The document discusses technology tools that can be used for teaching and learning, with a focus on collaborative and cognitive tools. It provides examples of various web-based tools for collaboration, including VoiceThread, Twiducate, and Wikispaces. Cognitive tools discussed include Popplet for concept mapping, Padlet for note-taking and mind mapping, and Prezi for presentations. The document also outlines principles for designing collaborative learning activities, such as incorporating subject domains and feedback, and ensuring tasks are contextualized, focus on social interactions, and give students control.
1. Technology in Teaching & Learning
Web 2.0 Tools
By Chuah Kee Man
Email: kmchuah@cls.unimas.my
Centre for Language Studies, Universiti Malaysia Sarawak
3. Prelude Questions
Reflect and share you views on the following
questions:
Why do you need to collaborate?
How do you prefer collaborations to take
place?
If information is easily available, are “two
heads really better than one”?
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5. 21st Century Learners
2-minute Buzz
What are the characteristics of 21st
century learners?
Scholarly Citation
Are you ready to be a 21st century
educator?
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8. Technology in T&L
Technology in teaching & learning is meant
to mediate (if not enhance) the learning and
meaning-making process.
Not just collaboration around computers
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but collaboration through computers
(Haythornwaite,1999)
It can facilitate or support the collaborative
structures.
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9. Technology in T&L
Technological tools (be it hardware or
software) provide affordances that can
improve CSCL-based activities.
Scholarly Citation
affordances are the perceived properties of
a thing in reference to a user that
influences how it is used (Kirschner,
2002).
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11. Tools in Teaching & Learning
Can be online and offline
Usually depends the availability of hardware
(e.g. computers, Internet connection).
Scholarly Citation – tools that facilitate
Collaborative tools
collaborations or create collaborative spaces
Cogntive tools - tools that are intended to
engage and facilitate cognitive processing.
(both are usually not mutually exclusive)
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21. Cognitive Tools in CSCL
Scholarly Citation
http://popplet.com/
A very useful collaborative-based conceptmapping tool. Allows images, video and text
to be included.
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22. Cognitive Tools in CSCL
http://padlet.com
Padlet.com (used to be called WallWisher) can be
used as a note-taking tool or a mind-mapping tool. It
allows uploading of various media/links as well.
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23. Cognitive Tools in CSCL
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http://www.smore.com
Smore is a digital flyer/poster maker which
can function like a mind-mapping tool. It
allows clear presentation of ideas in 1 digital
flyer that can accommodate various media.
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24. Cognitive Tools in CSCL
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http://www.twiddla.com
Twiddla is a real-time online tool. Its beauty is in its
simplicity and accessibility: no plug-ins or
downloads, no need to work around complex
firewalls, no advanced scheduling. It’s available 247 and the only requirement is a computer with an
internet connection and a web browser.
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25. Cognitive Tools in CSCL
Scholarly Citation
http://www.prezi.com
Prezi is a web-based presentation
application and storytelling tool that uses a
single canvas instead of traditional slides.
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26. Cognitive Tools in CSCL
https://evernote.com/
Evernote is a suite of software and services
designed for notetaking and archiving. A "note" can
be a piece of formatted text, a full webpage or
webpage excerpt, a photograph, a voice memo, or a
handwritten "ink" note.
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27. Cognitive Tools in CSCL
http://www.slideshare.net
Slideshare is used mainly to share digital content
(mostly slides or PDF documents). It allows
seamless sharing with download functions.
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28. Other useful tools
Blogs & Microblogging
Social networks (e.g. Facebook, Twitter)
PodCast (audio sharing)
Scholarly Citation (depending on network
Video conferencing
bandwidth and speed)
Mobile applications
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30. Principles in Designing Activities
Technological scaffolding in designing CSCLbased activities takes advantage of
Subject domains (Fischer et al., 1991);
Knowledge types and scientific inquiry (de
Scholarly Citation
Jong, 2006);
Presence of others, group awareness, and
social networks (Kreijns & Kirschner, 2004);
Feedback and advice for online
collaboration (Soller et al., 2005).
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31. Considerations in Designing Activities
Should be contextualised and authentic
(social, psychological, and educational
dimensions)
Should focus on social interactions as the
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driving force of learning process
Should be complex enough for collaborations to
take place
Should provide enough control and ownership
of the tasks
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