Loosely Coupled Teaching with "Web 2.0" Tools (2008)
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Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
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Loosely Coupled Teaching with "Web 2.0" Tools (2008)
- 1. Loosely Coupled Teaching with Web 2.0 Scott Leslie Jared Stein
- 7. Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 13. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 14. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 32. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 33. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 42. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 43. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 48. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
- 49. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
- 50. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
- 51. Google Docs in Plain English http://www.commoncraft.com/video-googledocs
- 52. http://zoho.com
- 56. David Wiley’s Intro to Open Ed http://open.byu.edu/ipt692r-wiley/
- 60. Peer Review
- 63. Publish to Web or Blog
- 64. Quizzes & Polls with Forms
- 65. Quizzes & Polls with Forms
- 66. Quizzes & Polls with Forms
- 67. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 68. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 79. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 80. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 86. Which apply here? Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
- 87. Our Take Life-long learning Embed-ability, Remix-ability Personalized Tagging Authentic Syndication / Aggregation ICT / Information / media literate Susceptible to Network Effects / Emergent Collaborative Openness Self-reliant / Independent Perpetual Beta Creative and Innovative Social Communicate Effectively User-Centric Think Critically / Solve Problems User Generated Content / Participatory Cognitive Mastery of Content Simplicity and Joy of Use Educational Practices / Goals Web 2.0 Attribute s
Notas do Editor
- 1. Look at 6 different individual uses of Web 2.0 technologies in higher education 2. Move the conversation about teaching with Web 2.0 tools away just from the tools and open up the discussion more about how to achieve educational goals 3. Discuss other examples, some of the issues you’ve faced incorporating these techniques and possible solutions PLEs
- What is web 2.0?
- Web 2.0 is important because it accompanies a cultural shift, digital info, access, openness, metadata, participatory, personalized
- If you’ve never tried to identify the goals of education it’s a valuable exercise. Hard to boil down agreeable list of goals and positive practices, but these are a good selection based on sources bloom’s taxonomy – lower order knowledge, understanding operate successfully in real world Haven’t yet seen a job description aimed at college grads that didn’t have this Ties into 2 Work learn succeed – take care of themselves At the same time, collaborative skills, work in teams, leverage skills and talents of colleagues and peers Fluency too. Use the tools, apply the tools Real world application; meaning fully in context Affective factor. Maximize individual learning and engagement World has changed, world is changing, world will change. Currency in existing skills, adapt new skills, new information
- Not matching 1-1 but side-by-side for convenience As we go through examples we’ll ask you to consider 1. Which attributes are present in the tool 2. Which educational practices are shown in the example 3. What other educational practices you could envision for this tool
- This course explores the impact of the Internet and digital technologies on the Economy. The objective of the course is not to produce a trained economist or a computer scientist; instead, the objective is to expose students to current practices in the digital market place and the market impacts of emerging technologies. Students formed groups, asked to blog about their selected readings, and then lead discussions around these readings Course has run a couple of times, past sessions resources also available to current terms students
- If time and environment allow… Discussion What other examples have you seen? Barriers? Issues? Solutions? Workarounds? If you were to implement this in your class… JARED: I see a lot of teachers using blogs as a course home, substitute for LMS I personally use blogs as a complement to an online course. Web dev course, where pre-professionals are planning to enter a work place where the best of the best communicate, analyze, discuss, and brainstorm through blogs. I want students a part of that.
- Wikipedia is the poster child of wikis, which is what we’ll look at next. Wikipedia is the online website of encyclopedic information authored and edited and revised by the public.
- Wikipedia isn’t the only way to use a wiki. A couple other notable wiki projects include wikieducator, Articles and learning material for educators
- Wikiversity, open university level learning materials
- Books and textbooks, open and collaboratively authored.
- Here’s a short list of what defines a wiki “ wiki” means quick Wikis are web sites of interconnected, interrelated, interlinking articles. Lots of links in context is characteristic Write a whole article, edit, add to, or pare down Revision history: see who’s done what Wiki reliability as a teaching opportunity: how does one evaluate information? sourcing Used to teach Collaborative authoring Open resource for students Maintain currency Faculty reuse article(s) in Bb Used to learn Article authoring Local wiki Public wikis Wikipedia, Wikibooks, Wikiversity, Eduwiki Article revising Andrew Collins immunology class (did both, local first then to wikipedia) "students respond poorly to badly designed assignments with no real purpose" - Ruth Reynard, Campus Technology Logs of contributions Simplicity joy of use Participatory User-centric but also content-centric Perpetual beta – always available for revision Openness – open system, open to editors, cc licensing? Or gnu pl? Communicate effectively May have syndication features Remixability Cognitive mastery of content Think critically Efficiency Improved writing skills – collaborate, peer editing Reading comprehension Depending on the status of the article breadth and depth Encourage research practices ICT / Information/ Media literacy Authentic - learning by doing", or "experiential learning – dewey vygotsky Personalized – check out logs to show personal contributions
- wiki project at my insitution, UVU Locally hosted wiki service for academic content Demarcated by departments CS department faculty reduced redundancy, leveraged their collective knowledge and time, authored, co-authored, and edited class-specific content for CS students CS changes rapidly, using a wiki lets registered students contribute and help maintain currency of info
- CS faculty chose to construct this course by course, similar to a book, or an LMS based course But in this instance the wiki is not the home page of the course.
- Not just text but images and illustrations
- I teach for DGM and we have a wiki on wikilearn. Unlike CS’s approach I prefer to have wiki articles based on topics or subjects, making pages useable by a broader range of courses. Again, having students contribute helps maintain currency. But as instructor and good steward I am obliged to watch pages and monitor for vandalism or inaccuracies. I actually link to these pages from the LMS Moodle.
- E.g. in web tract many courses will want to provide students with info on web browsers.
- Editing of articles is easy. Wikis use a simplified markup that is less complex than HTML.
- Not all wikis are used to deliver learning content, some are used for projects or collaboratively authoring. This middle school wiki article was written by a small group of students who researched and reported on mobile phones.
- This university class worked collaboratively to author articles on romantic-era writers
- What other examples have you seen? Barriers? Issues? Solutions? Workarounds? If you were to implement this in your class…
- Don’t have to run your own wiki, there are free services like wikispaces that make it easy to get a wiki up and running.
- PBwiki is another good free wiki host
- 1. Small groups or class
- 6. Create: source, construct, ~plagiarize Edit: correct, synthesize, condense, expand 8. View logs, watchlist
- Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...
- JARED Like the desktop app, online Work, collaborate, save, share – anywhere
- Screens from Google Docs in Plain English, entertaining video tutorials on YouTube Describes your home, with a computer, and a file. If we email a file we have multiple copies of that file on other peoples computer
- What if instead we gave multiple people access to that one file?
- In the past we’ve attached a file to an e-mail
- Google Docs lets us attach email addresses to a file!
- Google Docs is not the only online suite of office tools. Zoho is another
- Adobe’s Buzzwords is a fairly new online word processor
- Grad course structured something like a role-playing game with classes
- Shared sources
- What is a form Quizzing Live Polling Embed into a page or blog
- What is a form Quizzing Live Polling Embed into a page or blog
- What is a form Quizzing Live Polling Embed into a page or blog
- Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...
- Getting started with Google Docs requires you—and your students—to have a Google account.
- Creating an account is easy. You can use an existing e-mail address OR, and I recommend this, create a Google Gmail account.
- 1. Walkthrough set up of accts, basic sharing
- Students were divided into four groups of various sizes, and assigned the task of either creating KML markups for specific locations mentioned in the novel (Lübeck, Travemünde and Beyond), or of presenting pertinent background information in geospatial format (The Hanseatic League, The 1848 Revolution). The goal of this exercise, and of the class as a whole, was to show that literature can act as a kind of map and has a profound effect on the ways in which a culture imagines its place in the known world. A secondary goal of the Lit Trip assignment was to raise student awareness of intellectual copyright issues; all quotations required proper citation and all images had to be either in the public domain or had to undergo prior copyright clearance.
- Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...
- Immediate application How to get started Your ideas Who is doing __? What barriers have you encountered? If you were to implement this in your class what could you do to make this immediately relevant and authentic? Potential issues...
- “ Web 2.0” is exciting because the affordances of network-based computing are finally showing up as integral to these apps, BUT… In all of these cases, it was the educational aims that made these work, not just the tools themselves It’s entirely possible to do bad pedagogy with Web 2.0 tools When we start with the educational goals in mind we have the potential to use the affordances to the fullest extent possible to achieve a new, authentic and lifelong learning experience.