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Technology in Teaching & Learning: Web 2.0 Tools

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A simple presentation on some useful web 2.0 tools for teaching and learning covering Cognitive Tools and Collaborative Tools.

Publicado en: Educación, Tecnología
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Technology in Teaching & Learning: Web 2.0 Tools

  1. 1. Technology in Teaching & Learning Web 2.0 Tools By Chuah Kee Man Email: Centre for Language Studies, Universiti Malaysia Sarawak
  2. 2. (Source: To Collaborate or Not? Page  2
  3. 3. Prelude Questions Reflect and share you views on the following questions:  Why do you need to collaborate?  How do you prefer collaborations to take place?  If information is easily available, are “two heads really better than one”? Page  3
  4. 4. (Source: Part 1 – Technology in Learning Page  4
  5. 5. 21st Century Learners 2-minute Buzz  What are the characteristics of 21st century learners? Scholarly Citation  Are you ready to be a 21st century educator? Page  5
  6. 6. Page  6
  7. 7. Page  7
  8. 8. Technology in T&L  Technology in teaching & learning is meant to mediate (if not enhance) the learning and meaning-making process.  Not just collaboration around computers Scholarly Citation but collaboration through computers (Haythornwaite,1999)  It can facilitate or support the collaborative structures. Page  8
  9. 9. Technology in T&L  Technological tools (be it hardware or software) provide affordances that can improve CSCL-based activities. Scholarly Citation  affordances are the perceived properties of a thing in reference to a user that influences how it is used (Kirschner, 2002). Page  9
  10. 10. Part 2 – Collaborative & Cognitive Tools Page  10
  11. 11. Tools in Teaching & Learning  Can be online and offline  Usually depends the availability of hardware (e.g. computers, Internet connection). Scholarly Citation – tools that facilitate Collaborative tools collaborations or create collaborative spaces  Cogntive tools - tools that are intended to engage and facilitate cognitive processing. (both are usually not mutually exclusive) Page  11
  12. 12. Collaborative Tools Page  12
  13. 13. Collaborative Tools Scholarly Citation Complement classroom instruction and engage students/learenrs in online activities, assignments and discussions that allow for deeper participation inside and outside the classroom. Page  13
  14. 14. Collaborative Tools Scholarly Citation Allow collaborative sharing of content. You can upload, share and discuss documents, presentations, images, audio files and videos. Over 50 different types of media can be used in a VoiceThread. Page  14
  15. 15. Collaborative Tools Scholarly Citation A web-based tool for creating engaging digital posters, presentations and school projects. Page  15
  16. 16. Collaborative Tools Scholarly Citation Create a mini social network for your class. Rather than having your students sign up and enter an email address, you sign up and create a class code. Page  16
  17. 17. Collaborative Tools Scholarly Citation Real-time multi-user whiteboard. Image upload and sharing. Userlist and text chat. Live audio communications. No downloads required, no user limit Page  17
  18. 18. Collaborative Tools Scholarly Citation Blendspace or used to be called EdCanvas is an online tool to deliver content and support collaborative sharing of ideas (comments & feedback) – It comes with built-in assessments and lesson tacking. Page  18
  19. 19. Collaborative Tools Scholarly Citation Wikispaces makes managing your class a breeze, with tools to handle day-to-day work and features to tackle the special activities you've only dreamed of. Page  19
  20. 20. Cognitive Tools Page  20
  21. 21. Cognitive Tools in CSCL Scholarly Citation A very useful collaborative-based conceptmapping tool. Allows images, video and text to be included. Page  21
  22. 22. Cognitive Tools in CSCL (used to be called WallWisher) can be used as a note-taking tool or a mind-mapping tool. It allows uploading of various media/links as well. Page  22
  23. 23. Cognitive Tools in CSCL Scholarly Citation Smore is a digital flyer/poster maker which can function like a mind-mapping tool. It allows clear presentation of ideas in 1 digital flyer that can accommodate various media. Page  23
  24. 24. Cognitive Tools in CSCL Scholarly Citation Twiddla is a real-time online tool. Its beauty is in its simplicity and accessibility: no plug-ins or downloads, no need to work around complex firewalls, no advanced scheduling. It’s available 247 and the only requirement is a computer with an internet connection and a web browser. Page  24
  25. 25. Cognitive Tools in CSCL Scholarly Citation Prezi is a web-based presentation application and storytelling tool that uses a single canvas instead of traditional slides. Page  25
  26. 26. Cognitive Tools in CSCL Evernote is a suite of software and services designed for notetaking and archiving. A "note" can be a piece of formatted text, a full webpage or webpage excerpt, a photograph, a voice memo, or a handwritten "ink" note. Page  26
  27. 27. Cognitive Tools in CSCL Slideshare is used mainly to share digital content (mostly slides or PDF documents). It allows seamless sharing with download functions. Page  27
  28. 28. Other useful tools  Blogs & Microblogging  Social networks (e.g. Facebook, Twitter)  PodCast (audio sharing) Scholarly Citation (depending on network  Video conferencing bandwidth and speed)  Mobile applications Page  28
  29. 29. (Source: Part 3 – Designing Activities Page  29
  30. 30. Principles in Designing Activities  Technological scaffolding in designing CSCLbased activities takes advantage of Subject domains (Fischer et al., 1991); Knowledge types and scientific inquiry (de Scholarly Citation Jong, 2006); Presence of others, group awareness, and social networks (Kreijns & Kirschner, 2004); Feedback and advice for online collaboration (Soller et al., 2005). Page  30
  31. 31. Considerations in Designing Activities  Should be contextualised and authentic (social, psychological, and educational dimensions)  Should focus on social interactions as the Scholarly Citation driving force of learning process  Should be complex enough for collaborations to take place  Should provide enough control and ownership of the tasks Page  31