2. *

3. *
Which Web 2.0 tools are you using?
What makes them “2.0”?

4. “the participatory web”
(Brad Decrem)
User as
producer

5. blogger

7. *
Which aspects of learning do appeal to?
Which strengths do they have for enabling learning?

8. *

9. Adapted from jcal.info/web2/participation.html
*
(1) Searching & sharing
(e.g. information, knowledge, files; shared knowledge &
community building)
(2) Researching & learning
(e.g. web quests, interactive sites)
(3) Knowledge building
(e.g. shared editing of knowledge and files; collaboration;
Wikipedia)
(4) Communication & interaction
(e.g. Skype, forums, chat)
(5) Creative learning & active production
(e.g. creating learning contents through blog texts, videos,
audio and multimodal)

10. Cf.
ndcshepparton.wikispaces.com/Bloom's+
Digital+Taxonomy
*
• Creating - Designing, constructing, planning,
producing, inventing, devising, making
• Evaluating - Checking, hypothesizing,
critiquing, experimenting, judging, testing,
detecting, monitoring
• Analyzing - Comparing, organizing,
deconstructing, attributing, outlining, finding,
structuring, integrating
• Applying - Implementing, carrying out, using,
executing
• Understanding - Interpreting, summarizing,
inferring, paraphrasing, classifying,
comparing, explaining, exemplifying
• Remembering - Recognizing, listing,
describing, identifying, retrieving, naming,
locating, finding

11. Cf. ndcshepparton.wikispaces.com/Bloom's+Digital+Taxonomy

12. *

13. *
 weblogs = blogs = websites
of Web 2 = journaling
 can be hosted by a blog
host service or on own
website / server
 inclusion of any kind of
file next to text
 wide range of topics
 can incl. co-authors
 comments, feedback
This is a blog post / thread
Opens up
comments
by other
readers
Shows tag that
were used to
categorize the
blog This is a blog post / thread
archive /
history
RSS feeds
Shy or
quiet
students
Writing
gets an
audience
Docu-
ments
progress

14. From: http://donathabi2011.wordpress.com/reading-blogs
http://imoeshenrystar.wordpress.com

15. (adapted from Langer de
Ramirez, 2010, 18)

16. *
• “web page” where many people can add,
delete, edit information
• all members are
authors and editors
(vs. blog)
• collaboration writing, editing, reviewing)
(for teachers and students)
• (history / tracking + restore functions
Welcome
History
Wikis in class
• usually hosted by external host (many free)  GoogleDocs!
• posting can be public – protected - private
Using wikis in the classroom – some ideas:
• Web quests
• Collaborative projects & co-authoring / peer review
• Interactive “chain” writing games
• Planning an event & sign-up sheets (forms) for events
• Place to display student work (scanned art, images)
(adapted from Langer
de Ramirez, 2010, 35)

17. *
• Audio recording similar to radio show (1 episode or full
show)
• Recorded in sharable format (mp3)
• RSS enabled (i.e. audience can subscribe to them)
• Can be listened to online, on mp3 player (any will do), or via download
on a computer
• Many podcasts for language learners and on many topics available
• Students can create podcasts themselves (few tools
needed – e.g. Audacity (free online)
Using podcasts in the classroom – some ideas
• Weather or science reports
• Poetry recitations
• Pronunciation practice
• Classroom news
• Radio soap operas
• Interviews with parents, teachers, community members
• Directions to a place
• City guide (e.g. for a virtual tour) (adapted from Langer
de Ramirez, 2010, 53)

18. Podcasting &
blogging
combined
http://www.podcasting.ahuisjes.de

19. Example: www.voxopop.com/group/10009435-6578-488e-8cca-4ea19dd84034
*
Some ideas
• cf. podcasts, and:
• digital storytelling
• language practice
• voice-based
discussion forum
www.voxopop.com

20. *
www.narrable.com
Some ideas:
• cf. podcasts, and:
• digital storytelling
• voice-based photo
annotation
• photo description
• tourist / city guide

21. http://www.wordle.net
*
*
Some ideas:
• vocab of new topic
• word fields
• collocations, phrasal verbs, etc.
• predicting and previewing,
advanced organizer (e.g. for a
reading activity)
• prompts for storytelling
• summary of an article / chapter
• support for language production,
e.g. scrambled sentences

22. Over to you
*

23. In the next 20 minutes…
 Access the Google Doc (Workshop Meeting Space)
 Get ready to explore 1 or 2 tools 
… then let’s get together to discuss
our findings & observations

25. http://web20andlanguagelearning.wikidot.com/
http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies
http://www.web2teachingtools.com
http://jcal.info/web2
http://www.internet4classrooms.com/web2.htm
Web 2.0 & Language Learning video
http://donathabi2011.wordpress.com/reading-blogs
Cram, A., Kuswara, A. & Richards, D. (2008). Web 2.0 supported collaborative learning activities: Towards an
affordance perspective In L. Cameron & J. Dalziel (Eds), Proceedings of the 3rd International LAMS & Learning
Design Conference 2008: Perspectives on Learning Design. (p.p. 70-80). 5th December 2008, Sydney: LAMS
Foundation.
Langer de Ramirez, L. (2010). Empower English Language Learners With Tools From the Web. Thousand Oaks:
Corwin.
Motteram, G. & Sharma, P. (2009). Blending Learning in a Web 2.0 World. International Journal of Emerging
Technologies & Society. 7(2), pp. 83 – 96
Prensky, Marc (2001): Digital Natives, Digital Immigrants. On the Horizon MCB University Press, Vol. 9 No. 5.
Salmon, G. (2002). e-tivities: the key to active online learning. London: Routledge.
Wang S. & Vásquez, C. (2012). Web 2.0 and Second Language Learning: What Does the Research Tell Us? CALICO
Journal, 29(3), pp. 412-430. http://camillavasquez.com/pdf/WangVasquez_Web2_CALICO.pdf

26. Animaps – create own animated maps: www.animaps.com/#!home
Blogger: www.blogger.com
Edublogs: www.edublogs.com
Fotobabble: www.fotobabble.com
Flickr photos: www.flickr.com
LiveMocha: http://livemocha.com
Narrable: www.narrable.com
Voxopop: www.voxopop.com
Wordle – create word clouds: www.wordle.net
Wordpress: www.wordpress.com
Tools referred to: