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This matrix is a common representation of Web 2.0 assessment on the web. It attempts to connect web 2.0 tools with assessment. You've heard of e-learning 2.0, well here are some Web 2.0 technologies applied to assessment. The table seeks to show how teachers can use social software for assessment purposes.

what separates College 2.0 from the anonymity of Web 2.0 is not just that you have to put your name behind your words, but that college gives us the chance to practice what our blogs preach...a shift from education as primarily information intake (watching a Hollywood movie), to education as action (posting our own movie on YouTube)...This is education by doing, or education based on the idea that we can get things done. Now....college plays an integral role as an enabler of what we want to do...college has given me the confidence to speak up when someone has the wrong idea - like the theory that college is dying. It's not dying, it's rebooting.

What would John Dewey make of this?

...due the fact that the single most frequently asked question I get about Enterprise 2.0 is if SharePoint is a suitable platform for it (short answer: it definitely depends), I've spent the last few weeks taking a hard look at SharePoint the product itself, talked extensively with SharePoint and Enterprise 2.0 practitioners both, and created the resulting analysis.

ummary: Community features are spreading from "Web 2.0" to "Enterprise 2.0." Research across 14 companies found that many are making productive use of social intranet features. Includes guidelines for implementation of "Enterprise 2.0" based on the experience of surveyed companies.

"What Google has done with the Wave protocol is essentially create a new kind of social media format that is distinctively different from blogs, wikis, activity streams, RSS, or most familiar online communication models except possibly IM. Both blogs and wikis were created in the era of page-oriented Web applications and haven't changed much since. In contrast, Google Wave is designed for real-time participation and editing of shared conversations and documents and is more akin to the simultaneous multiuser experience of Google Docs than with traditional blogs and wiki editing. Though Google is sometimes criticized for missing the social aspect of the Web, that is patently not the case with waves, which are fundamentally social in nature. Participants can be added in real-time, new conversations forked off (via private replies), social media sharing is assumed to be the norm, and connection with a user's contextual server-side data is also a core feature including location, search, and more. The result is stored in a persistent document known as a wave, access to which can be embedded anywhere that HTML can be embedded, whether that's a Web page or an enterprise portal. Users can then discover and interact with the wave, joining the conversation, adding more information, etc. Google has also leveraged its investments in Google Gadgets and OpenSocial, two key technologies for spreading online services beyond the original boundaries of the sites they came from. All in all, Google Wave is a smart and well-constructed bundle of collaborative capabilities with many of the modern sensibilities we've come to expect in the Web 2.0 era including an acutely social nature, rapid interaction, and community-based technology."

"I recently created a stand-alone page for my video Web 2.0 and your own Learning and Development... ... it has been found by a few people, including Marian Thacher, who discusses it here. One note: she says, "all of this only works for the very motivated learner... what about that learner who isn't so motivated, who has some learning challenges, for whom school was more of a misery than a joy?" Quite so - which is why I stress enabling students to manage their own learning and to follow their own interests. Otherwise, they won't be motivated, and the rest of this stuff is not nearly as effective as it could be. Marian Thacher, Adult Education and Technology, March 17, 2009. [Link] [Tags: Schools, Twitter, Online Learning, Web 2.0, Video, Google, YouTube] "

This article compares the Google index rating of canditates who allowed the posting of voter generated content on their site with those that didn't. In other words: Web 2.0 vs. Web 1 approach relative to the number of pages google had indexed from the site.

But the essential, core meaning [of Enterprise 2.0] has largely stayed the same: Social applications that are optional to use, free of unnecessary structure, highly egalitarian, and support many forms of data.

This is a critique of 1.0 assessment with few suggestions for remedy. Modernising assessment in the age of Web 2.0

This article is deeper than it sounds.

3 Lemons: Corporate website, Intranet, Groupware, and how they can be fixed. Also, social networking R&D, and 8 Web 2.0 tools ("Dave's Faves") to consider for your organization.

Focusing on ePortfolios in a Web 2.0 context. Open source is a construct--unbundling the code from the services. So that teachers no longer own the content--the content is open and free. Can education itself open up?

tools for web 2.0 marketing. while he's focused on business, it seems that it would apply to any organization building brand. take a look at Obama Everywhere on /www.barackobama.com the campaign site.

see my comments in http://www.nilspeterson.com/2009/02/25/web-20-and-textbooks/

"A recent experiment we did asked the question: What happens if you combine lessons from web 2.0 and social media to the process of developing a rubric? The result? We've built what we call "Social Rubrics". Essentially this tool facilitates the process of building a rubric for teachers (and students) in a much more open and collaborative way." A plug-in for Elgg.

"Online programs are generally profitable. But despite the buzz about Web 2.0, the education they provide is still dominated by rudimentary, text-based technology." "Any innovation... [is] really to supplement what is still a pretty rudimentary core."

Create interactive data-rich web pages like these ones below without ever touching a database or a web server, or doing any programming:

The Evolution of a Digital Repository and Social Networking Tool for Inorganic Chemistry From Post: "It is said that teaching is a lonely profession. In higher education, a sense of isolation can permeate both teaching and research, especially for academics at primarily undergraduate institutions (PUIs). In these times of doing more with less, new digital communication tools may greatly attenuate this problem--for free. Our group of inorganic chemists from PUIs, together with technologist partners, have built the Virtual Inorganic Pedagogical Electronic Resource Web site (VIPEr, http://www.ionicviper.org) to share teaching materials and ideas and build a sense of community among inorganic chemistry educators. As members of the leadership council of VIPEr, we develop and administer the Web site and reach out to potential users. "

I went looking for the ECAR report on LMS & Web 2.0, found this