How Recent Web Developments Offer Low-cost Opportunities for Service Development

This document summarizes a presentation about using Elluminate Live, an online conferencing software, to run virtual events. It discusses the key features of Elluminate Live like video conferencing, whiteboarding, and polling. It provides examples of how Elluminate Live has been used at the University of Bath, like for online open days. The document also outlines best practices for moderators and participants. Finally, it briefly introduces some alternative online conferencing tools.

The document discusses how digital technologies and online participation are transforming education and literacy. It explores concepts like digital natives, Web 2.0, participatory culture, and new literacies skills needed for students. Blogging is presented as a tool that can engage students in creating, sharing, and collaborating while developing these 21st century skills when implemented properly in educational settings.

Web 2.0 technologies such as blogs, wikis, social bookmarking, and photo/video sharing can promote collaboration and information sharing in new ways for K-12 education. These technologies allow students and teachers to become co-creators in the learning process. Blogs allow for commenting and continuing discussions outside the classroom. Podcasts are similar to radio broadcasts and can be listened to anytime while enhanced with images, video, and links. Wikis are online writing spaces that allow multiple authors to collaboratively add, update, and edit content. Social bookmarking allows tagging and sharing bookmarks online. Photo and video sharing provides online storage and the ability to tag and organize digital media.

DM110 Emerging Web Media / Huston Film School, National University of Ireland, Galway / 9th January 2007

The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It describes several Web 2.0 concepts like wikis, blogs, social networking sites, tagging, and rich media tools. It also examines how these technologies could support new pedagogical approaches by enabling collaborative writing, distributed conversation, and student content creation. While some Web 2.0 uses for education build on earlier Internet-based practices, others may require rethinking traditional models of teaching and learning.

The document discusses how digital natives have grown up in a world surrounded by emerging technologies and are accustomed to multitasking, random accessing information, and networking. It notes statistics on time spent on digital activities and contrasts how digital natives process information in a nonlinear, integrated manner compared to digital immigrants. The document then provides an overview of common activities done by digital natives online, such as communicating, sharing, buying/selling, exchanging, meeting, collecting, searching, analyzing, reporting, programming, socializing, learning, coordinating, evaluating and gaming. It concludes with discussing the concept of Web 2.0 and social software.

The Community Engagement projects (currently known as e-Learning Creative Community Partnerships) have moved from using discussion forums, to trialling a range of social software tools. We've been invited by the Social Software Research project, to be a case study, and share the progress so far.

Presentation on Web 2.0 and learning management systems (LMS). NITLE conference on the topic, Reed College, 2006.

Social Bookmarking was a presentation offered by Evelyn Izquierdo (UCV-Avealmec founder member) and Jennifer Verschoor (President of ARCALL, the Argentinian CALL Association) as part of "21st Century Learning in the EFL Class", a blended course currently carried out by Professor Doris Molero at Universidad Rafael Belloso Chacín (Maracaibo-Venezuela). The course is supported by Webheads in Action and Integrating Technology for Instruction and Learning, a virtual community for ESL/EFL teachers.

My presentation for the Universitas 21 E-learning and Pedagogy Conference in Guadalajara, Mexico on 28-30 November 2006.

A new breed of collaborative, knowledge-building tools.  Downes, S. (2006). Learning networks and connective knowledge.  Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching.  Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education.  Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. 38

This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0 and highlights some key Web 2.0 tools like blogs, wikis, RSS feeds, social bookmarking, photo sharing, video sharing, blog search, news aggregation and mashups. It outlines educational benefits of blogs and wikis like helping students communicate, collaborate, motivate participation and provide opportunities to read and write. It also provides some tips for preparing a classroom for blogging and using wikis for collaboration.

Web 2.0 technologies allow for new approaches to learning and teaching such as creating and sharing work, collecting and remixing content from different sources, and collaborating with others globally. Learners can take advantage of opportunities for discovery through searching, building on previous work, and serendipitous findings, potentially forming learning networks with peers before even joining a course. Institutions may need to facilitate these learner-driven networks rather than solely providing traditional courses.

Slides used in a presentation on "Web 2.0: What Is It, How Can I Use It, How Can I Deploy It?" given by Brian Kelly at an Aslib Engineering Group seminar on "Engineering Information: Today And Tomorrow" on 22 November 2006. See http://www.ukoln.ac.uk/web-focus/events/seminars/aslib-2006-11/

The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, podcasting and how they can be used for collaborative learning, student content creation, and new forms of digital storytelling. The document argues that while some educational practices predate Web 2.0, new technologies allow for more distributed, participatory, and object-oriented pedagogies.