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Web 2.0 Tools for Science

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Stephen Best
Stephen Best

Web 2.0 in the Classroom: Collaborative Learning Tools for Science Presentation made at NSTA 2009 in New Orleans, by Stephen Best

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Web 2.0 in the Classroom: Collaborative Learning Tools for Science NSTA 2009 Annual Conference New Orleans, Louisiana Stephen Best University of Michigan School of Education
Objectives
Objectives • Review the common practices of science and see possible online collaborative tools to support these practices
Objectives • Review the common practices of science and see possible online collaborative tools to support these practices • Discuss the considerations of using Web 2.0 tools to support science learning and instruction
Objectives • Review the common practices of science and see possible online collaborative tools to support these practices • Discuss the considerations of using Web 2.0 tools to support science learning and instruction • Review examples of applications of commonly used Web 2.0 tools for science instruction and learning
What do we ask kids to do to learn science?
What do we ask kids to do to learn science? take notes ■ have a discussion ■ do an experiment ■ read a map ■ make a graph ■ draw a picture ■ make a concept map ■ write an essay ■ make a table ■ view a demonstration ■ look up a definition ■ watch a video ■ solve a math problem ■ explain a concept ■ compare and contrast information ■ search for reference information ■ write a story ■ make a list ■ answer a question ■ look at pictures ■ read a book ■ create a web page ■ share information ■ take a picture ■ talk with a teacher ■ ask an expert ■ make a presentation ■ post a link ■ make a diagram ■ etc.
The Practices of Learning Science • Document creation / note-taking • Brainstorming / concept mapping • Drawing and diagramming • Data collection and analysis • Researching and reading text and information • Viewing images or video • Presentations and sharing information
Collaboration • For years, rarely a focus for instruction! (we often try to prevent collaboration) • A key component of the social constructivist approach to learning • Allows for higher level thinking and analysis on a level that previous activities did not • A critical skill for learners and scientists in the 21st century
Where to start? • Before you try finding tools, decide what the purpose of the use of these tools is going to be! • http://www.go2web20.net/ • Choose the tools that are likely to stick around for a while (i.e. they are backed by actual $) • Limit the number of tools you intend to use
Document Creation/Notes • Lots of possible tools that allow collaboration • Google Docs or other web-based “office” tools • Note taking applications that allow for easy searching and navigation (Evernote, Zoho, or similar) • Wikis can also be used for a large set of information and tracking of collaborative efforts
Brainstorming/ Concept Mapping • Depends on the goal and functionality of the tools • Generally better left to other means, but there are tools that allow for this • Webspiration, Spinscape, MindManager, and other tools for the web (similar to Inspiration)
Drawing & Diagramming Option 2: •Option 1: •Capture of your paper/ •Creation of online drawings, diagrams, and writing efforts or... designs •Note-taking or •Bamboo space and other document collection drawing and diagramming sites like Evernote sites •Picture capture sites •Allow multiple media and like Flickr multiple “artists”
Data Collection / Analysis • It all depends on the types of data... • Numerical data: online spreadsheets (Google Docs) • Instrument specific data: content site tools (i.e. Weather Underground) • Observation data: Text can use wikis and online documents (i.e. Google or Zoho Docs) • Image/Video data: Flickr and other image sites
Research and Reading Text • Google search (custom search engine tools) • iPaper or other document reading sites • Delicious, Digg, and other content review sites • More basic text tools (blogs, wikis, etc.) • Note taking tools that allow for web clipping
Viewing Images and Video • Common image and video viewing sites (Flickr, Photobucket, YouTube, Vimeo) • Content specific images and video (NASA, U.S. Geological Survey, etc.) • Participant submitted video (TestToob, TeacherTube, etc.)
Presentations and Sharing Information • Slide creation and presentation sites (280 slides, Google Presenter, etc.) • Slide sharing sites (Slideshare, etc.) • Video sites (slides exported as video- podcasts, downloadable/streaming video, etc.) • Online document sharing (Scribd iPaper or others)
Assessment • Does not depend on the tool • Use the collaboration features of any of the tools, and establish useful rubrics for collaborative assessment • More important to develop the guidelines and procedures for using any of the previously mentioned sites
For More Information • Handouts and slides available at: http://mmstlc.net • Slide shows, commentary, podcast, and other resources at: http://catalyst.mmstlc.net • Contact information at the MMSTLC Site listed above

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Web 2.0 Tools for Science

  • 1. Web 2.0 in the Classroom: Collaborative Learning Tools for Science NSTA 2009 Annual Conference New Orleans, Louisiana Stephen Best University of Michigan School of Education
  • 3. Objectives • Review the common practices of science and see possible online collaborative tools to support these practices
  • 4. Objectives • Review the common practices of science and see possible online collaborative tools to support these practices • Discuss the considerations of using Web 2.0 tools to support science learning and instruction
  • 5. Objectives • Review the common practices of science and see possible online collaborative tools to support these practices • Discuss the considerations of using Web 2.0 tools to support science learning and instruction • Review examples of applications of commonly used Web 2.0 tools for science instruction and learning
  • 6. What do we ask kids to do to learn science?
  • 7. What do we ask kids to do to learn science? take notes ■ have a discussion ■ do an experiment ■ read a map ■ make a graph ■ draw a picture ■ make a concept map ■ write an essay ■ make a table ■ view a demonstration ■ look up a definition ■ watch a video ■ solve a math problem ■ explain a concept ■ compare and contrast information ■ search for reference information ■ write a story ■ make a list ■ answer a question ■ look at pictures ■ read a book ■ create a web page ■ share information ■ take a picture ■ talk with a teacher ■ ask an expert ■ make a presentation ■ post a link ■ make a diagram ■ etc.
  • 8. The Practices of Learning Science • Document creation / note-taking • Brainstorming / concept mapping • Drawing and diagramming • Data collection and analysis • Researching and reading text and information • Viewing images or video • Presentations and sharing information
  • 9. Collaboration • For years, rarely a focus for instruction! (we often try to prevent collaboration) • A key component of the social constructivist approach to learning • Allows for higher level thinking and analysis on a level that previous activities did not • A critical skill for learners and scientists in the 21st century
  • 10. Where to start? • Before you try finding tools, decide what the purpose of the use of these tools is going to be! • http://www.go2web20.net/ • Choose the tools that are likely to stick around for a while (i.e. they are backed by actual $) • Limit the number of tools you intend to use
  • 11. Document Creation/Notes • Lots of possible tools that allow collaboration • Google Docs or other web-based “office” tools • Note taking applications that allow for easy searching and navigation (Evernote, Zoho, or similar) • Wikis can also be used for a large set of information and tracking of collaborative efforts
  • 12. Brainstorming/ Concept Mapping • Depends on the goal and functionality of the tools • Generally better left to other means, but there are tools that allow for this • Webspiration, Spinscape, MindManager, and other tools for the web (similar to Inspiration)
  • 13. Drawing & Diagramming Option 2: •Option 1: •Capture of your paper/ •Creation of online drawings, diagrams, and writing efforts or... designs •Note-taking or •Bamboo space and other document collection drawing and diagramming sites like Evernote sites •Picture capture sites •Allow multiple media and like Flickr multiple “artists”
  • 14. Data Collection / Analysis • It all depends on the types of data... • Numerical data: online spreadsheets (Google Docs) • Instrument specific data: content site tools (i.e. Weather Underground) • Observation data: Text can use wikis and online documents (i.e. Google or Zoho Docs) • Image/Video data: Flickr and other image sites
  • 15. Research and Reading Text • Google search (custom search engine tools) • iPaper or other document reading sites • Delicious, Digg, and other content review sites • More basic text tools (blogs, wikis, etc.) • Note taking tools that allow for web clipping
  • 16. Viewing Images and Video • Common image and video viewing sites (Flickr, Photobucket, YouTube, Vimeo) • Content specific images and video (NASA, U.S. Geological Survey, etc.) • Participant submitted video (TestToob, TeacherTube, etc.)
  • 17. Presentations and Sharing Information • Slide creation and presentation sites (280 slides, Google Presenter, etc.) • Slide sharing sites (Slideshare, etc.) • Video sites (slides exported as video- podcasts, downloadable/streaming video, etc.) • Online document sharing (Scribd iPaper or others)
  • 18. Assessment • Does not depend on the tool • Use the collaboration features of any of the tools, and establish useful rubrics for collaborative assessment • More important to develop the guidelines and procedures for using any of the previously mentioned sites
  • 19. For More Information • Handouts and slides available at: http://mmstlc.net • Slide shows, commentary, podcast, and other resources at: http://catalyst.mmstlc.net • Contact information at the MMSTLC Site listed above

Editor's Notes