2. Page What we want to learn here? From where we start? An overview of today presentation
3. Page What we want to learn here? From where we start? We need to define what is Web 2.0: How the Web 2.0 changed our way of making and sharing knowledge? An overview of today presentation
4. Page What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it? We need to define what is Web 2.0 is: How the Web 2.0 changed our way of making and sharing knowledge? An overview of today presentation
5. Page What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it We need to define what Web 2.0 is: How Web 2.0 changed our way of making and sharing knowledge? Next generation learning, how can we reach out to our students? An overview of today presentation
6. Page What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it What kind of learning strategies are we going to use? We need to define what is Web 2.0 is: How the Web 2.0 changed our way of making and sharing knowledge? Next generation learning, how can we reach out to our students? An overview of today presentation
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8. Ancient History: Web 1.0 Internet Content In Web 1.0 the Internet is considered an information repository , a place to access whatever information someone would place on it. Content Providers would digitise everything they had: news, print, videos, photos, and post them in web pages for viewers to access. Webmasters would take care of providing the web pages for the rest of us to browse. Users would view or download the content found there. The only contributions from users to the internet were in discussion boards. Page
9. Web 2.0 Web Applications In Web 2.0 the Internet is a repository for applications , which allow users to perform tasks or create objects without software or servers. Expands Web 1.0 concepts by allowing extensive user-supplied content . Additionally, permits easy social interaction among users. All tasks, functions, productions, etc. are performed from any machine via only a web browser . These developing interactions among users and web apps is becoming known as cloud computing . Page
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18. Thinking Tools Mind Maps are one of the most effective ways of thinking through issues and making connections to new ones. Use FreeMind! Page
Literacy Language of film, gaming, 3D etc Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.
Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.
This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.
