Group items tagged

Many members of JISC Emerge community are active in exploiting the potential of various Web 2.0 technologies and approaches. But what if the Web 2.0 sceptics are right? What if Web 2.0 services aren't sustainable? What if the social aspect of social networking tools are too intrusive? How should we go about developing a sustainable approach to use of Web 2.0?

This resource aims to help those making decisions about their use of freely available 'Web 2.0' interactive and collaborate e-learning tools. Each product, site or service described in these pages can be searched or browsed by a specific Activity or the usability/accessibility checks that it passed. The applications have short descriptions and comments regarding their ease of use and functionality. If you are involved in teaching and learning and are wanting to make more use of Web 2.0 services in your e-learning activities, or if you are interested in how Web 2.0 can supplement your existing methods, this section may be useful to you.

Web2Rights is a JISC project, funded from 1st November 2007 - 31st March 2009, whose purpose was initially to develop practical, pragmatic and relevant Intellectual Property Rights (IPR) and other legal issues toolkits to support the projects funded within the JISC Users and Innovation Programme (U&I) in their engagement with next generation technologies.  The Web2Rights team, comprised of lawyers, consultants, learning technologists and pedagogic experts focussed upon the need to address cultural and practical obstacles in engaging with Web2.0, IPR and other legal issues. Working in close collaboration with JISC Legal and focussing upon the specific issues raised by the U&I community of users, they have created a number of resources to address a variety of legal issues which might arise.

"This paper describes the implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in Tel Aviv University during a long term study. The paper presents the cost effectiveness analysis of Tel Aviv University campus. Cost and benefit of 3,453 courses were analyzed, exemplifying campus-wide analysis. These courses represent large-scale Web-supported academic instruction processes throughout the campus. The findings were described, referring to students, instructors and university from both the economical and educational perspectives. The cost effectiveness values resulting from the calculations were summarized in four "coins" (efficiency coins=$; quality coins; affective coins; and knowledge management coins) for each of the three actors (students, instructors and university). In order to examine the distribution of those values throughout the campus assessment scales were created on the basis of descriptive statistics. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. "

"Digital literacy is not word processing or watching movies on an iPhone, but instead using technology to create, code and collaborate. In today's world, that necessarily includes the Web. Building a generation of young 'webmakers' is key to job creation, international competitiveness and engagement in civil society. In this webinar, Mozilla will talk about their work in this area to define key Web literacy skills, create pathways for innovative learning experiences around them and build a network of instructors and facilitators with a shared mission."

Scott Wilson reports on an open source initiative to develop web app stores for universities and other communities.

"Like reading, writing, and arithmetic, web literacy is both content and activity. You don't just learn "about" reading: you learn to read. You don't just learn "about" arithmetic: you learn to count and calculate. You don't just learn "about" the web: you learn to make your own website. "

Clint on misogyny on the web and the massive problem it is through the case of Audrey Watters closing comments at Hack Education.

Learning Web coding skills by hacking existing pages. For schools.

Web 2.0 Tools for Researchers http://t.co/w1O7dAxM by @tbirdcymru (via @SlideShare) #yam <--useful for FASS grad workshop

Like most marriages, the tie between citizens and the big corporations that dominate the web is one of both great joy and intense resentment. On the one hand, they are very good at helping us with web chores: Need information? Google has more of the stuff than you could ever process. Want to keep in touch with friends? Facebook eliminates the need to pick up the phone. On the other, they do not always give us the space we need. Privacy, it seems, is becoming the thorn in the side of this marriage of convenience.

The original 23 things site "Listed below are 23 Things (or small exercises) that you can do on the web to explore and expand your knowledge of the Internet and Web 2.0."

Using the web for learning & teaching - @daveowhite's new understanding http://t.co/WEuEjNcc #digitalliteracy #highered (via @enactivist)

Genre's of participation - were we moving towards this with our survey descriptors?

'visitors' and 'residents' paradigm for ways of interacting on the web - unlike digital natives paradigm does not imply any age-related differences

Great short history of the web

"Introduction to Web Accessibility is an online course that introduces tools and techniques for web developers to easily ensure that websites are more accessible to users who are blind or have low vision"

Opinion blog from Mark Pesce about technology, web 2.0, hyperconnectivity, crowdsourcing etc About Mark PesceMark Pesce is an inventor, writer, educator and broadcaster. In 1994 Pesce co-invented VRML, a 3D interface to the World Wide Web. Pesce has written five books, including The Playful World: How Technology is Transforming Our Imagination, which used toys such as Furby and PlayStation to explain our interactive future.

How teachers are working around overprotective content filters to use Web 2.0 tools in the classroom.

Article on Web2.0 and social networking use by MFL teachers. "Most language teachers shun social networking sites and other Web 2.0 technologies. Some even see the phenomenon as a threat, according to new research. However, a growing grassroots network is taking advantage, says Yojana Sharma"

Standards from 2009 on how NZ government departments should design for the web. Includes a website self assessment page from 2011 and seems to use WCAG for accessibility standard.