2. 1. Introduction
2. Why Web 2.0 is Important to Teaching?
3. Pedagogy in Web 2.0 Tools for Teachers
4. Effective Web 2.0 Tools for Teachers
Abstract
This paper presents a brief overview of what Web 2.0
is, why teachers must embrace Web 2.0 tools for online
teaching, the rationale behind various Web 2.0 tools for
teachers, and a list of strategies for using these tools, in
order to make online learning successful.
4.1 Tools for Sharing Content
4.2 Tools for Assessing Student Performance
4.3 Tools for Collaborating with Students
4.4 Tools for Providing Live/Recorded Online
Lecture Sessions (Audio/Video)
5. Conclusion
6. References
7. About WizIQ
3
4
5
6
17
18
CONTENTS
19
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3. Web 2.0 isn’t the most descriptive of terms. This buzz phrase refers to the “next generation” of Internet
technologies that facilitate interaction with the user. It describes the leap from a primarily static World Wide Web where
most websites were online brochures consumed by the end user, to today’s web, where sites are dynamically generated
and content is both created by and shared by end users. In other words, Web 2.0 sites encourage collaboration, allowing
social interaction to form virtual communities around user-generated content.
3Introduction
The original web was fairly passive for the end user.
Now that it has evolved past this consumption-only
mentality, Web 2.0 technologies provide Internet-based
systems that offer pedagogical applications for online
teaching. For example, tools such as blogs, Instant
Messaging (IM), discussion boards, Voice over Internet
Protocol (VoIP), audio/video chat, RSS feeds, file
sharing, social media platforms, interactive whiteboards,
and wikis are ubiquitous. All of these tools are Web 2.0
systems, and each captures the essence of different
pedagogical elements for online teaching, such as
content sharing, assessing student performance,
communicating and collaborating with students, and
audio/video recording lecture sessions.
These and other Web 2.0 systems have given rise to
many Web 2.0 tools that help teachers deliver courses
via e-learning, in both synchronous and asynchronous
modes. This paper lists useful Web 2.0 tools for
teachers, and offers guidelines on using them
effectively. Also, this paper briefly explains the rationale
behind the development of Web 2.0 tools, so that
teachers can appreciate the pedagogy supported by
each one of them.
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4. Today’s teachers must seriously consider adopting at least some aspects of e-learning, as students become more used to
digital communication. The Pew Research Centre’s July 2011 survey on teens, shows that fully
95% of US teens between the ages of 12 to 17 are now online, with 80% of those using social media sites.
To further corroborate high Internet usage worldwide, Nielsen and NM Incite’s
reports the following:
“Pew Internet: Teens”
U.S. Digital Consumer Report: Q3-Q4
2011,
4Why Web 2.0 is Important to Teaching?
In 2011, 274 million Americans had internet access, which was more than double the number with
internet access in 2000. A total of 81 billion minutes were spent on social networks and blogs, which
constituted 21.3 percent share of the total internet time by category. Videos and movies constituted 4.3
percent share and portals constituted 3.8 percent share of the total internet time spent in 2011.
Additionally, 27 percent of online video viewers and social network/blog visitors were aged between
18-34 years, and 28 percent of online video viewers and social network/blog visitors were aged between
35-49 years.
The report published by Web marketing 123 queried over 500 marketing professionals, two
thirds of whom worked in the B2B (business-to-business) market, while the rest focused on B2C (business-to-consumer)
companies. This report cites that 75.3% of B2C companies experience most of their Web 2.0 activities on Facebook.
68.4% of marketers surveyed said they generate leads through social media sites, with over 55% having closed those
deals. Because of this success, 60% of respondents planned to increase their social media marketing budget in 2012.
Another factor in the need for today’s teachers to investigate both e-learning and Web 2.0 tools is the growing skills gap
in the US workforce. “Bridging the Skills Gap,” a report published by the American Society for Training & Development
(ASTD) cites the following facts under the section
“State of Digital Marketing”
“Where are the Biggest Gaps?”
In 1991, fewer than 50 percent of U.S. jobs required skilled workers. By 2015, 76 percent of U.S. jobs
will require highly-skilled workers, e.g. those with special skills in science, technology, engineering, or
math. And 60 percent of new jobs will require skills held by 20 percent of the population.
In such a world, continuous education is a must. In order to provide effective teaching, it is important to use learners’
access to the internet. Today’s younger generations, in particular, are commonly referred to as the “wired” generation.
Reaching out to them requires embracing Web 2.0.
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5. To be effective, online teachers should consider new e-learning techniques. Charlotte N.,Gunawardena, and Rebecca
Zittle, in their paper An Examination of Teaching and Learning Processes in Distance Education and Implications for
Designing Instruction, list these important themes as cognitive strategies, learner-centeredness, interactivity,
collaborative learning, and social presence.
Most teachers will find these to be very familiar pedagogical concepts. In this case, they are simply being adapted and
re-discovered in their online pedagogical form. In his paper Models of Online Courses, Dr. Robin Mason identifies five key
elements of pedagogy in online teaching, which revolve around the themes discussed above.
5Pedagogy in Web 2.0 Tools for Teachers
5key elements
Structured discussions Collaborative activities
Online assessments Interactive course materials
An online pedagogy – the changing role of the teacher from a sage to a guide
Providing live/recorded lecture sessionsSharing content
Assessing student performanceCollaborating with students
Once it is accepted that Web 2.0 is here to stay, and that it is the most important medium for reaching out to today’s
prospective students, a comprehensive list of Web 2.0 tools for teachers is a must. Each tool should be evaluated against
every pedagogical element of online teaching, to ensure that it is effective.
Many Web 2.0 tools for teachers are designed based on these elements:
These tools can be divided broadly into the following categories, based on their purpose or theme:
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6. Now that we have explained what Web 2.0 is, what Web 2.0 tools offer, and the ramification for teachers, let us take a
look at some Web 2.0 tools that teachers might want to explore. Each section below focuses on a different type of tool,
and highlights strategies for using each tool effectively. Table 1 summarizes the different types of Web 2.0 tools
available based on the purpose that each serves, and the pedagogical elements each supports.
6Effective Web 2.0 Tools for Teachers
Sharing Content
Assessing Student Performance
Collaborating with Students
Providing Live/Recorded
Lecture Sessions (audio/video
recording)
Note: Due to various international laws, it is important to check any web-based or online service’s Terms of Service before suggesting
to your students that they use it. For example, due to US laws meant to protect children online, Facebook requires users to be 13 years
of age or older to sign up, so Facebook groups are only recommended for courses where the students are at least 13 years old.
Tool Type Web 2.0 Tools Pedagogical Elements Addressed
WordPress, LiveJournal,
Google Docs, WizIQ
Rubrix, Wordcounter,
Grammarly, WizIQ
Google Talk, Yahoo! Messenger,
Facebook, Campfire, WizIQ
YouTube, Animoto,
VoiceThread, WizIQ
Cognitive strategies, Learner-
centeredness, Interactivity
Cognitive strategies, Learner-
centeredness, and Interactivity
Cognitive strategies, Learner-
centeredness, Interactivity,
Collaborative learning, and
Socialpresence
Cognitive strategies, Learner-
centeredness, Interactivity,
Collaborative learning, and
Social presence
Table 1: The types of Web 2.0 Tools and the Pedagogical Elements Addressed by Each of Them
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7. 4.1 Tools for Sharing Content
Cognitive strategies, Learner-centeredness & Interactivity.
Learning is a dynamic and unpredictable process. A content design approach must balance self-management for the entire
range of learners, from novices to advanced students. Once students understand how to locate resources on their own, and to
assess their own learning progress, their online learning experience will be a success.
Pedagogical Elements Supported:
7Effective Web 2.0 Tools for Teachers
Thus, it is vital to foster learner independence. Usually this
ability is expected of mature students, such as those in post-
graduate programs, who have developed skills based on their
own life experiences or studies, and are able to locate
resources to manage their own learning. However, Roger
Hiemstra points out in his book Overcoming Resistance to
Self-Direction in Adult Learning, that many traditional learning
situations limit opportunities for personal involvement,
especially where content is ‘controlled’ by teachers. He states
that by understanding how to locate resources, and how to
assess their learning progress, students can develop the skills
– and hence learner independence – necessary for success in
a variety of training or instructional settings.
To this end, Reushle et al. point out in Critical Elements:
Designing for Online Teaching that a constructive approach to
content design must be adopted to enhance online learning.
Cognitive tools such as spreadsheets and PowerPoint
presentations must be used in ways that help students
interpret and organize their personal knowledge. This content
must be structured in small, manageable ‘chunks’ before
sharing. Use of concept maps and graphic organisers helps
students navigate this content, and interpret and organize
their own knowledge based on their individual learning styles.
Reushle et al. further point out that learning diaries or
journaling activities allow students to reflect on their
cognitive needs while creating write-ups. These write-ups
should then be integrated within the course content so
students can increase their awareness of their own learning
process.
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8. 8
Google Docs (free):
SlideShare (free):
Google Docs allows users to create documents, spreadsheets, drawings, and presentations using a
web browser. Multiple users can edit the same file at the same time, a process that fosters
collaboration and administrators can manage file sharing by enabling and revoking access as
needed. This is a good tool for joint/group projects.
SlideShare allows users to upload, share, and view presentations, videos, webinars, documents, and
PDFs. Not only can you place your own materials there for students to review, but you can also
point them to interesting material other people have added.
You can share content on SlideShare:
The following Web 2.0 tools can be used to create and share content with students:
Either publicly or privately.
With all your contacts, some of your contacts, or none of your contacts.
Embedded on your website or blog without the documents appearing publicly on SlideShare.
Strategies - File Sharing:
Content should be shared using online file sharing systems such as
Google Docs and SlideShare, in various formats such as document
files, PowerPoint presentations, and spreadsheets depending on what
suits a particular concept or subject matter. Providing selective access
to such provides flexibility to students, letting them access and refer
to content asynchronously even after synchronous sessions are
finished.
Effective Web 2.0 Tools for Teachers
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9. 9
WordPress.com (free):
WordPress is a widely-used blogging service that allows you to create content in the form of blog
posts, and share it with readers. WordPress also allows people to subscribe to blogs, so they can
receive updates instantly via email. Use a blog to share interesting, topic-relevant sites and facts, or
to update your learners on changes, upcoming events, course corrections, and other related news.
Strategies - Blogs:
Blogs are an excellent Web 2.0 tool to structure journaling activities in an online (or
even face-to-face) course. Blog content can be shared by encouraging students to
document their thoughts on their own blogs, and building a sense of community with
other students.
In their paper Using Blogs to Teach Strategies for Inquiry into the Construction of Lived
and Text Worlds, Amanda H. Thein, Tim Oldakowski, and DeAnn L. Sloan point out that
blogs offer the ability to have not only dialogue, but conflict through the comments
feature. Hence, blogs can be used to stimulate cognitive conflict by providing alternative
perspectives, instead of just static understandings of the beliefs, rules, and norms used
to construct social worlds.
Use of blogs should be encouraged when students would benefit from discussions with
broader participation. Former students, interns, and colleagues can all participate easily
with a blog, writes Rob Kelly in Synchronous and Asynchronous Learning Tools: 15
Strategies for Engaging Online Students Using Real-Time Chat, Threaded Discussions
and Blogs at Faculty Focus.com.
Kelly also writes that blog archives must be
viewed – by the students themselves, and their
teachers – to judge a student’s learning over a
period of time. Such activity provides learners
opportunities for reflection.
Effective Web 2.0 Tools for Teachers
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10. 10
WizIQ (subscription-based):
WizIQ offers a cloud-based Content Library. It allows users to upload PDFs, Word/PowerPoint/Excel
documents, audio/video files, and share it with anyone. You can access your Content Library from
inside the WizIQ Virtual Classroom, sharing anything with your attendees using your library. You can
even allow them to download the files, so your students can review the materials at their leisure.
You are not limited to just what is already inside your Content Library.
You can also upload files on the fly during a class, and give students permission to upload as well.
WizIQ Virtual Classroom can be used to
archive sessions for later distribution, to be
reviewed asynchronously by those students
who want to refer back to lectures.
Strategies: Virtual Classroom
Content can be shared inside the virtual classroom when the objective is to provide the
benefit of immediacy to online students. Whiteboards can be used for explaining complex
concepts, and in those situations that need higher-level thinking, brainstorming, and
problem-solving approaches in order to arrive at solutions.
Effective Web 2.0 Tools for Teachers
WizIQ
Virtual Classroom
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11. WizIQ (subscription-based):
Wordcounter (free):
Grammarly (subscription-based):
WizIQ provides straight-forward assessment tools: create your own question bank, make use
of a pre-built WizIQ question bank, or use polls in the classroom. Teachers can use these
tools to assess students' progress and provide them feedback.
Wordcounter is a simple, handy tool that tells you how many words are in a given set of text.
Use it for double-checking student assignment lengths, and recommend it to your students
so they can do the same before submitting their assignments.
Grammarly helps teachers detect plagiarism quickly. Just copy and paste text into the editor,
which gives a detailed report highlighting mistakes, including misspellings and other
grammatical issues (such as incorrect usage of punctuation, prepositions, and quantifiers).
Suggestions for improvement are also offered.
It is important for all teachers to assess student performance. Teachers must define the criteria for the grades and have
an effective strategy for recording what they have assigned.
The following tools offer assistance in this process: designed to provide feedback to motivate students and
encourage their participation.
4.2 Tools for Assessing Student Performance
Cognitive strategies, Learner-centeredness, and Interactivity.Pedagogical Elements Supported:
11Effective Web 2.0 Tools for Teachers
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12. 12
Strategies – Performance Assessment:
Ann M. Sloan and Nikolaos Linardopoulos discussed the importance of grading rubrics in their paper
Development, Implementation and Evaluation of a Grading Rubric for Online Discussions. As with face-to-face
teaching, grading rubrics for online courses must be distributed to students before the start of the course. This
will help students know what is expected of them in terms of performance.
In particular, grading rubrics must clearly outline the criteria used to assess a student’s performance. Separate
rubrics must be defined for assessing content, expression, and participation.
Grading rubrics must also be tied to all pedagogical elements addressed by the various Web 2.0 tools. For
example, there should be separate rubrics that assess content and online discussions. To assess content (such
as essays and theses), grading rubrics must determine if a write-up demonstrates understanding of key
concepts, along with the ability to critique the work of others, provide evidence to support opinions, and offer
new interpretations of discussion material.
Similarly, for assessing online discussions, grading rubrics must
consider quality, quantity and timeliness for the content, and
expression and participation in discussions. Grading rubrics must
be designed to provide feedback to motivate students and
encourage their participation.
Effective Web 2.0 Tools for Teachers
Rubrix (subscription-based):
Rubrix allows you to create rubrics, conduct detailed evaluations of students, and centrally store data
for reporting and analysis. It acts as an ‘evaluation guide’ and can be used directly by logging in to
your Rubrix web account through a web browser.
Using Rubrix, teachers store their evaluations and student observations onto their own computers.
These files are then automatically synchronized to the web. Once uploaded, evaluations are
archived, and can be shared with selected individuals. Rubrix is a great solution for those who teach
in multiple locations, or often need to access an older evaluation to compare it to a more recent one.
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13. 4.3 Tools for Collaborating with Students
Cognitive strategies, Learner-centeredness, Interactivity, Collaborative
learning, and Social presence.
Pedagogical Elements Supported:
Facebook (free):
Campfire (subscription-based):
WizIQ (subscription-based):
Teachers can create a group on Facebook to interact with students asynchronously. Facebook
groups allow members of a group to connect, share, and collaborate on a given topic or
idea. Facebook groups also provide the feature of making the groups “invite only,” letting
teachers selectively invite students to separate groups as needed. Teachers can also set up
synchronous, one-to-one real-time chat sessions with their student, using the platform’s chat
feature.
Campfire is a real-time web-based collaborating tool for groups, similar to instant messaging.
Users can also share files through this platform in real-time. Campfire chats are password
protected, and when you set up your chat rooms, you decide who can view which rooms.
WizIQ provides an online educational platform for teachers and students to collaborate in
real-time with tools like real-time virtual classrooms with multi-way audio, up to 6 live video
streams, integrated chat, online whiteboard, application sharing, file transfer, breakout
rooms, and more.
Discussion is a key pedagogical element for bringing the online learning
experience closer to a face-to-face learning environment. After all, any
kind of teaching involves engaging students and fostering discussions, in
order to judge each student’s learning style and comprehension.
Online discussions can be facilitated through social media platforms such
as Facebook, which offers an integrated chat system. They can also be
facilitated through independent instant messaging (IM) systems such as
Google Talk and Yahoo! Messenger, or even through independent
discussion boards.
13
Some of the popular Web 2.0 tools teachers used to collaborate and interact with students are listed
below:
Effective Web 2.0 Tools for Teachers
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14. Zoho Show (free):
Zoho suite
The Teachers Corner (free):
Zoho Show, part of the of productivity applications, allows users to create powerful
presentations, and deliver them live over the Internet instead of having to be present in the same
room as the attendees. This software-as-a-service offering also allows users to import presentations
and both view and edit presentations synchronously through their browser. Zoho Show allows you to
invite remote participants to attend your online presentation, and while the participants can interact
in real-time, the presenter retains complete control over the whole process.
The Teacher’s Corner offers a message board where teachers can start subject-focussed discussions
with students. These discussions can be divided into categories based on subject, event, or theme,
such as birthdays, motivation, and team work. Teachers also can use The Teacher’s Corner to
collaborate with other educators, discussing matters regarding lesson plans, curriculum, classroom
management, and teaching tips. A particularly useful feature highlights unread posts, making the
active discussion threads easy to find.
Strategies – Collaboration:
Ian G. Richards discusses strategies for effective use of discussion forums in his paper Effective Use of Online
Discussion Forums: The Importance of Assessments. Students should be encouraged to use discussions to
introduce themselves. Discussions must be used to post answers to commonly asked questions rather than
emailing separate responses to each student. Responding in a public forum reduces the teacher’s workload,
allows students to all receive the same answers, reduces how long students have to wait to receive answers,
and allows additional discussion between the teacher and the students themselves regarding the topic in
question.
Use of discussion should be planned by considering how it relates to learning objectives and how it promotes
deeper thinking. Rob Kelly also talks about effective use of discussion forums in online teaching. According to
him, it is best to plan the number of discussions that are appropriate for any given course. For example, at
least 12 discussions are recommended for a 16-week course.
Discussions should focus on the most difficult and the most important topics. Discussion questions must be
formulated in a way that helps students reflect upon concepts, debate, and explore application analysis for
case studies.
14Effective Web 2.0 Tools for Teachers
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15. 4.4 Tools for Providing Live/Recorded Online Lecture Sessions (Audio/Video)
Cognitive strategies, Learner-centeredness, Interactivity, Collaborative
learning, and Social presence.
One advantage of online teaching is the ability to record lectures and discussions without additional equipment or
expertise. Teachers can then use these recordings to examine and improve their own teaching skills, or to share with
students who missed class, need review, or are interested in forging ahead to learn more about a topic.
Teachers do not have to limit themselves to virtual classroom recordings. Preparing video clips relevant to the subject
matter in advance, to play in class, is also an effective online teaching strategy. For example, teachers might show a
video of a demonstration that they prepared ahead of time while narrating it for the students.
Web 2.0 tools that can assist teachers in using audio/video clips to enrich their online course material
Pedagogical Elements Supported:
YouTube (free):
Animoto (subscription-based):
Voice Thread (subscription-based):
YouTube’s special YouTube for Teachers sub-site not only allows teachers to upload and share their
own videos, it also allows them to share other video links relevant to their subject matter.
Animoto’s powerful features can be used to create presentations incorporating images, videos,
music, and text.
Voice Thread is a collaborative platform that lets users share images, documents, and videos. It also
allows users to leave comments in different ways, using voice (with a mic or telephone), text,
uploading an audio file (MP3/WAV), or recording video comments (via webcam).
To encourage student participation, response to discussion boards must be tied to rubrics. For
example, students must post at least 1 initial posting and 1 additional information/interpretation
each to at least 2 other messages in the discussion board in order to receive grade points.
Open-ended questions must be used to elicit divergent thinking for comprehension of more
difficult concepts.
15Effective Web 2.0 Tools for Teachers
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16. Strategies – Audio/Video:
Rob Kelly argues the importance of using video clips to stimulate discussions in Synchronous and
Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-Time Chat, Threaded
Discussions and Blogs on FacultyFocus.com. According to him, teachers should select video clips that support
learning objectives and that are related to the course’s concepts.
Short video clips (up to 5 minutes long) should be introduced after providing foundational information, to help
maintain the student’s attention. They should also be posted in discussion boards to facilitate discussion and
be tied to these discussions by both asking questions based on the video clip’s content, and by assigning
appropriate rubrics to the discussion sessions.
These video clips must be used to support assignments rather than as a
stand-alone course. Video clips must be used as “scaffoldings” along with
lower-order thinking tasks, such as the learning objectives of the course
module. Scaffolding helps to build references around the context of the
module that will be covered in the next session. Therefore, video clips should
also show application of the context being discussed to help the students
into higher-order thinking. For example, a module on Electromagnetic
Spectrum in Chemistry might have learning objectives as ‘develop
understanding of various regions of electromagnetic spectrum’, and
‘problems and causes associated with electromagnetic radiations’. This
module should be scaffolded with a video that demonstrates electromagnetic
radiation emitted or absorbed by an object.
Finally, video clips must always be chosen from verifiable sources.
16Effective Web 2.0 Tools for Teachers
WizIQ (subscription-based):
WizIQ can record your entire class or training sessions for later reference, demonstration, or
asynchronous learning. The recordings can be viewed online or downloaded and distributed to the
students. The best part is that the recording captures everything that happens in the class including
the presenters' audio and video inputs. Even better, you get a weekly report about who viewed or
downloaded the recordings.
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17. Conclusion
From years of traditional teaching, we know that face-to-face teaching environments offer many ways in which students
can interact with teachers and fellow students, regarding course content and concepts. Replicating the same experience
and providing opportunities for collaboration and interaction in online teaching environments was initially a challenge.
Yet, with the advent of Web 2.0 tools such as social media, software-as-a-service platforms that allow groups to
collaborate over distances, and blogs, opportunities for meaningful interaction among students and teachers are plentiful.
These tools address the same pedagogical elements of learning as those in a face-to-face learning environment –
learner-centeredness, cognitive strategies, collaborative learning through discussions, and social presence
–provided that these courses are designed and facilitated to make the most of what Web 2.0 has to offer. Learning, the
Internet, and the Web are more interrelated than ever before. With Web 2.0 tools, any teacher can learn how to make
this new avenue of instruction work for them.
17
Face-to-Face Online interaction via social media, blogs,
software-as-a-service (such as WizIQ)
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18. 18References
Gunawardena, Charlotte N., &Zittle, Rebecca.
Hiemstra, R. 1994,
Kelly, Rob.
Mason, Robin.
“Pew Internet: Teens.”
Reushle S., Dorman, M., Evans, P., Kirkwood, J., McDonald, J. and Worden, J.
Richards, Ian G.
Sloan, Ann M &Linardopoulos, Nikolaos.
“State of Digital Marketing”.
Thein, Amanda H., Oldakowski, Tim & Sloan, DeAnn L.
“U.S. Digital Consumer Report: Q3-Q4 2011.”
“Where are the Biggest Gaps?”
“An examination of teaching and learning processes in distance
education and implications for designing instruction.”ACSDE Research Monograph No. 12, Distance Education Symposium.
1995, pp. 51-63.University Of New England Electronic Reserve University Of New England. Web. 14 June 2012.
‘Helping learners take responsibility for self-directed activities’, in Overcoming Resistance to Self-
Direction in Adult Learning, eds R. Hiemstra and R. G. Brockett, Jossey-Bass Publishers, San Francisco, pp. 81-88. Web
26 July 2012.
“Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-
Time Chat, Threaded Discussions and Blogs.” FacultyFocus.com. Magna Publications, Inc., n.d. Web. 14 June 2012.
“Models of Online Course.” Ed At A Distance: Magazine and Ed Journal, Vol 15: No.7 (2001): n.pag.
Web. 14 June 2012.
Pew Internet. Pew Research Center, 27 April 2012. Web. 14 June 2012.
“Critical Elements: Designing for
Online Teaching.” ASCILITE, n.d. Web. 14 June 2012.
“Effective Use of Online Discussion Forum: The Importance of Assessment.” Working paper prepared
for FET5302,n.d. Web. 14 June 2012.
“Development, Implementation and Evaluation of a Grading Rubric for
online Discussions.” MERLOT Journal of online Teaching and Learning, Vol. 7, No. 4 (2011). Web. 14 June 2012.
Webmarketing123. Webmarketing123, n.d. Web. 14 June 2012.
“Using Blogs to Teach Strategies for Inquiry into the
Construction of Lived and text Worlds.” In The National Association for Media Literacy Education’s Journal of Media
Literacy Education2:1 (2010) 23 – 36. JMLE. Web. 14 June 2012.
Nielson.com. (2012). Web 11 July 2012.
Bridging The Skills Gap (2009): 9-10. ASTD. Web. 14 June 2012.
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19. WizIQ is an online learning and teaching platform that connects educators and students through its WizIQ Virtual
Classroom technology. Available for individual teachers as well as organizations, WizIQ is a highly scalable solution for
both synchronous teaching and asynchronous tutorials and assessments. Used for everything from teaching hybrid
courses at major universities to offering guitar lessons one-on-one across thousands of miles, WizIQ is an incredibly
flexible tool for delivering and enhancing any type of training or instruction.
WizIQ is a Massachusetts-based company with nearly 2 million registered users and more than one million monthly
visitors. WizIQ is rapidly becoming the preferred method for educators at all levels to establish an online e-learning
presence that is engaging students with a degree of value that competitors simply can’t match.
WizIQ’s teaching tools work from a web browser, eliminating the need to download any software or worry about
upgrades. WizIQ also offers a content library, a test/assessment module, teacher profiles, and public classes by experts.
Going beyond providing online teaching tools, WizIQ enables trainers and tutors to find new clientele and sell their
courses through an online marketplace with an integrated payment gateway, helping them build their individual teaching
businesses. At the same time, these tools are scalable to meet the needs of universities and major training and teaching
organizations.
orEmail us at:
sales@wiziq.com
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