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efleonhardt

How to Design Effective Online Group Work Activities Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...e-online-group-work-activities

collaboration groupwork design

shared by efleonhardt on 23 Jun 12 - No Cached
  • Online collaboration tools While Skype and other real-time collaboration tools make it easier for dispersed students to “get together,” Mandernach cautions against overusing synchronous tools. Instead, she says, you should encourage your students to take advantage of the many asynchronous collaborative tools inside your course management system or some of the new Web 2.0 tools. Some of her favorite Web 2.0 tools include: Tokbox, VoiceThread, Creately, Google Docs, and Teambox. These tools are relatively easy to use and help build a sense of community in the online classroom. They’re also another way to get students to buy into group work activities and using them makes the students more marketable upon graduation. “If you can use the collaborative environment to really bring them into your classroom and get connected to you and connected to their peers you’re going to see a lot of benefits besides increased test scores,” Mandernach says. “Many employers and graduate schools really view online learning as learning in isolation, and I think it’s important for students to show that they are capable of collaborative work — that they can work independently and with others.”
  • In the recent online seminar Online Group Work: Making It Meaningful and Manageable, Mandernach provided tips for adapting proven face-to-face group work strategies to the online environment. The key is to design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone. Effective online group activities often fall into one of three categories: There’s no right answer, such as debates, or research on controversial issues. There are multiple perspectives, such as analyzing current events, cultural comparisons, or case studies. There are too many resources for one person to evaluate, so a jigsaw puzzle approach is needed with each student responsible for one part.
Heather Kurto

The 100 Best Web 2.0 Classroom Tools Chosen By You | Edudemic - 0 views

www.edudemic.com/...best-web-tools

web tools

shared by Heather Kurto on 08 Jun 13 - No Cached
  • Heather Kurto on 08 Jun 13
     
    I realize this list is 2011
Lisa Martin

Web Technology Toolbox for Teachers - LiveBinder - 1 views

www.livebinders.com/...68972

web2.0 resources

shared by Lisa Martin on 21 Jul 12 - No Cached
  • Lisa Martin on 21 Jul 12
     
    Lots of resources for anybody!
  • Lisa Martin on 21 Jul 12
     
    Lots of resources for web 2.0 presentation tools!
  • diane hamilton on 22 Jul 12
     
    LOVE this site! Thanks, Lisa!
Jessica Backus-Foster

World Mosaic Created From 1001 Web 2.0 Logos - 0 views

www.appappeal.com/b-2-0-application-world-mosaic

web2.0 map tools web_art

shared by Jessica Backus-Foster on 28 May 09 - Cached
Diane Gusa

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html

module 2 21stcenturylearning e-learning WEB2.0 education learning_environments

shared by Diane Gusa on 16 Jun 11 - Cached
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • ...19 more annotations...
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
      Diane Gusa on 16 Jun 11
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
ian august

HR Leaders Tout Social Media - Wired Workplace - 0 views

wiredworkplace.nextgov.com/..._leaders_tout_social_media.php

HR social social media web 2.0 technlogy

shared by ian august on 03 Jul 11 - No Cached
  • ian august on 03 Jul 11
     
    hr leaders see the value in web 2.o technologies
alexandra m. pickett

Hedy's reflective blog | Online course blog - 0 views

hlowen.edublogs.org

shared by alexandra m. pickett on 13 Jun 13 - No Cached
  • I feel like I have already learned a great deal.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 13
       
      what did you learn?
    • Hedy Lowenheim
      Hedy Lowenheim on 22 Jun 13
       
      To start with many new Web 2.0 tools, that pre-occupied me for a major part of the first week of class. No doubt I struggled with setting up the blog, learning diigo, voicethread, etc. But throughout the frustration, I really enjoyed learning how to use these new tools and very happy to now have them in my elearning toolset! It is very exciting to see all of the great interactive tools available on the web to aid with online teaching an learning!
  • http://ualbany.mrooms.net/file.php/242/readings/v8n3_pelz.pdf http://www.criticalthinking.org/pages/the-role-of-questions-in-teaching-thinking-and-learning/524
    • alexandra m. pickett
      alexandra m. pickett on 03 Jul 13
       
      hedy: can you make links live in your blog? they make interaction and reading your blog more engaging. : )
  • Maree’s post.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      self assessment???
Irene Watts-Politza

Immigrants and natives: Investigating differences - 0 views

www.ascilite.org.au/...kennedy.pdf

web2.0 usage at the university level study 2008

shared by Irene Watts-Politza on 05 Jun 12 - No Cached
  • Irene Watts-Politza on 05 Jun 12
     
    Australian study on Web 2.0 usage differences between university undergrads and teaching faculty
Anneke Chodan

How to Meet WCAG 2.0 - 0 views

www.w3.org/quickref

disability reference how to accessibility accommodations

shared by Anneke Chodan on 12 Jun 12 - No Cached
  • Anneke Chodan on 12 Jun 12
     
    Quick reference on making Web content accessible to those with a variety of disabilities
alexandra m. pickett

E-learning and Web 2.0 tools for schools - 4 views

mindomo.com/...511abbfb7e4145a33dbe6453d0f8af

web2.0 elearning mindmap tools mindmapping

shared by alexandra m. pickett on 15 Jul 10 - Cached
  • Joy Quah Yien-ling on 16 Jul 10
     
    Fascinating! I found the categories very helpful to get an overview of the entire tool landscape. Thanks lots.
  • Joan Erickson on 16 Jul 10
     
    this link is useful to me, will save the link in my Teacher's Resources module
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