Web 2.0 for learning in 2010

  • Published on
    13-May-2015

  • View
    1.657

  • Download
    2

DESCRIPTION

An overview of some sample Web 2.0 uses in American higher ed.

Transcript

<ul><li>1.Poll questions <ul><li>Do you currently maintain a blog (y/n)? </li></ul></li></ul> <ul><li>How many podcasts do you listen to in a week (0-5, 6-10, 11+)? </li></ul> <ul><li>How many of you use Twitter (y/n)? </li></ul> <ul><li>Do you use Facebook for your professional work (y/n)? </li></ul> <ul><li>Does your campus have one or more official YouTube channels (y/n)? </li></ul> <ul><li>How widespread is social bookmarking on your campus (nothing, early adopters, some use, mainstream)? </li></ul> <p>2. Aspects of social media </p> <ul><li>Blogging </li></ul> <ul><li>Podcasting </li></ul> <ul><li>Wikis </li></ul> <ul><li>Twitter </li></ul> <ul><li>Facebook </li></ul> <ul><li>Folksonomies </li></ul> <ul><li>Mashups </li></ul> <ul><li>Flickr </li></ul> <ul><li>Web video </li></ul> <ul><li>Social bookmarking </li></ul> <ul><li>Coda: some trends </li></ul> <p>3. Practices: years of edublogging </p> <ul><li>Selected, documented practices: </li></ul> <ul><li>Publish syllabus </li></ul> <ul><li>Publish student papers </li></ul> <ul><li>Discussion </li></ul> <ul><li>Journaling </li></ul> <ul><li>Project blogs </li></ul> <ul><li>Public scholarship </li></ul> <ul><li>Creative writing </li></ul> <ul><li>Distributed seminars </li></ul> <ul><li>Campus organizations </li></ul> <ul><li>Prospective students </li></ul> <ul><li>Library collections </li></ul> <ul><li>Alumni relations </li></ul> <ul><li>Project management </li></ul> <ul><li>Liveblogging </li></ul> <p>4. Blog as courseware 5. Blogs for public intellectuals 6. Blogging community involvement 7. 8. 9. Web 2.0 content distribution models: Rutgers; University of Mary Washington; http://www.journalofamericanhistory.org/podcast/ 10. The specter of Wikipedia </p> <ul><li>Recognition and pedagogies </li></ul> <p>11. 12. Twitter republication 13. Twitter in class </p> <ul><li> Assignments A bit of tinkering led us to the conclusion that a minimalist approach is best.After asking the students to read five forensics articles related to the historical case and send two tweets about each, we all agreed this was counter-productive and too hard to track.After that barrage, the typical assignment involved posting one comment and one question to classmates.After a while, one question OR comment seemed enough.</li></ul> <p>Mike Winiski, Furman University 14. Twitter for professional development </p> <ul><li> I could look inside the minds of motivated peers to learn about the new projects they were undertaking, the research reports they were studying, and Web sites they were exploring. As my comfort with Twitter grewa process that took a few months, as is typical for new usersI became an active contributor to this knowledge network. </li></ul> <p>William M. Ferriter, 6 thgrade teacher 15. Teaching Facebook 16. </p> <ul><li>George H. Williams, assistant professor of English,</li></ul> <ul><li>University of South Carolina Upstate </li></ul> <p>Folksonomies mainstreamed Practice: tag clouds George H. Williams, assistant professor of English at the University of South Carolina Upstate. 17. </p> <ul><li>Practices mainstreams: data mashups, Web 2.0 as platform</li></ul> <ul><li>Open APIs </li></ul> <ul><li>Access to data </li></ul> <p>(AccessCeramics project, Lewis and Clark College)</p> <ul><li>Programming staff </li></ul> <ul><li>Perceived recognition </li></ul> <p>18. Beyond the classroom </p> <ul><li>accessCeramics, Lewis and Clark College </li></ul> <ul><li>1000 images, February 2009 ( http://accessceramics.blogspot.com/2009/02/today-is-big-milestone-as-weve-reached.html )</li></ul> <p>19. 20. Teaching with and about YouTube 21. </p> <ul><li>External hosting reexamined </li></ul> <p>22. Classic forms developing 23. PLE vs LMS </p> <ul><li>Self-created </li></ul> <ul><li>Consumer products </li></ul> <ul><li>Personalization </li></ul> <ul><li>Small pieces, loosely joined </li></ul> <ul><li>Variable levels of presence </li></ul> <ul><li>Beyond the students: </li></ul> <ul><li>Professional development </li></ul> <ul><li>Reputation growth </li></ul> <p>24. Aggregations 25. </p> <ul><li>Realtime search </li></ul> <ul><li>Emerging market </li></ul> <ul><li>Not always useful </li></ul> <ul><li>No clear leader </li></ul> <p>"the great challenge of the age, (Google GEO,http://www.readwriteweb.com/archives/google_web_in_five_years.php ) 26. Links </p> <ul><li>Blogging </li></ul> <ul><li>http://blogs.middlebury.edu/thewire/ </li></ul> <ul><li>http://www.spiritual-politics.org/ </li></ul> <ul><li>http://www.hispanichartford.org/ </li></ul> <ul><li>Podcasting </li></ul> <ul><li>http://missinglinkpodcast.wordpress.com/ </li></ul> <ul><li>http://smallpresschat.com/ </li></ul> <ul><li>http://ecaudio.umwblogs.org/ </li></ul> <p>27. </p> <ul><li>Wikis </li></ul> <ul><li>http://clioweb.org/2009/04/05/assigning-wikipedia-in-a-us-history-survey/ </li></ul> <ul><li>http://microbewiki.kenyon.edu/index.php/MicrobeWiki </li></ul> <ul><li>Twitter </li></ul> <ul><li>http://mikewiniski.com/blog/?p=148 </li></ul> <ul><li>http://twitter.com/robinsonjeffers </li></ul> <ul><li>http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Why-Teachers-Should-Try-Twitter.aspx </li></ul> <p>28. </p> <ul><li>Facebook </li></ul> <ul><li>In The Facebook Age,http://learn.bowdoin.edu/courses/sociology022/ </li></ul> <ul><li>M. Gabriela Torres, Assistant Professor of Anthropology, Wheaton College </li></ul> <ul><li>Folksonomies </li></ul> <ul><li>http://chronicle.com/blogPost/Using-Wordle-in-the-classroom/22830/ </li></ul> <ul><li>Mashups and Flickr </li></ul> <ul><li>http://accessceramics.org/ </li></ul> <p>29. </p> <ul><li>Web video </li></ul> <ul><li>http://www.youtube.com/user/joverholtzerwlu </li></ul> <ul><li>http://www.youtube.com/user/wlunews </li></ul> <ul><li>http://www.youtube.com/user/MediaPraxisme </li></ul> <ul><li>Social bookmarking </li></ul> <ul><li>http://www.diigo.com/profile/edwebb </li></ul> <ul><li>Coda: some trends </li></ul> <ul><li>http://home.bates.edu/views/social/ </li></ul> <ul><li>http://mediatedcultures.net/ </li></ul> <p>30. </p> <ul><li>Bryan Alexander </li></ul> <ul><li>http://twitter.com/BryanAlexander </li></ul> <ul><li>http://blogs.nitle.org/andhttp://blogs.nitle.org/archive/ </li></ul> <ul><li>[email_address] </li></ul>