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Alyn Minnerly

Virtual Classroom Software for Online Teaching and Web Conferencing. Online Training So... - 1 views

www.e-lecta.com

Internet 2.0 learning social teaching web conferencing virtual classroom

shared by Alyn Minnerly on 17 Jul 12 - Cached
  • Alyn Minnerly on 17 Jul 12
     
    This is a nice alternative to WebEx. It gives you a virtual classroom to work in where you can store documents of most types, present them in class, do all the things Web Ex does like web conferencing, whiteboard, etc. I am posting this in their virtual classroom where you can access the web collectively. I found this to explore Web 2.0 tools used for learning.
  • Dana Bauries on 17 Jul 12
     
    Alyn, Thank you for sharing all this valuable information. I'm taking notes. In my "free" time, I'm going to be figuring how to implement all these new technologies into my classroom. I'm feeling submerged by technology at this point, but like it!!!
justchan11

Web 2.0 Tools for Educators - 2 views

www.merlot.org/...viewMaterial.htm

web tools tools educators web Internet learning teaching software research MERLOT Web 2.0

shared by justchan11 on 31 Jul 16 - No Cached
  • justchan11 on 31 Jul 16
     
    Merlot material re: Web 2.0 Tools for Educators...Covers tools we have discussed in EME6414; interactive Powerpoint presentation
Dana Bauries

The 100 Best Web 2.0 Classroom Tools Chosen By You | Edudemic - 6 views

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

shared by Dana Bauries on 12 Jul 12 - No Cached
  • Alyn Minnerly on 12 Jul 12
     
    Another website that lists Web 2.0 tools.
  • ...3 more comments...
  • Jennifer Schmutz on 12 Jul 12
     
    Great list! Thanks!!
  • Dana Bauries on 31 Jul 12
     
    100 of the top web 2.0 tools used by teachers.
  • Alyn Minnerly on 31 Jul 12
     
    Funny you posted this. I was starting to compile a list when the class started of all the Web 2.0 tools so when I have a chance, I can check it out. Now I don't need that list anymore. Thanks.
  • Dana Bauries on 31 Jul 12
     
    Alyn, I also have a written list on several scratch pieces of paper that are in various places around my computers. Now, everything that I need to know about web 2.0 tools and links are in one place. I am overwhelmed with the amount of resources that were listed. I have only heard of about 1/2 of what is posted on this site.
  • Jennifer Schmutz on 31 Jul 12
     
    I'm with both of you. I started a list on my computer. As I discover a site from the class, or someone's blog, I would add it. This list is great, but I'm planning on still organzing the list I've come up with. That is if I ever get around to it. I'm hoping that will be a quicker reference, but we'll see if I ever get to it :)
Dana Bauries

Online Diagram Software and Flowchart Software - Gliffy - 0 views

www.gliffy.com

shared by Dana Bauries on 17 Jul 12 - Cached
  • Dana Bauries on 17 Jul 12
     
    Easily create professional-quality flowcharts, diagrams, floor plans, technical drawings, and more! Save Thousands Compared to Visio Gliffy's intuitive drag-and-drop interface combines the power of traditional desktop software with the lightweight, low learning curve and flexible features of today's most popular browser-based applications. No Compatibility or Access Issues Gliffy works through your web browser, it's Mac and PC friendly.
  • ...2 more comments...
  • Dana Bauries on 17 Jul 12
     
    I love this tool. It does have a collaboration and sharing feature, but I'm not quite sure if it web 2.0. What are your thoughts?
  • Fran Marsh on 19 Jul 12
     
    Gliffy is great! I'm a TA in a web design class and the students use it to diagram their web pages before they start on their project. Really simple to use.
  • Jennifer Schmutz on 19 Jul 12
     
    Gliffy looks awesome! Wish I had known about it in the beginning of the summer. I would have used in it my trends and issues class. There's still a couple more weeks of class, so I may get my chance. If not, I'm sure it will come in handy for a future class.
  • Alyn Minnerly on 19 Jul 12
     
    This is really cool. I stumbled on Webspriation PRO and used that for this weeks assignment which is similar to this. Does this have collaboration tools and chatting like Webs. Pro?
Alyn Minnerly

Web 2.0 and Instructional Design - 1 views

elearningfanatic.wordpress.com/...eb-20-and-instructional-design

Web 2.0 Instructional Design Informal learning

shared by Alyn Minnerly on 06 Jul 12 - No Cached
  • Alyn Minnerly on 06 Jul 12
     
    Just getting warmed up again with Diigo. I googled Web 2.0 and Instructional Design and found this interesting website about informal learning. Check out the video on the home page.
Henry Xu

The Web, Take Two - IEEE Spectrum - 0 views

spectrum.ieee.org/...the-web-take-two

shared by Henry Xu on 08 Jul 12 - No Cached
  • Henry Xu on 08 Jul 12
     
    a good talk on Web2.0
Dana Bauries

Discovery Education Web2012 : Web 2.0 Tools - 1 views

web2012.discoveryeducation.com/web20tools.cfm

shared by Dana Bauries on 28 Jul 12 - No Cached
  • Dana Bauries on 28 Jul 12
     
    A fantastic site for teachers and educators. There are several tools that are listed by category including presentation tools, mobile tools, video tools, community tools, and related tools.
  • Alyn Minnerly on 28 Jul 12
     
    The site is fantastic. So many good tools to use, all in one place. This is worth checking out. While I am not a teacher, I think the way its organized and the tools it offers can be used in our field of ISD. Thanks once again for digging up some good stuff. :)
Alyn Minnerly

Web 2.0: User-generated Content in Online Communities - 1 views

books.google.com/books

Internet 2.0 web social

shared by Alyn Minnerly on 19 Jul 12 - No Cached
  • Alyn Minnerly on 19 Jul 12
     
    I stumbled on this and wanted to share this if anyone wants to take the time to read about Web 2.0 and online communities. There is a lot of stuff we already know, but a lot that we don't know. Seems like this fits right in with Produsage.
Alyn Minnerly

Download Color Detector 2.0 Free - Point mouse cursor anywhere on the screen, to obtain... - 1 views

www.softpedia.com/...Color-Detector.shtml

Internet software

shared by Alyn Minnerly on 31 Jul 12 - No Cached
crushgirl4 liked it
  • Alyn Minnerly on 31 Jul 12
     
    Not Web 2.0, but a cool tool to have when you want to design presentations. I have used this numerous times when I want to match a color on a website (e.g. FSU) and put the same color in my presentation. When you get the RGB or hex value, you just go to Custom color and input data, and bingo!! Download Color Detector - Point mouse cursor anywhere on the screen, to obtain RGB, & hex code of pixel
  • ...1 more comment...
  • Dana Bauries on 01 Aug 12
     
    Alyn, Cool tool! Is this a web 2.0 tool?
  • Alyn Minnerly on 01 Aug 12
     
    No, its just a handy tool that I think would help all of us designers. For years I used to struggle trying to guess what color comes closet to FSU's Garnet and Gold. Then all of a sudden, one day earlier this year, I googled "how to detect a color" and bingo, this came up. Been using it ever since. Glad you like it.
  • Gale Allbritton on 07 Jul 13
     
    Hi Alyn, I frequently have to develop artwork, etc and match colors. It is a challenge to get the right colors from Microsoft program colors to match Adobe program color pallets without wasting a lot of time. The results when printing can be drastically different. So this tool looked very appealing to me and I attempted to download. However, my McAfee automatically removed the download with a message that it contained a Trojan virus. Have you had any problems?
justinbaggott

'Screen Time' is Over - 1 views

www.nytimes.com/...e-mental-health-screenome.html

Internet web 2.0 social screen time screenome research

shared by justinbaggott on 08 Jun 19 - No Cached
  • justinbaggott on 08 Jun 19
     
    This article argues that the term "screen time" is an antiquated approach to researching web and social media usage. The the connected age we live in, and with the wide arrange "screen" utilizations, it is better to research in terms of "screenomes," a coined term that looks at web uses like genomes. How one utilizes the web is more important than how much time spent on the screen.
Mahalia VanDeBerghe

Exploring individual, social and organisational effects on Web 2.0-based workplace lear... - 1 views

www.researchinlearningtechnology.net/...19089

2.0 web learning workplace work

shared by Mahalia VanDeBerghe on 16 Jul 16 - No Cached
Vanessa liked it
  • Mahalia VanDeBerghe on 16 Jul 16
     
    This article gives a good overview of other literature and studies on the topic of web 2.0 in the workplace, particularly relating to learning in the workplace. They've taken that research and created a theoretical model that can be used to study individual, social and organisational effects on web 2.0-based learning in the workplace.
brettfeller

The Apple Vision Pro - the future? - 0 views

youtu.be/nLSq30xjw2M

Web internet software social 2.0 3.0

shared by brettfeller on 11 Jun 23 - No Cached
  • brettfeller on 11 Jun 23
     
    A screen that you "see through" instead of "look at". When we think about Web 2.0 promoting connectivity, groups, and collaboration, these are all confined to the screen and to the internet. This device wants to turn that upside down. It all seems pretty wild and crazy now, but I believe this is the future. Could Web 3.0 be about breaking the web out of devices and into our reality?
Sophia Rahming

Web 2.0 Tools for Teaching - 0 views

www.foothill.edu/...faculty_resources_tools.php

web 2.0 learning education teachers

shared by Sophia Rahming on 16 Jul 16 - No Cached
  • Sophia Rahming on 16 Jul 16
     
    I found this great site with a "curation" of Web 2.0 Tools for Teaching. I thought it might useful in addition to the tools we're using in the class.
Sophia Rahming

Enhancing Student Learning Through Web 2.0 and Social Networking Technology - 0 views

www.nyu.edu/...Pai.Stenerson.Gaines.html

web 2.0 learning teaching education social

shared by Sophia Rahming on 16 Jul 16 - No Cached
Vanessa liked it
  • Sophia Rahming on 16 Jul 16
     
    Great research article on Web 2.0 tools and student learning. From 2013 so fairly recent - Aditi Pai, Spelman College Jim Stenerson, Pace University Michael Gaines, University of Miami Introduction It is well documented over the years that technology has impacted education and changed the landscape of teaching and learning. For the most part information technology has been credited with making teaching and learning an active and engaging process for both the students and the faculty (Redecker et al 2009).
Alyn Minnerly

Role of Educator (Continued) - 1 views

nelibrary.wiley.com.proxy.lib.fsu.edu/...full

Web 2.0 learning educator social networking software teachers teaching

shared by Alyn Minnerly on 10 Jul 12 - No Cached
  • Alyn Minnerly on 10 Jul 12
     
    Couldn't reply to Vanessa's Post, created new one....It makes sense that researchers are taking steps to understand the role of the educator when considering Web 2.0 tools. I don't think this is a simple task for an educator to incorporate these tools into their cirriculum. In addition, I think great thought is needed to make sure that the tools are not just being used for the sake of using them but that they add/enhance learning. While the article suggests that the burden has fallen on the teacher to make use of this, I think it would be wise for institutions to develop a support system that works with the educators. After all, the institution provides them with a chalk board, a classroom, an overhead projector, etc. Why not provide them with proper training and course design suggestions using Web 2.0 technology?
Alyn Minnerly

Web 2.0 and Open Educational Resources - 0 views

www.google.com/url

2.0 Internet Web learning open education social teaching creative commons

shared by Alyn Minnerly on 15 Jul 12 - No Cached
  • Alyn Minnerly on 15 Jul 12
     
    After checking out Vanessa's post on Creative Commons, I googled the title of this post and found an easy to read article that sheds some light as to the power of our tools and providing Open Education. There is mention of C.C. as I think the two are interlinked. When I see stuff like this, it gives me hope that we're moving in the right direction (maybe taking a side step or two along the way).
alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
Kari (Knisely) Word

Butler at UTB / List of Links - 1 views

butleratutb.pbworks.com/...List%20of%20Links

web2.0

shared by Kari (Knisely) Word on 06 Jun 19 - No Cached
  • Kari (Knisely) Word on 06 Jun 19
     
    I have not looked at this list in awhile and I imagine some items listed are out of date, but we may be able to scrape some other Web 2.0 tools from this list. This is a crowdsourced list from different cohorts of the Master Technology Teacher (MTT) certificate I did in TX.
Vanessa

The Internet and Higher Education - Elsevier - 1 views

www.journals.elsevier.com/-internet-and-higher-education

journal

shared by Vanessa on 05 Jul 12 - No Cached
  • Vanessa on 05 Jul 12
     
    Good journal for some articles on Web 2.0 use in higher education settings.
Vanessa

Cyberpsychology, Behavior, and Social Networking - 0 views

www.liebertpub.com/...10

journal social networking

shared by Vanessa on 05 Jul 12 - No Cached
  • Vanessa on 05 Jul 12
     
    Good journal for articles on Web 2.0 topics -- in a variety of settings/with a variety of populations
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