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Summary This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning. The answers given by eLearning scholars who intend to use the creative options offered by Web 2.0 in institutional learning are summarised in the first part of the paper. In this theoretical overview we introduce the concepts of eLearning 2.0 and Personal Learning Environments, along with their main aspects of autonomy, creativity and networking, and relate them to the didactics of constructivism and connectivism. The requirements and basic functional components for the development of our particular Web 2.0 learning environment are derived from these. The learning environment we present consists of several components (modules) that are well-known Web 2.0 applications such as wikis, weblogs, social bookmarking services and RSS feeds. The section describing the implementation of the environment in a use case at the Darmstadt University of Applied Science focuses on the specific didactic contribution the particular learning modules render towards the entire learning arrangement. The article explains the didactic potential of the wiki platform in more detail, since it serves as the integrating module (or learning centre) of the learning arrangement. Our learning environment was tested and evaluated during the "Social Software" seminar held in the information science study course at Darmstadt University of Applied Science in 2007/08. A questionnaire-based survey reveals interesting facts regarding the success of the practical implementation of the Web 2.0 arrangement with respect to the motivation and learning outcome of students. The survey was supplemented with some non-formalized feedback in a concluding discussion. With these results in mind this paper finally provides some remark

Consumption

A list to identify and connect educators (k-12 and up) who are researching and/or using games for learning - in school, out of school and otherwise. Please add your name, contact info and project to this list!

A list to identify and connect educators (k-12 and up) who are researching and/or using games for learning - in school, out of school and otherwise. Please add your name, contact info and project to provide a resource for those who wish to learn more about integrating games into education.

Can a teacher use the same teaching techniques in a face-to-face and an online course? According to a study conducted by Park, Johnson, Vath, Kubitskey, & Fishman (2013) on Examining the Roles of the Facilitator in Online and Face-to-Face Professional Development Contexts (Journal of Technology and Teacher Education, 21(2), 225-245), teachers need to cater to individual learners more online than face-to-face. In the face-to-face environments, students learn from each other and from the teacher. In the face-to-face class, the teacher is able to summarize the information for the students and get feedback from the students body language on how well they understood the information. In the online class, the teacher only knows whether the students understood or not from their writing. Teaching online requires that the teacher be very attentive and aware of the student's individual interests, needs, and level of understanding.

The elephant in the room is the question: If a 300-year-old institution like Encyclopedia Brittanica can be threatened in five years by Wikipedia, can other aggregators of expertise (aka colleges and universities) be similarly challenged? Similarly, if knowledge and talent are now globally understood to be the sine qua non of the Information Age, then can colleges and universities lever their communities, reputations, credentials, and presence globally? And, finally, how does the new channel cut by information technology change scholarship? Does the existence or accessibility of new tools, instruments, and resources change academic practice, and how do changes-or constancies-get socialized?

"The site is designed to help distance educators and their students to select appropriate methods of course development and delivery. Athabasca University (AU) in Alberta is Canada's Distance Education University, teaching over 20,000 students around the world, completely via distance education methods and media. The evaluation site is maintained by AU's Centre for Distance Education (CDE), as a collaborative activity by its faculty and graduate students." (Intended Audience, ¶1) Retrieved 2009.09.14, "last updated February 21, 2008" (page footer)

This OLC Institute post suggested three purposes and provided numerous examples of social media implementation and integration that may serve to "support learning in online courses" (2016.05.17, ¶3, ff.), namely: 1. Amplifying the physical and psychological engagement of learners (Engagement using social media); 2. Providing instruction to "enhance learning outcomes" (Instruction involving social media); and 3. Facilitating access to, and increasing availability of academic, career, and other "support services" (Student support using social media). Reference Online Learning Consortium [OLC] Institute for Professional Development. (2016.05.17). Why Should I Learn More about Social Media? [weblog post]. http://onlinelearningconsortium.org/learn-social-media/

"This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology." (Details, ¶1)

I wish you a Christmas with peace my friends and my #edtech20 PLN ; the Birth of Son of God , the reason for Christmas . I invite you to join #edtech20 facebook page has a new look . Do you like ? If you like please post useful information for teachers related to integrating eSafety of new technologies web 2.0 and social media in education 2.0 . Using #edtech20 hastag http://www.facebook.com/pages/Caransebes-Romania-Dear-members-please-free-to-share-/Web-20-and-new-tehnologies-in-education-still-2010/103495893021586?v=app_186663019975 All the posts will appear on the main page . Let's collaborate and share knowledge toghether also when you join eSafety in #edtech20 PLN http://web20ineducation2010.ning.com/

gr8 (the best ) edtools and apps used in 2010 . If you like this post join free and collaborate with educators wordwide . http://www.facebook.com/pages/Web-20-and-new-tehnologies-in-education-still-2010/103495893021586?v=app_112493455447504

Ruth Li "presents an innovative approach to the design and integration of collaborative writing projects using the Google Apps for Education online platform (OWI 4). The setting is a traditional, face-to-face high school English classroom in which students write in class simultaneously, each on separate devices, on shared Google Docs. In particular, I offer specific strategies for teaching students to write collaboratively in a variety of creative genres, including plays, poems, narrative essays, and speeches" (Explain broadly..., ¶1).

Svinicki posits what learning means, and the kinds of guided feedback necessary, especially for "deep learning . . . [through] interaction with others as we grapple with what we think we know versus what we really know" (¶8).

I invite you also to comment and add your favorite social media curation  tools in 2011  on our page :  on facebook      http://goo.gl/8Fx02 or/and Google Plus http://goo.gl/ZmeL6 .  Join free  and collaborate in this free global  #edtech20 #socialmedia #curation project http://goo.gl/WOqiQ and vote for our wiki nominalized in Edublog Awards http://goo.gl/J5Rkl

Melissa Venable distinguished between largely "learner-driven" MOOCs and "more structured" course offerings (¶3), outlined potential gains from taking part (Benefits of Participation), and suggested points for potential participants to consider before joining MOOCs, namely: Learning Objectives, Target Audience[s], Schedule[s] and Expectations, and Documented Learning (built-in or personal).

Dear teachers, researchers and social media curators if you like my online research with more than 100 edtools, ipad and windows phone apps to mLearning please share: tweet, Like, G+ my #startup #curation page http://goo.gl/5U7EtN If I achieve more than 200 shares I will add other 100 killer #ipad apps to #mlearning on the page and if you know a killer app please suggest it on the page topic and if you like my page leave a comment or mail me .þff

"PLN (Personal Learning Networks) have grown in prominence and importance tremendously over the last few years and with good reason. They are a great way to extend your professional network beyond your physical environment and tap into a huge wealth of knowledge about your profession. This makes them one of the most effective autonomous means of developing your own teaching in a way that is most immediate and relevant to your ambitions."

This is the first iteration of a collectively produced school web policy (elementary/secondary) designed to solicit more intelligent (and less censorious) approaches to web access and issues of conduct.

Barclays, the U.K. banking behemoth, is challenging Barclays To Host Blockchains Hackathon developers to assist refurbish the worldwide derivatives market next month at a hackathon. Disclosed to the media this week, DerivHack will take place at Barclays' Rise accelerator spaces at the same time in New York and London on September 20 and 21, 2018. The ISDA (International Swaps and Derivatives Association), Thomson Reuters, and Deloitte are co-sponsoring the hackathon.