Weaving Web 2.0 into Classroom Practice

Weaving Web 2.0 into
Classroom Practice
Lee Davis and Paul Fairbrother, IB Cardiff

Presentation overview 2

1. What is Web 2.0?
2. RSS (really simple syndication)
3. Blogs
4. Wikis
5. Pod/vodcasting
6. Social bookmarking & social
networking
7. E‐portfolios
8. E‐learning 2.0
(Open University Communications Group)

IB Asia Pacific Teachers’ Convention © IB 2007

What is Web 2.0? 3

Web 2.0 is the business revolution in the computer industry
caused by the move to the Internet as platform, and an
attempt to understand the rules for success on that new
platform. Chief among those rules is this: Build applications
that harness network effects to get better the more people use
them. (This is what I've elsewhere called "harnessing collective
intelligence)
/O'Reilly Radar definition updated October 2006


What is Web 2.0? 4

Web 2.0 is about the more human aspects of interactivity. It's
about conversations, interpersonal networking, personalization,
and individualism... In Web 2.0, information flows in multiple
directions, is user‐generated, and is shared widely.
George Lorenzo, Diana Oblinger and Charles Dziuban (2007)
http://www.educause.edu/apps/eq/eqm07/eqm0711.asp?bhcp=1


Web 2.0 Meme Map
PageRank,
Flickr, del.icio.us: Blogs: Participation, BitTorrent:
eBay reputation,
Tagging, not not publishing Radical decentralization
Amazon reviews: user
taxonomy as contributor

Gmail, Google Google, AdSense:
Wikipedia:
Maps and AJAX: customer selfservice
Radical trust
Rich user enabling the long tail
Experiences

Strategic Positioning:
* The Web as Platform
User Positioning: Trust your users
“An attitude, not a
* You control your own data
technology”
Core Competencies:
* Services, not packaged software Small Pieces
* Architecture of Participation Loosely Joined
The Long Tail * Costeffective scalability (web as components)
* Remixable data source and data transformations
* Software above the level of a single device
* Harnessing collective intelligence
Data as the Rich User Experience
“Intel inside”
Software that gets
The perpetual beta Play
better the more
people use it

Emergent: user
The Right to Remix Granular addressability of
Hackability
behaviour not
“Some rights reserved” content
predetermined

Setting the scene – Web 2.0 timeline 6

Jürgen Schiller García (2006) Time bar of Web 2.0 buzz words


Setting the scene – Internet use 7

Internet World Stats, March 2007


Setting the scene – time spent online 8


Setting the scene – top sites in Singapore 9

1. Yahoo! 6. Blogger.com
2. Microsoft Network (MSN) 7. Google
3. Friendster 8. Windows Live
4. YouTube 9. WikiPedia
5. Google.com.sg 10. Megaupload
Alexa Internet 2007


Technology & today’s students 10

… They live in an incredibly fast‐moving world significantly
different than the one we grew up in...These ‘digital natives’ are
born into digital technology. Conversely, their teachers (and all
older adults) are ‘digital immigrants’.
Marc Prensky (2005) Adopt and Adapt
http://www.edutopia.org/magazine/ed1article.php?id=Art_1423&issue=dec_05

Constantly connected to information and each other, students don't
just consume information. They create — and re‐create — it. With a
do‐it‐yourself, open‐source approach to material, students often
take existing material, add their own touches, and republish it.
Bypassing traditional authority channels, self‐publishing — in print,
image, video, or audio — is common.
George Lorenzo, Diana Oblinger and Charles Dziuban (2007)
http://www.educause.edu/apps/eq/eqm07/eqm0711.asp?bhcp=1


RSS (really simple syndication) 11

RSS allows you to subscribe and read news from your
favourite websites, without having to visit each site. RSS
allows more people to share information more easily.

Content streams are called "RSS feeds" or "news feeds”,
which often contain content that changes frequently, such
as daily entries on a blog.


RSS 12

In order to be able to use a feed, a software tool known as
an aggregator or feed reader is required, e.g.

Alernatively, a web browser may be used, e.g.

or, an email client, e.g.


RSS 13

Stephanie Quilao (2006) How to explain RSS the Oprah way
http://cravingideas.blogs.com/backinskinnyjeans/2006/09/how_to_explain_.html


RSS in action 14


RSS in action 15

http://www.google.com/reader/view/


Blogs 16

http://sacibgeography.blogspot.com/


Blogs 17

http://ibismylife.blogspot.com/


Blogs 18

http://richnesswithin.wordpress.com/about/


Wikis 19

A wiki is a website where content can be added, edited or
removed by anyone with access to a Web browser and the
Internet. Wikis can be used for collaborative writing or group
projects involving multimedia.

The relative ease with which pages can be added and updated
appeal to both students and teachers.


Wikis 20


Wikis in action 21

http://occ.wikispaces.com/Web+2.0+resources


Wikis in action 22

https://burell9english.wikispaces.com/

Wikis in action 23

Colegio Internacional de Caracas
http://www.cic‐caracas.org/wiki/index.php?title=Main_Page


Wikis in action 24

IBHistoryHLWiki http://ibhistoryhlwiki.wikispaces.com/Mao


Wikis in action 25

IBHistoryHLWiki http://ibhistoryhlwiki.wikispaces.com/Mao


Podcasting/vodcasting 26

“Podcast” refers to any software and
hardware combination (e.g. desktop
PC, laptop, mobile phone or PDA) that
permits automatic downloading of
audio files for listening at the users'
convenience.

The subscription feed distinguishes a podcast from a simple
download or real‐time streaming. This is similar to the
difference between the newspaper at the newsagent (that
people have to make a decision to go and buy) and the paper
that is delivered to your home every morning. Ewan MacDonald (2006)

Vodcasting is almost identical to podcasting. The difference is
that the content is video versus audio.

Podcasting/vodcasting 27

Peter Meng (2005) Podcasting & Vodcasting: Definitions, Discussions & Implications
http://edmarketing.apple.com/adcinstitute/wp‐content/Missouri_Podcasting_White_Paper.pdf


Podcasting/vodcasting in action 28

Grammar Girl's Quick & Dirty Tips for Better Writing
http://grammar.qdnow.com/2006/09/15/who‐versus‐whom.aspx


smARThistory (2006) http://smarthistory.org/blog/category/video‐podcasts/



Art Mobs Pechstein's Dancers.mp3



chinesepod531_A165_20070320.mp3



Richard Montgommery High School http://www.portalcontrol.com/DesktopDefault.aspx?tabid=426



Baccalaureate School for Global Education http://teentalk.popcornconversation.org/


Social bookmarking 34

Social bookmarking sites are a popular way to store, classify,
share and search links through the practice of folksonomy
techniques on the Internet or Intranet.

Social bookmarking has three key benefits:
• Access your bookmarks anywhere
• Share your bookmarks with friends/colleagues
• See what others are bookmarking by way of interesting
tags


LD on Del.icio.us 35


Social bookmarking – del.icio.us 36

What is del.icio.us?
http://www.whereisab.co.uk/delicious.php


Social networking 37

David Armano (2006) Visualizing the Social Network
http://darmano.typepad.com/logic_emotion/2006/06/visualizing_the.html


Increasingly, this is the reason students log on. Websites that
draw people back again and again are those that connect them
with friends, colleagues, or even total strangers who have a
shared interest.

It is more than just a friends list; truly engaging social
networking offers an opportunity to contribute, share,
communicate, and collaborate.
The New Media Consortium & the EDUCAUSE Learning Initiative (2007)
www.nmc.org/pdf/2007_Horizon_Report.pdf



• 43 % of Internet users who are members of online communities
“feel as strongly” about their virtual community as they do
about their real‐world communities
• 56 % log into their community at least once a day
• 70 % of online community members say they sometimes or
always interact with other members while logged in
USC‐Annenberg Digital Future Project, 2007 http://www.digitalcenter.org/

Students are increasingly connecting with their peers from
other towns, states, and even countries... This new online
connectedness is redefining the word 'friend'.
eSchool News, 22 March 2007 ‐ article on 2006 annual Speak Up survey
http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6951


Social networking - Flickr 40

Flickr (http://www.flickr.com) is a free photo sharing website.
In addition to being a popular website for users to share
personal photographs, it is widely used by bloggers as a photo
repository. Flickr’s popularity has been fuelled by its
innovative online community tools that allow photos to be
tagged, browsed and commented upon.



Cogdogblog (2006) What Can We Do With Flickr? http://flickr.com/photos/cogdog/265279980/



ashley_yup (2006) Trigonometry http://flickr.com/photos/84653842@N00/320078252/


Social networking – MySpace, FaceBook 43

Facebook is the leading social networking site among college
students. Users can create profiles that include personal
interests, affiliations, pictures, etc. Information entered in a
profile (e.g. favourite band) links that user to others who have
posted similar information.

MySpace is similar and is currently the world's 5th most
popular English‐language website and the 5th most popular
website in any language, attracting nearly 80% of visits to
online social networking websites
Wikipedia ‐ MySpace http://en.wikipedia.org/wiki/MySpace


Social networking – MySpace, FaceBook 44

QHHS IB Nerds

Social networking - YouTube 45

YouTube is a video‐sharing service. It allows users to post and
tag videos, watch those submitted by others, post comments,
search for content, and create and participate in topical
groups.

Users can view profiles of individuals who have posted or
commented on videos and contact them.
EDUCAUSE Learning Initiative (2006) http://www.educause.edu/ir/library/pdf/ELI7018.pdf

IB ‐ in the style of 24 ‐ part 1
http://www.youtube.com/watch?v=rczcEN77sb4

Bongo: A Flash Movie
http://video.google.com/videoplay?docid=1917306414842512618&q=IB+MYP


E-portfolios 46

An electronic portfolio, also known as an e‐portfolio, or
digital portfolio, is a collection of electronic evidence
(artifacts, including inputted text, files such as Word and PDF
files, images, multimedia, blog entries and Web links etc.)
assembled and managed by a user, usually online.
E‐portfolios are both demonstrations of the user’s abilities
and platforms for self‐expression, and, if they are online,
they can be maintained dynamically over time.

Some e‐portfolio applications permit varying degrees of
audience access, so the same portfolio might be used for
multiple purposes.
http://en.wikipedia.org/wiki/Electronic_portfolio March 2007


E-portfolios 47

Three main purposes:
n

Developmental
1.

Representational
2.

Reflective
3.


E-portfolios - examples 48


E-portfolios - examples 49


E-portfolios: development model 50

http://www.ian.fox.co.nz/documents/Ian_Fox‐‐Learning_to_Learn_in_the_21st_Century.pdf


E-portfolios: futures? 51


(E-)learning 2.0 52

The traditional approach to e‐learning (e‐learning 1.0) has
been to use a virtual learning environment for content delivery
and consumption by students – an approach often driven by the
needs of the institution rather than the learner.

The experience of e‐learning for many has been no more than
a hand‐out published online, coupled with a simple multiple‐
choice quiz. Hardly inspiring, let alone empowering.
Steve O’Hear (2006)


(E-)learning 2.0 53

The emergence of new tools and services are facilitating
knowledge creation, management, sharing and dissemination.
In moving to e‐learning 2.0 there is greater emphasis on
creation, collaboration and communication.

…e‐learning has developed from a state of 'automation'
(putting 'static' courses online) to one of 'innovation'...We are
moving into a new era of sharing content, collaborating and
syndicating learning materials online. This is not just about
learning content but about developing new ways of learning.
Jane Knight, Learning Light, 2007


(E-)learning 2.0 54

Scott Wilson (2005) Future VLE


Second Life 55

Dubai American Academy's Digital Media Studies TeenSL Pilot Project
http://daateensecondlife.blogspot.com/2007/02/daa‐teensl‐media‐center.html


Summary/closing thoughts 56

Advancing the adoption and use of social software in schools
requires the three C’s ‐ comfort, confidence, and creativity.

In education and in our society, we have to move from seeing
computer work as technical to seeing it as communicative.

…the fast development of Web 2.0 has created a situation
where many of the powers‐that‐be have no idea that such
possibilities exist.
Christopher D. Sessums, 20 December 2006
http://elgg.net/csessums/weblog/144604.html


Summary/closing thoughts 57

Michael Wesch (2007)
Web 2.0 ... The Machine is Us/ing Us
Web20TheMachineisUsingUs.flv


Thank you 58

Lee Davis
lee.davis@ibo.org

Paul Fairbrother
paul.fairbrother@ibo.org


Weaving Web 2.0 into Classroom Practice

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