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education web2.0 technology

started by shahbazahmeed on 12 May 21 no follow-up yet

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education web2.0 technology

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technology resources collaboration

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resources teaching tools learning

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learning technology web2.0 education

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Master of Our Online Universe: Progression to Web 3.0 | cyberCulture - 0 views

blog.aaronpsmith.com/?p=13

cyberculture web3.0 web2.0 progression internet

shared by Tero Toivanen on 28 Feb 09 - Cached

In my opinion, Web 2.0 started with the introduction of the Social Networking Site (SNS) to the Web.
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We can look back to 2002 and the launch of Friendster to see Web 2.0 in its infancy.
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“Friendster was the first explicit social networking site in terms of the way we think about it today.”
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With the introduction of Friendster the user can now create a digital persona without having any programming knowledge.
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First was MySpace, which gave users access to their profiles HTML and CSS.
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This feature to the SNS provided the user the ability to personalize their digital persona, and allowed them to express their individuality.
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The next step in user control was given by Facebook, when the site allowed users develop and incorporate widgets into their profiles. The SNS Ning goes one step further by combining both the ideas of MySpace and Facebook, Ashlock says, “Giving users the power to construct an authentic identity while providing access to a rich array of Web 2.0 content.”
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It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user’s ability to be connected has progressed away from the desktop computer.
- Tero Toivanen on 28 Feb 09
  
  Progress from Web 2.0 to Web 3.0 is user's ability to be connected away from the desktop computer.
  
  <div class="cArrow"> </div><div class="cContentInner">Progress from Web 2.0 to Web 3.0 is user's ability to be connected away from the desktop computer.</div>
  
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Tero Toivanen on 28 Feb 09

Master of Our Online Universe: Progression to Web 3.0 It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user's ability to be connected has progressed away from the desktop computer.

<div class="cArrow"> </div><div class="cContentInner">Master of Our Online Universe: Progression to Web 3.0 It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user's ability to be connected has progressed away from the desktop computer.</div>

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learning tools

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web2.0 education technology

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teaching learning technology education

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technology web2.0 education

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Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached

Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
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Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
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In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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learning management systems (Exhibit 1).
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The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
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Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
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"I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
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the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
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Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
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Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
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Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
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Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
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Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
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A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
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This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
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This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
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Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
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"students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
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Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
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In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
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We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
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. By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
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Carlos Quintero on 11 Sep 08

About pedagogic 2.0

<div class="cArrow"> </div><div class="cContentInner">About pedagogic 2.0</div>

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Carlos Quintero on 11 Sep 08

Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee

<div class="cArrow"> </div><div class="cContentInner">Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee</div>

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NING Alternatives - 39 views

www.readwriteweb.com/..._free_lunch_for_ning_users.php

Web 2.0 ning social networking

shared by Kathleen N on 16 Apr 10 - Cached

Kathleen N on 16 Apr 10

#Grou.ps (http://grou.ps/) "# Buddypress (http://www.buddypress.org) # Pligg (http://www.pligg.com/) # Elgg (http://www.elgg.org/) # LovdbyLess (http://lovdbyless.com/) # Mixxt (http://www.mixxt.com/) # Insoshi ( http://github.com/insoshi/insoshi) # Xoops (http://www.xoops.org/) # Community Engine (http://www.communityengine.org/) # Astrospaces (http://sourceforge.net/projects/astrospaces/)"

<div class="cArrow"> </div><div class="cContentInner">#Grou.ps (<a href="http://grou.ps/" rel="nofollow" target="_blank">http://grou.ps/</a>) "# Buddypress (<a href="http://www.buddypress.org" rel="nofollow" target="_blank">http://www.buddypress.org</a>) # Pligg (<a href="http://www.pligg.com/" rel="nofollow" target="_blank">http://www.pligg.com/</a>) # Elgg (<a href="http://www.elgg.org/" rel="nofollow" target="_blank">http://www.elgg.org/</a>) # LovdbyLess (<a href="http://lovdbyless.com/" rel="nofollow" target="_blank">http://lovdbyless.com/</a>) # Mixxt (<a href="http://www.mixxt.com/" rel="nofollow" target="_blank">http://www.mixxt.com/</a>) # Insoshi ( <a href="http://github.com/insoshi/insoshi" rel="nofollow" target="_blank">http://github.com/insoshi/insoshi</a>) # Xoops (<a href="http://www.xoops.org/" rel="nofollow" target="_blank">http://www.xoops.org/</a>) # Community Engine (<a href="http://www.communityengine.org/" rel="nofollow" target="_blank">http://www.communityengine.org/</a>) # Astrospaces (<a href="http://sourceforge.net/projects/astrospaces/" rel="nofollow" target="_blank">http://sourceforge.net/projects/astrospaces/</a>)"</div>

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http://vinigames.com/__media__/js/netsoltrademark.php?d=seoagentura.cz www2.ogs.state.ny.us/help/urlstatusgo.html?url=http%3A%2F%2Fseoagentura.cz%2F www2.ogs.state.ny.us/help/urlstatusgo.html?url=h...

education

started by shahbazahmeed on 20 May 21 no follow-up yet

Ami Dar - Extraordinary People Changing the Game - 0 views

thextraordinary.org/ami-dar

Ami Dar Extraordinary Entrepreneurs

shared by Peter Horsfield on 15 Nov 13 - No Cached

Peter Horsfield on 15 Nov 13

Meet the extraordinary website developer, internet entrepreneur and philanthropist who is most known for being the great mind behind idealist.org, one of the largest non-profit websites in the world, Ami Dar. Connecting millions of people with thousands of charitable organizations worldwide, idealist.org has been significant in the success of the non-profit industry. "Be careful with your time - it's the only truly finite resource you have". To read more about Ami Dar visit: www.thextraordinary.org

<div class="cArrow"> </div><div class="cContentInner">Meet the extraordinary website developer, internet entrepreneur and philanthropist who is most known for being the great mind behind idealist.org, one of the largest non-profit websites in the world, Ami Dar. Connecting millions of people with thousands of charitable organizations worldwide, idealist.org has been significant in the success of the non-profit industry. "Be careful with your time - it's the only truly finite resource you have". To read more about Ami Dar visit: <a href="http://www.thextraordinary.org" rel="nofollow" target="_blank">www.thextraordinary.org</a></div>

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Der Fall wird aber immer interessanter! Renfield scheint ein ganz bestimmtes Schema zu haben, nur was er damit will, konnte ich noch nicht ergründen. Er liebt Tiere, geht aber manchmal so mit ihnen...

nike free günstig kaufen online bestellen org

started by intermixed intermixed on 21 Oct 14 no follow-up yet

tyutuytu - 0 views

www.google.ru/url?sa=t&url=http%3A%2F%2Fwww.balotrade.com www.google.ru/url?q=https%3A%2F%2Fwww.balotrade.com%2F images.google.ru/url?sa=t&url=https%3A%2F%2Fwww.balotrade.com images.google.ru/url?s...

web2.0 technology

started by shahbazahmeed on 11 Apr 21 no follow-up yet

Ben Rattray - Extraordinary People Changing the Game - 0 views

www.thextraordinary.org/ben-rattray

Ben Rattray Extraordinary Entrepreneurs

shared by Peter Horsfield on 02 Dec 13 - No Cached

Peter Horsfield on 02 Dec 13

Meet the extraordinary Ben Rattray who founded Change.org, the biggest online petition site and the most successful so far. An aspiring banker who was trained all his life to go where the money is. He figured that wanting to just earn doesn't mean anything and so he devised a way wherein making profit goes hand in hand with inciting change. "People by themselves have very little power, but together they can do remarkable things." To read more about Ben Rattray visit www.thextraordinary.org

<div class="cArrow"> </div><div class="cContentInner">Meet the extraordinary Ben Rattray who founded Change.org, the biggest online petition site and the most successful so far. An aspiring banker who was trained all his life to go where the money is. He figured that wanting to just earn doesn't mean anything and so he devised a way wherein making profit goes hand in hand with inciting change. "People by themselves have very little power, but together they can do remarkable things." To read more about Ben Rattray visit <a href="http://www.thextraordinary.org" rel="nofollow" target="_blank">www.thextraordinary.org</a></div>

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Teach Parents Tech - 15 views

www.teachparentstech.org

technology parents-resources Google tutorials videos

shared by Cheska Lorena on 13 Dec 10 - No Cached

Cheska Lorena on 14 Dec 10

Google launched TeachParentsTech.org, a little spin-off web site that features 50 how-to videos, all designed to answer your parents' basic tech questions. Your father wants to know how to share a big file? Your mother is trying to figure out how to bookmark a web page? Simply head to TeachParentsTech.org, find the appropriate how-to video, send it via email, then free up time to teach yourself more heavy-duty tech.

<div class="cArrow"> </div><div class="cContentInner">Google launched TeachParentsTech.org, a little spin-off web site that features 50 how-to videos, all designed to answer your parents' basic tech questions. Your father wants to know how to share a big file? Your mother is trying to figure out how to bookmark a web page? Simply head to TeachParentsTech.org, find the appropriate how-to video, send it via email, then free up time to teach yourself more heavy-duty tech.</div>

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Steve Hargadon: Rescheduled for May 11th - Interview with Hugh McGuire, Founder of Libr... - 2 views

www.stevehargadon.com/...terview-with-hugh-mcguire.html

audio books public domain education teaching resources Cooperation

shared by David McGavock on 15 May 11 - No Cached

Hugh McGuire, the founder of LibriVox.org, the terrific crowd-sourced audiobooks service.  We'll talk Web 2.0, books, learning, and more in the context of thinking about education.
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"I do bookish R and D on the web. I build webby things, and find out if people like them. I also write and speak often enough about media, publishing, the web, technology, mass collaboration, online community-building, open culture, copyright, in places like Huffington Post, Forbes.com, and O’Reilly Radar. I’m also editing an O’Reilly book about the future of publishing."
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David McGavock on 15 May 11

Join me Wednesday, May 11th, for a live and interactive FutureofEducation.com webinar with Hugh McGuire, the founder of LibriVox.org, the terrific crowd-sourced audiobooks service. We'll talk Web 2.0, books, learning, and more in the context of thinking about education.

<div class="cArrow"> </div><div class="cContentInner">Join me Wednesday, May 11th, for a live and interactive FutureofEducation.com webinar with Hugh McGuire, the founder of LibriVox.org, the terrific crowd-sourced audiobooks service. We'll talk Web 2.0, books, learning, and more in the context of thinking about education.</div>

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Study: Young Children Explore as Scientists Do - Inside School Research - Education Week - 20 views

blogs.edweek.org/..._young_children_explore_a.html

study children scientists research education

shared by Tero Toivanen on 28 Sep 12 - No Cached

Peggy George liked it

Alison Gopnik, a psychology professor at the University of California, Berkeley, reports that children from as young as 8 months old through preschool explore through techniques that would seem familiar to any scientist: they make hypotheses and test them against data; predict outcomes using statistics, and can infer the causes of failed actions.
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All of these things, Gopnik and her colleagues argue, happen years before any formal training in the same scientific techniques. "What we need to do to encourage children to learn is not to put them in the equivalent of school, tell them things, give them reading drills or flash cards. We really need to put them in a safe, rich environment where the natural capacities for exploration, for testing, for science can get free rein," she said in a briefing with reporters.
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