary students contributing to Wikipedia. The importance of personal learning networks is discussed as a way for teachers and students to expand learning beyond traditional walls of the classroom.
Labour of Love: Why do people contribute, or not contribute, to Wikipedia art...tbirdcymru
This document discusses a project called "Communicate OER" which aims to improve Wikipedia articles about open educational resources (OER) through an online class called WIKISOO and surveys of Wikipedia editors. It finds that most editors see Wikipedia as an OER and are motivated to contribute by personal interest, though dedicated OER editors are less inclined. It promotes joining WikiProject Open, a community for collaborating on OER-related articles, to continue improving OER visibility and information on Wikipedia.
The document discusses using wikis in the classroom. It defines wikis as web-based collaborative tools that allow anyone to start, add, fix, or erase content. Wikis benefit educators by enhancing participation and facilitating group projects, and they benefit students by allowing collaborative construction of knowledge while teaching skills like negotiation and publication. However, wikis also present challenges like questionable research resources and potential for anonymous vandalism. The document provides examples of using wikis for journaling, news, science fairs, and collaboration between teachers and students.
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
The document discusses developing an initial Web Science curriculum and verifying it by comparing to existing curricula, asking people to share teaching materials and resources, and comparing to Web Science research literature. It provides details on looking at published curriculum information online, conducting a survey, proposing an EU project for sharing multilingual content via EdShare to help the curriculum emerge.
This document provides an introduction to wikis and Google Wave. It discusses that wikis allow for collaborative knowledge sharing through easy editing by enthusiasts. Wikis have few formatting options and Wikipedia is an example of a wiki that is inspired by a vision of freely sharing all knowledge. Google Wave aims to improve on email by hosting conversations, documents and applications in one collaborative space.
The document discusses the benefits of using wikis and web 2.0 tools in education including collaboration, engagement, feedback, revisions, active learning, inquiry-based learning, and collective intelligence. It notes that wikis allow students to communicate outside of class, keep up when absent, post and review work, and ask questions to clarify understanding. When used at its best, a wiki can facilitate exploratory projects, content sharing, digital storytelling, and reflection. Some challenges mentioned are deciding how to change activities over time and measuring learning outcomes.
The document discusses the benefits of using wikis and web 2.0 tools in education including collaboration, engagement, feedback, revisions, and collective intelligence. It notes that wikis allow students to communicate outside of class, keep up when absent, and review each other's work. When used at their best, wikis can support exploratory projects, content sharing, digital storytelling, and construct knowledge through reflection and feedback. Some challenges mentioned are deciding how to change activities and measuring learning outcomes.
Five things I think I think
The best teaching prepares people for dealing with uncertainty
The community can be the curriculum – learning when there is no answer
The rhizome is a model for learning for uncertainty
Rhizomatic learning works in the complex domain
We need to make students responsible for their own learning (and the learning of others)
Wikimedia UK Education Summit 2017 - Workshop Session PresentationsWikimedia UK
Wiki Translation Project - Hephzibah Israel (slides 1 - 10)
Mapping and curating Wikimedia resources for Schools, FE and HE - Josie Fraser and Lorna Campbell (slides 11 - 22)
Wikimedians in Residence in a university setting - Liz McCarthy and Martin Poulter (slides 23 - 45)
Wikimedia UK Education Summit 2017 - Opening TalksWikimedia UK
This document discusses the value of Wikimedians, or Wikipedia contributors, to universities. It notes that universities must invest in digital skills and addresses the real problem of gender inequality in science and technology fields. The document describes how assigning Wikipedia contributions in courses at Middlesex University has enhanced students' digital literacy skills, helped overcome writing blocks, led to published work, and provided an experience in encyclopedism. Student presentations are highlighted that involved Wikipedia projects on literary festivals, republishing historic articles, and fighting fake news. In conclusion, the document advocates for universities to recognize the benefits Wikipedia assignments can provide students.
The document discusses the use of wikis in education. It describes wikis as web-based collaborative tools that allow anyone to start, add, fix, or erase content. Wikis benefit educators by enhancing participation in group projects through open collaboration. They benefit students by teaching collaborative knowledge construction, negotiation, publication skills, and how to create an online community. However, wikis also present challenges like questionable research sources and potential for anonymous vandalism. Examples of wiki uses in education include journaling, creating news, science fair projects, and collaboration between teachers and students.
The document summarizes the evolution of accessibility for disabled students in UK higher education, from the introduction of legislation in the 1990s to the present approach. It describes how early recommendations to follow Web Content Accessibility Guidelines (WCAG) as a standard excluded many disabled students. Over time, through research and engagement, a holistic approach emerged that recognizes diversity and supports a wide range of learner needs rather than prioritizing certain disabilities over others or advocating for standards compliance. Lessons learned include involving stakeholders from the start and empowering student voices to inform policy.
A wiki is a website that allows anyone to edit or modify its content. Wikis encourage collaborative learning by allowing students to work together on group projects and assignments. Teachers can use wikis to facilitate communication with students and parents by posting class materials, homework, and updates. Well-known examples of wikis include Wikipedia, an online encyclopedia edited by contributors around the world, and educational wikis used in classrooms for subjects across grade levels.
Wikis allow for easy collaboration and editing of web pages. They are a natural tool for students who are already used to sharing information online through blogs, social media, and other websites. Wikis provide a more formal way for students to work together online and publish their work. Teachers can design various history, literature, and other academic projects where students research topics and publish collaborative wiki pages. One example is a Holocaust study where students create fictional family histories and map out how they were impacted by events. Wikis provide an easy way for student work to be shared and assessed.
Presented at the 2010 Electronic Resources & Libraries Conference.
Emma Cryer, Karen Grigg, Pat Thibodeau, Duke University Medical Center
Abstract: For two years Duke University has celebrated Open Access Week with a series of awareness-raising events. Familiarizing our various patron groups with open access and its impact on scholarly research is crucial to ensuring its acceptance. Hosting Open Access Week events is a simple and affordable way for any library to inform patrons of the importance of open access.
Learning Technology in the College of Social ScienceDavid Hopkins
This document provides contact information for two learning technologists at the University of Leicester, David Hopkins and Stephen Walker, and defines learning technology and the role of learning technologists. It then lists some of the ways that learning technologists at the university provide support, including for experienced and inexperienced faculty, students, blended and distance learning, and using the learning platform Blackboard. Learning technologists are available for projects, training, technical expertise, pedagogical advice, and one-on-one support.
Slides for a workshop session on "Preparing for Tomorrow’s World: Helping University Information Services Respond to Technological, Economic and Political Change" facilitated by Brian Kelly at the Information Services 2014 conference held on 24 June 2014 at the University of Brighton.
For further information see
http://ukwebfocus.wordpress.com/events/preparing-for-tomorrows-world/
Wikis can be used as educational resources and platforms for collaborative learning. They allow students to work together on projects, share findings and results, and publish work for a broad audience. The document discusses wikis like Wikipedia and specialized sites like the RSC LearnChemistry wiki. It provides examples of how wikis have been used for student experiments, literature reviews, and transferring work to Wikipedia. Wikis help students learn collaboration skills and the academic process while contributing to open knowledge bases.
This document discusses open education and why it is important given shifting global realities. It notes that the global population is growing yet current education capacity is insufficient to meet present and future demand. It also discusses that resources and learning support can now come from anywhere due to technology and globalization. However, education remains expensive and ICT infrastructure is uneven. Open education aims to improve access to high quality education through open educational resources that are free to use and can be changed.
This document outlines the Twitter Writing Project assignment for an English Composition course. It provides instructions for setting up a Twitter account and following relevant accounts. Students are asked to research a topic of interest, find scholars in the field on Twitter, and share what they learn. They must consider their audience and follow netiquette guidelines when posting. The goal is to provide instruction, allow researching, and enable peer interaction through the Twitter platform.
The document discusses different types of online collaboration tools: blogs and wikis. Blogs allow for quick publication of up-to-date information to a targeted audience and support feedback through comments. Wikis are collaborative websites that communities use to develop shared knowledge bases which evolve constantly as users add and edit content. While blogs focus on updates and announcements, wikis are for storing and collaborating on information. Both support discussion. The document also outlines different modes of online work from individual to collaborative and peer reviewed work.
1) There are millions of teachers on LinkedIn that can be connected with to learn from subject matter experts, authors, researchers and professionals.
2) Connecting allows sharing of questions and knowledge as well as participating in online discussions to learn innovative teaching practices.
3) Various online resources and tools are recommended for connecting including social networks, discussion forums, open online courses and digital storytelling platforms.
This document discusses the evolution of India's brand and image in America over time. It describes how India was initially perceived through colonial-era stereotypes but that its image became more positive in the 1950s-60s as it gained independence. However, India's brand eroded in the 1970s-80s due to political and economic issues. Since the 1990s economic liberalization, India's brand has sharply improved as it has seen rapid economic growth and become a global economic and technological powerhouse. The document argues America should care about and support India's success as it validates shared democratic values.
The document outlines a project for a cohort of 8th grade students selected for their giftedness in product design. Students will conduct primary research on outdoor activities and existing products, then create a specification and mood boards to develop an original, eco-friendly garment for a specific function. The goal is to develop the students' skills in creativity, self-belief, risk-taking, energy, and leadership. The project aims to prepare students for the future by trying something new, as traditional education may not equip them for new job sectors focused on innovation and a low-carbon economy.
Five things I think I think
The best teaching prepares people for dealing with uncertainty
The community can be the curriculum – learning when there is no answer
The rhizome is a model for learning for uncertainty
Rhizomatic learning works in the complex domain
We need to make students responsible for their own learning (and the learning of others)
Wikimedia UK Education Summit 2017 - Workshop Session PresentationsWikimedia UK
Wiki Translation Project - Hephzibah Israel (slides 1 - 10)
Mapping and curating Wikimedia resources for Schools, FE and HE - Josie Fraser and Lorna Campbell (slides 11 - 22)
Wikimedians in Residence in a university setting - Liz McCarthy and Martin Poulter (slides 23 - 45)
Wikimedia UK Education Summit 2017 - Opening TalksWikimedia UK
This document discusses the value of Wikimedians, or Wikipedia contributors, to universities. It notes that universities must invest in digital skills and addresses the real problem of gender inequality in science and technology fields. The document describes how assigning Wikipedia contributions in courses at Middlesex University has enhanced students' digital literacy skills, helped overcome writing blocks, led to published work, and provided an experience in encyclopedism. Student presentations are highlighted that involved Wikipedia projects on literary festivals, republishing historic articles, and fighting fake news. In conclusion, the document advocates for universities to recognize the benefits Wikipedia assignments can provide students.
The document discusses the use of wikis in education. It describes wikis as web-based collaborative tools that allow anyone to start, add, fix, or erase content. Wikis benefit educators by enhancing participation in group projects through open collaboration. They benefit students by teaching collaborative knowledge construction, negotiation, publication skills, and how to create an online community. However, wikis also present challenges like questionable research sources and potential for anonymous vandalism. Examples of wiki uses in education include journaling, creating news, science fair projects, and collaboration between teachers and students.
The document summarizes the evolution of accessibility for disabled students in UK higher education, from the introduction of legislation in the 1990s to the present approach. It describes how early recommendations to follow Web Content Accessibility Guidelines (WCAG) as a standard excluded many disabled students. Over time, through research and engagement, a holistic approach emerged that recognizes diversity and supports a wide range of learner needs rather than prioritizing certain disabilities over others or advocating for standards compliance. Lessons learned include involving stakeholders from the start and empowering student voices to inform policy.
A wiki is a website that allows anyone to edit or modify its content. Wikis encourage collaborative learning by allowing students to work together on group projects and assignments. Teachers can use wikis to facilitate communication with students and parents by posting class materials, homework, and updates. Well-known examples of wikis include Wikipedia, an online encyclopedia edited by contributors around the world, and educational wikis used in classrooms for subjects across grade levels.
Wikis allow for easy collaboration and editing of web pages. They are a natural tool for students who are already used to sharing information online through blogs, social media, and other websites. Wikis provide a more formal way for students to work together online and publish their work. Teachers can design various history, literature, and other academic projects where students research topics and publish collaborative wiki pages. One example is a Holocaust study where students create fictional family histories and map out how they were impacted by events. Wikis provide an easy way for student work to be shared and assessed.
Presented at the 2010 Electronic Resources & Libraries Conference.
Emma Cryer, Karen Grigg, Pat Thibodeau, Duke University Medical Center
Abstract: For two years Duke University has celebrated Open Access Week with a series of awareness-raising events. Familiarizing our various patron groups with open access and its impact on scholarly research is crucial to ensuring its acceptance. Hosting Open Access Week events is a simple and affordable way for any library to inform patrons of the importance of open access.
Learning Technology in the College of Social ScienceDavid Hopkins
This document provides contact information for two learning technologists at the University of Leicester, David Hopkins and Stephen Walker, and defines learning technology and the role of learning technologists. It then lists some of the ways that learning technologists at the university provide support, including for experienced and inexperienced faculty, students, blended and distance learning, and using the learning platform Blackboard. Learning technologists are available for projects, training, technical expertise, pedagogical advice, and one-on-one support.
Slides for a workshop session on "Preparing for Tomorrow’s World: Helping University Information Services Respond to Technological, Economic and Political Change" facilitated by Brian Kelly at the Information Services 2014 conference held on 24 June 2014 at the University of Brighton.
For further information see
http://ukwebfocus.wordpress.com/events/preparing-for-tomorrows-world/
Wikis can be used as educational resources and platforms for collaborative learning. They allow students to work together on projects, share findings and results, and publish work for a broad audience. The document discusses wikis like Wikipedia and specialized sites like the RSC LearnChemistry wiki. It provides examples of how wikis have been used for student experiments, literature reviews, and transferring work to Wikipedia. Wikis help students learn collaboration skills and the academic process while contributing to open knowledge bases.
This document discusses open education and why it is important given shifting global realities. It notes that the global population is growing yet current education capacity is insufficient to meet present and future demand. It also discusses that resources and learning support can now come from anywhere due to technology and globalization. However, education remains expensive and ICT infrastructure is uneven. Open education aims to improve access to high quality education through open educational resources that are free to use and can be changed.
This document outlines the Twitter Writing Project assignment for an English Composition course. It provides instructions for setting up a Twitter account and following relevant accounts. Students are asked to research a topic of interest, find scholars in the field on Twitter, and share what they learn. They must consider their audience and follow netiquette guidelines when posting. The goal is to provide instruction, allow researching, and enable peer interaction through the Twitter platform.
The document discusses different types of online collaboration tools: blogs and wikis. Blogs allow for quick publication of up-to-date information to a targeted audience and support feedback through comments. Wikis are collaborative websites that communities use to develop shared knowledge bases which evolve constantly as users add and edit content. While blogs focus on updates and announcements, wikis are for storing and collaborating on information. Both support discussion. The document also outlines different modes of online work from individual to collaborative and peer reviewed work.
1) There are millions of teachers on LinkedIn that can be connected with to learn from subject matter experts, authors, researchers and professionals.
2) Connecting allows sharing of questions and knowledge as well as participating in online discussions to learn innovative teaching practices.
3) Various online resources and tools are recommended for connecting including social networks, discussion forums, open online courses and digital storytelling platforms.
This document discusses the evolution of India's brand and image in America over time. It describes how India was initially perceived through colonial-era stereotypes but that its image became more positive in the 1950s-60s as it gained independence. However, India's brand eroded in the 1970s-80s due to political and economic issues. Since the 1990s economic liberalization, India's brand has sharply improved as it has seen rapid economic growth and become a global economic and technological powerhouse. The document argues America should care about and support India's success as it validates shared democratic values.
The document outlines a project for a cohort of 8th grade students selected for their giftedness in product design. Students will conduct primary research on outdoor activities and existing products, then create a specification and mood boards to develop an original, eco-friendly garment for a specific function. The goal is to develop the students' skills in creativity, self-belief, risk-taking, energy, and leadership. The project aims to prepare students for the future by trying something new, as traditional education may not equip them for new job sectors focused on innovation and a low-carbon economy.
Lisa Alberti.Proposed Linked Design Project 1Mary Rose
Five gifted year 10 students at North Manchester High School for Boys will develop concepts for an original, eco-friendly and functional garment designed for extreme weather conditions as part of a linked design project. The students will conduct research on outdoor activities and environments, existing products, and performance fabrics before creating initial designs. They will then model, test, and select viable designs to take through production. Finally, the students will present on existing products and fabrics, and field test their garment prototypes.
John Londal has over 20 years of experience as a surveyor and party leader on various offshore and coastal projects. His work includes multibeam surveys, pipeline inspections using ROVs, cable route surveys, rig moves and positioning, harbor surveys, and geophysical surveys. He has led projects for clients such as Maersk Oil and Gas, NKT Cables, TeleDenmark Marine, and Fredericia Havn. His expertise involves using equipment like RTK GPS systems, echo sounders, side scan sonars, and ROVs to collect bathymetric and geophysical data.
Analytical processing for Linked Data using OLAPHiroyuki Inoue
This document proposes a method for applying OLAP (Online Analytical Processing) to analyze typical numerical or statistical data published as Linked Data. It describes retrieving RDF data, storing it in a relational database, creating dimension tables, and generating an OLAP schema. Experiments applying the method to radiation observation and weather data are discussed. Dimension tables were generated using hierarchies extracted from the data, external datasets, or by using attribute values directly. This allows applying OLAP to analyze Linked Data.
"The Wired City: Reimagining Journalism and Civic Life," by Dan Kennedy, will be published in May 2013 by University of Massachusetts Press. For more information, please visit http://thewiredcity.org.
The mortgage market is experiencing a meltdown due to a perfect storm of factors including subprime and Alt-A lending with loose underwriting standards, which has led to high delinquency rates on mortgage-backed securities. As a result, underwriting guidelines are tightening, the number of potential home buyers is decreasing, and foreclosures are increasing. Borrowers with non-conforming, stated income, no-doc, and Alt-A loans are most impacted. Real estate professionals need to partner closely with lenders, educate sellers on realistic pricing, and ensure buyers are well qualified and prepared.
The document summarizes the key findings and development plan ideas from a case study conducted at the University of Strathclyde on embedding knowledge exchange. Interviews with 26 participants from academics to professional services staff confirmed that knowledge exchange is embedded in the university's strategy. However, some knowledge exchange activities are not directed or recorded. The development plan proposes improving systems to capture all types of knowledge exchange, representing information systems in strategic forums, and making knowledge exchange an explicit part of staff development. It also recommends continuous improvement of processes like CRM and establishing online registration systems.
This document appears to be a list of items in the MoMA Library collection, including artists' books, photographs, and other artworks. It mentions various artists like Kosuth, Lewitt, Morris, Warhol, Kaprow, Venet, Smithson, Oppenheim, Huebler, and Moeglin whose works are held in the collection. The list also references different formats for storing and displaying the artworks such as boxes, vitrines, pamphlets, and covers.
Online collaboration where_social_con_and_tec.sldeMary Rose
This document discusses online collaboration and how social, content, and technology intersect. It provides examples of collaborative tools and platforms that can be used to collaborate both within and outside a company. The key benefits mentioned are tapping into external smart people, higher project success rates, more innovation, and being able to get to market earlier. However, it also cautions that collaboration requires trust, shared experiences, and aligning on vision and practices. It outlines some collaborative processes and stresses the importance of community cultivation for successful collaboration.
This document provides an overview and preface for a textbook on Computer Aided Engineering Design. It discusses the motivation and scope of the textbook, which aims to provide thorough coverage of the mathematical foundations and core topics of CAED. The preface outlines the organization of topics covered in the textbook, including geometric modeling of curves, surfaces, and solids as well as applications such as finite element analysis and optimization. It provides guidance to educators on utilizing the textbook for courses on CAD.
Cardell wanted to go to the park ever since he was a puppy. "Cardell Goes to the Park" is a photo book for children that follows Cardell and his adventures.
Innovation vs Steady State of Organizations and Internal CommunicationLex_Hofstra
The document provides an overview of a course on organizational studies taught by Lex Hofstra. The course consists of 4 blocks that cover various perspectives on organizational strategy, structure, culture, change and internal communication. It introduces concepts from thinkers like Mintzberg, Collins, and Reijnders. It also outlines Lex Hofstra's background and credentials as the instructor.
The document discusses how wikis can be used effectively in educational settings. It provides examples of classroom wikis being used for course content development, online assignments and projects, and facilitating student-teacher and student-student interaction. It also describes some global collaborative projects using wikis, such as students from different countries exchanging perspectives on life as teenagers and a collaborative writing project.
Alabama Science Teachers Association Conference 2008Katrina Hunter
This document discusses blending traditional and technology-based approaches to motivate middle school students in science. It suggests using hands-on demonstrations and experiments, followed by activities like discussions, readings, labs, or webquests. It also recommends integrating technologies like webquests, podcasting, blogs, and wikis to engage digital learners and allow collaborative and active learning. The essential question asks how combining technology and traditional methods can motivate students and improve engagement in science learning.
The document discusses the use of wikis in educational settings. It provides definitions of wikis, outlines their pedagogical uses in classrooms, and how they work from a technical perspective. Examples of how wikis can support authentic assessment, cooperative learning, and active learning are given. Finally, the document discusses wiki platform options and permissions settings.
This presentation addresses the practical and pedagogical benefits of wiki use. It also shows the contexts in which wikis can be useful and highlights a number of great wiki sites in each of these contexts.
A wiki is a type of website that allows users to easily add and edit content using only a web browser. Wikis enable collaboration by allowing multiple people to work together on shared documents and projects. They have various benefits for teaching and learning, such as facilitating group work and sharing of resources, but may also face challenges such as technical difficulties and students feeling uncomfortable sharing work publicly. Wikis can be used in education for activities like curriculum development, group assignments, and providing discussion forums for classes.
Engaging And Motivating Writers with Wiki ePortfoliosCassie P
Web 2.0 facilitates communication and collaboration through web-based communities. Edutopia and THE Journal provide educational resources for teachers. EduHound is an educational directory. EDUCAUSE promotes the intelligent use of information technology in higher education. Today's digital students are more engaged by media and technology, so it should be used for learning. Wikis allow collaborative editing and are an example of how to engage students through technology.
This document discusses using wikis in the classroom. It notes that wikis can improve learning by putting learning in students' hands with guidance and encouraging collaboration and engagement. Wikis allow for multiple authors, sharing, and collaboration. Students generally like wikis as they allow 24/7 access to materials and a sense of ownership. Some challenges are that students may be uncomfortable with collaboration, self-directed work, or critiquing peers. Best practices include providing training, clear expectations, modeling collaboration, and choosing a multifunctional platform.
Web 2.0 technologies allow learners to be connected anywhere, anytime to a wide variety of primary and secondary sources of information from around the world. These technologies include wikis, blogs, social networking sites, and other collaborative online tools that enable learners to interact with each other and content in new ways. When used in education, these technologies can facilitate group collaboration, shift teaching practices, and enhance student creativity by making global connections and extending their thinking.
The document discusses Wikis and their educational uses. A Wiki is a website that allows multiple users to collaboratively create and edit content. Wikis can be used for a variety of educational purposes, including as a collaborative textbook, for sharing student work, as a class encyclopedia, and for project planning. Setting guidelines around who can view and edit a Wiki is important. Wikis provide benefits like demonstrating the thought process behind content development and allowing students to take ownership of their work. Teachers should consider questions around implementation like intended use, access levels, and moderation before creating an educational Wiki.
The document discusses trends in social media use in education, including results from a poll about blogging, podcasts, Twitter, Facebook, and YouTube usage. It outlines various practices for using social media in teaching like publishing course materials online and using platforms like blogs, Twitter, and Facebook for class discussions and assignments. Examples are given of specific courses and programs that integrate social media in different ways. Potential benefits discussed include opportunities for professional development, public scholarship, and engaging prospective and current students.
This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
This document discusses the use of social media and technology in education. It begins by defining social media as a shift to more dialogic sharing of information. It then notes that students are becoming more visual learners due to multitasking. Examples of using social media tools like Facebook, Twitter, and wikis in the classroom are provided, along with expectations for setting up collaborative activities and ensuring clear instructions and guidelines. Potential classroom uses of iPads are explored, including consuming, creating and sharing content as well as participating and interacting. Suggestions are made for teacher-created materials and student projects that can be done on the iPads.
A wiki is a website that allows multiple users to collaboratively create and modify web page content. Wikis are easily accessible and free technology that can be used for a variety of educational purposes, such as collaborative textbooks, presenting student work, sharing resources, and more. While wikis promote democratic knowledge creation and show the thought process, teachers need to monitor contributions and decide who can access and edit the site.
A wiki is a collaborative online environment that allows students and teachers to work together to create and share information. Wikis can be used across different subject areas at various education levels from elementary through college. Teachers can use wikis for class projects where students contribute information and share work. Students can access wikis both in and out of school, and teachers can monitor participation. Examples of how wikis have been used include student showcasing work, dividing material into groups to teach each other, reporting on science projects, discussing historical events and figures, explaining math problems, and showcasing creative writing.
The document discusses wikis and their uses for education. It begins with common questions about wikis, explaining that they are websites that allow anyone to easily create and edit pages without technical skills. It then outlines several benefits of wikis for classrooms, including facilitating collaboration on group projects, serving as platforms for discussion boards and study guides, and allowing students to create online stories and glossaries together. The document also provides step-by-step instructions for setting up wikis using the Pbwiki platform and introduces other related web 2.0 tools like blogs, podcasts, and social bookmarking.
The document discusses the impact of open content and web 2.0 tools on e-learning and learner participation. It explores examples of open information communities like Wikipedia that allow collaborative knowledge creation. It also examines how tools like videos, social networking, and e-books can empower learners and foster participation through activities like creating content and interacting with others online in knowledge-sharing networks on a global scale.
This document discusses the use of wikis in education. It begins by defining wikis as online collaborative writing spaces that allow anyone with rights to edit text. It then discusses why wikis should be used in education, noting that they encourage positive interdependence, accountability, and peer interaction among students. The document provides instructions on how to set up and use wikis, and outlines benefits such as allowing students to construct knowledge and develop research projects in one shared space. Finally, it discusses educational applications of wikis and some potential concerns regarding their use.
Wikis are websites that allow easy creation and editing of interlinked web pages. They encourage collaboration through spatial organization rather than a predetermined structure. Wikis can be used in education for collaborative projects, knowledge sharing, and presenting results. While they provide flexible collaboration, technical and pedagogical barriers must be addressed, and content cannot be considered fully reliable or authoritative due to open editing. Assessment of student contributions also presents challenges due to the collaborative nature of wikis.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Make a Field Mandatory in Odoo 17Celine George
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3. Presentation Outline What is a wiki? Why use a classroom wiki? How have I incorporated a classroom wiki? Best practices Concerns/Issues Your questions Feedback/My contact info
8. Why Use a Wiki: Generation “C” A recipe for teaching: Know your stuff Know who you’re stuffing Stuff it!
9. Why Use a Wiki: Open Learning Online collaboration is a way to break out of the boundaries of the classroom.
10. Why Use a Wiki: 21st Century “Rapid technological change, global competitive pressures and new patterns of work are demanding a more sophisticated set of transferable skillssuch as problem-solving, communication, decision-making, teamwork, leadership, entrepreneurship and adaptability.” - State of Learning in Canada, Canadian Council on Learning
11. Why Use a Wiki: Skills A medium for collaboration Learning becomes a conversation: everyone has something to teach. Students share their work: encourages students to analyze, evaluate, and create. Real world connections
15. The Physics Connection Wiki A venue to share understanding and interests Current News/Events Science Videos and Photos Physics Funnies Physics and Climate Change Earth Hour at FMSS No Power 4 One Hour Be shocked at the difference you can make!
16. The Physics Connection Wiki A place to ask questions and find answers Questions for Mr. Whisen Daily Lesson Journaling Physics tutorials (page authoring)
19. What Have I Seen? Increased participation Students helping students Original contributions Student leadership Increased assessment opportunity Flickr: smallritual
25. Access Access to computers at school Access to computers and internet at home Firewall block Online communication with students Flickr: nobug
26. Questions What is a wiki? Why use a wiki? How I have used a wiki? Best practices Concerns/Issues Flickr: seandreilinger
27. Contact/Feedback Graham Whisen graham.whisen@peelsb.com @grahamwhisen Flickr: xmacex www.slideshare.net/grahamwhisen/wikis-in-science-education
Editor's Notes
Who am I? Where do I teach? What I love about teaching
This is not a “top-down” presentation, it is meant to be a dialogue. Protect the rights of content creators: only images from Flickr registered with Creative Commons
Old style internet was static and “top-down” unidirectional New internet is “read-write” Read reviews, comment on sites, blogging, social networking (Facebook), wikis
What is a wiki? Best known wiki is Wikipedia
Wikis available to you All free (ad supported) – Education Versions (ad free)
Bring down the walls: Invite parents and community into the classroom Learning is not something that happens in a box room between certain hours of the day
Facebook has more users today than the Internet had users in the year 2000. More video was uploaded to YouTube in the last 2 months than all the major TV networks have produced in the last 60 years. The average American teenager sends over 2000 text messages each month. “the classroom is being left behind”