Learning, teaching & Web 2.0: Finding a comfortable fit
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The document discusses using Web 2.0 tools to support learning and instruction. It provides an overview of different generations and their learning characteristics. It also lists various social media tools and their potential instructional applications, such as introducing material, presenting information, providing feedback, and learner-produced content. The document emphasizes selecting tools that support learning goals and focusing on active construction of knowledge, collaboration, and practice.
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Learning, teaching & Web 2.0: Finding a comfortable fit
- 1. Learning, teaching & Web 2.0: Finding a comfortable fit Patricia McGee, PhD. The University of Texas at San Antonio
- 3. Web 2.0 Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html
- 5. Web 2.0 Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html
- 7. Web 3.0 Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html On-call doctor Vegetarian Allergic to gluten
- 11. Generations Nexters or Millennials Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 67-88 years old Middle to end work force 50-66 years old Beginning to mid work force 30-49 years old In K-20 education system 10-29 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980 1981-2000
- 14. Personal (learning) Network
- 17. SO WHERE’S THE LEARNING?
- 22. Prepare for Future Learning
- 23. Tools by Name
- 24. Tools by Instructional Application
- 28. examples
- 31. examples
- 34. examples
- 35. Things Small by Cynthia Dassler
- 37. Tools - http://elearningtools.wetpaint.com/ Paper- http://tiny.cc/AAA-McGee [email_address]
Notes de l'éditeur
- Web 1.0 is like buying a can of Campbell's Soup: everything is in the can and can be messed up if modified
- web 2.0 is a two-way platform where participation is a key-word. Web 2.0 is like making homemade soup and inviting your soup-loving friends over
- R. Mayer, Multimedia Learning (dual channel) - http://en.wikipedia.org/wiki/Multimedia_learning
- “ Web 3.0 shows more intelligence: the "web machine" learns, suggests and anticipates what people like and would like to get. * Web 1.0 is like buying a can of Campbell's Soup * Web 2.0 is like making homemade soup and inviting your soup-loving friends over * The semantic web is like having a dinner party, knowing that Tom is allergic to gluten, Sally is away til next Thursday and Bob is vegetarian. We are already starting to see the first hints of the semantic web in the mainstream: the photo tagging feature on Facebook is a great example. You upload a photo, tag the photo with your friend's name, and Facebook automatically notifies that person that there's a new picture of them in your photo album. It's a lightweight vision of the future, where the context adds value.” From interview with Tim Berners Lee, http://blogs.nesta.org.uk/innovation/2007/07/the-future-is-s.html
- My interest in lifelong learning is situated in the segmentation of markets that require us to learn new systems, processes, ways of interacting as we go through our lifelong development process. Technology, I believe, should not draw attention to itself. http://www.pewinternet.org/Reports/2009/Generations-Online-in-2009.aspx
- Impact of school as a not so safe place, 9-11, media and technology culture, multiculturalism; Value immediacy, structure, fair play, diversity; prefer group activities, self-confident, optimistic; cannot imagine NOT having many career paths; multi-taskers that see themselves at the forefront of change
- Adventure Learning - http://www.ascilite.org.au/ajet/ajet26/veletsianos.html
- Bonding over cadaver labs was preferred by some students
- Preparation for Future Learning Does learning involve multiple experiences? Do you provide for relaxed alertness that includes high challenge and low threat? Is there orchestrated participation of the learner through engagement, and authentic and varied experience? Is active processing through which meaning is made available? CHECK FOR UNDERSTANDING
- Veronica
- Veronica
- Here we will tour the site - Veronica
- WHY? Check for understanding Table conferencing for assessment in an integrated curriculum (University of Utah) – graded on: accuracy, clarity, depth & detail, use of cadaver Students participated in 3 conferences per semester TA function that is valued for learner: availability for confirming what is known, expert resources
- Anatomy Voicethread - http://voicethread.com/#q+anatomy.b988645.i5268605 Slideshare - http://www.slideshare.net/MiamiDadePA/anatomy-lect-8-le-presentation SciVee - http://www.scivee.tv/node/14306
- TA’s role – support, mediate between faculty and student, dissection guidance
- http://mind42.com/ http://www.datamasher.org/mash-ups/poverty-rate-plus-adult-overweight-obesity-rate http://www.wolframalpha.com/input/?i=BMI+5%2710%27%27%2C+165lb http://www.notemesh.com
- Expectations that work/ideas/opinions will be made public, e.g. Table Conferences, Integration of knowledge
- Reinforce multiple representations
- See http://digitalstory.osu.edu/movies/dassler-f.html