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Abstract: Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology.

The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others.

Reflection is a core component of many outdoor education programs with many educators relying on journal writing as a means of facilitating reflection.

eaching professionals have found ways to use Twitter to share resources and lend quick support to peers with similar interests

o build a

Teachers and librarians are finding Twitter’s great for research, too. Karen Burns, a librarian at Gig Harbor High School in Washington state, created a Twitter search widget for current events in Africa to help ninth graders with their research projects.

Many professors and higher-education leaders are struggling to strike a balance between their personal and professional lives when using online social media, a realm that encourages widespread sharing of thoughts and opinions. Often that means creating multiple accounts, one for each of the hats they wear. Some professors use Facebook with friends and family, reserving Twitter for professional observations, or vice versa.

There may be a benefit to that kind of sharing. Ms. Johnson recently conducted a survey of 120 students at the college about what they thought of a series of Twitter feeds run by professors. The majority of students found the professors who mixed in personal details with their down-to-business tweets more credible—rating them higher on measures of competence, trustworthiness, and caring. Her theory: Students want to end the semester with a connection to their professors, not just a head full of facts.

Mayo invited his students, and students around the world, to add a sentence or two to an ongoing story through Tweets. Soon after, more than 100 students in six different countries had contributed.

Using eduCanon, like other services similar to it, could be a good way to build introductory and review lessons for students. The option to track your students' progress is nice for anticipating the questions your students might bring to class and for seeing what you might need to review in-person with your students.

To truly assess proficiency, learners need opportunities to use their language in real-world situations, using authentic cultural resources (i.e., resources that are created by native speakers for native speakers).

learners

Third, teachers can encourage collaborative learning in a number of ways with Google Slides. An assignment could be designed so that each student creates their own slides; once combined into one presentation, students can learn from each other. Or, small groups can collaborate on one slide presentation in real-time and then present their slides to the class, allowing for an engaging student presentation.

 Ask students to evaluate the movie.

 Show curricular movies at the beginning of units and not at the end.  This gives students background information that they need to understand a unit before teaching that unit.