Web 2.0 a learning and teaching viewpoint

The document discusses the University of Wales, Newport's strategy for adopting and supporting Web 2.0 technologies to enhance the student experience. It outlines how the university initially focused on using its virtual learning environment (VLE) to distribute course materials but has since recognized the importance of social technologies. The strategy updates the IT strategy to support emerging technologies like blogs and wikis and become a more agile service. It also discusses the technical, teaching, marketing, and legal challenges of implementing this new approach.

Talk given at the London Museums Librarians and Archivists Group Biennial One Day Conference held at the British Museum, London on 26 April 2007. See http://www.ukoln.ac.uk/web-focus/events/conferences/lmlag-2007-04/

This document discusses commercial wiki business models and rules for operating commercial wikis. It identifies four main types of commercial wiki businesses: service providers, content hosts, consultants, and content developers. It argues that commerce can have a place in wikis as part of a healthy ecology, as long as commercial entities demonstrate value to users, are transparent in their operations, extract value only where they provide value, set appropriate boundaries, and are personally involved in the community. Overall, the document concludes that commercial wikis can be a positive addition if community, content, and commercialism are carefully managed.

Blogs and wikis can be used to differentiate instruction by allowing students to communicate outside of the classroom, collaborate on projects, and publish examples of work. Both tools allow for instant publishing and free or low-cost use. While blogs are more linear and directed, wikis are more collaborative and dynamic. Popular wikis include Wikipedia and Wikispecies. Teachers can use blogs to provide materials and Q&A sessions and wikis for group projects and collaborative works. RSS feeds allow users to aggregate news and updates from blogs and other sources.

Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.

Welcome presentation given by Marieke Guy and Brian Kelly, UKOLN at Institutional Web Management Workshop 2009, University of Essex, 28 - 30, July 2009

This document discusses emerging web-based tools for virtual collaboration in clinical practice and education. It focuses on wikis, blogs, and podcasts which have grown in popularity in recent years. These tools allow for powerful information sharing and collaboration. Wikis allow anyone with access to edit collaborative web pages, while blogs are online journals that can attract large readerships. Podcasts allow audio and video files to be downloaded to mobile devices, enabling learning anywhere. The document argues that if implemented effectively, these tools could enhance learning experiences for students, clinicians and patients by deepening engagement and collaboration. More research is needed to determine best practices for integrating these tools into education programs.

This document discusses blogs, wikis, and podcasts and provides information on how to create and use them. It defines blogs as easily created and updated webpages for ongoing writing. Wikis allow users to collaboratively edit content on a website. Podcasts are digital audio files that can be created and shared, and require a microphone, recording/editing software, and hosting on a website. Examples of using these tools for a school library include podcasts for story times, research help, and archiving lectures. The document recommends free hosting sites for wikis and podcasting tutorials.

The document discusses a research project called AccessACE that is investigating models of blended learning. It focuses on two key questions: 1) What does a clever use of information and communication technologies (ICTs) in alternative certification for educators (ACE) currently look like? 2) What could a clever use of ICTs in ACE look like? The project then explores concepts like community, organizational capabilities, and educational possibilities for blended learning options through a discussion of social networking, YouTube videos, and other ICT tools.

key strategies for helping newbies understand and use web 2.0 tools effectively by kate raynes-goldie and constance weibrands, at perthbarcamp 2007

Presentation for COIL Conference @ SUNY Purchase, November 14, 2008 by Sarah Guth and Clark Shah-Nelson

This document discusses wikis and their use in education. It defines wikis as collaboratively edited websites that allow any user to freely edit pages. Wikis do not require specialized software to edit and prioritize the last draft, with version history available. The document provides examples of how teachers can use wikis to facilitate writing, discussion, and collaboration among students on topics, projects and resources. It notes some potential obstacles to wikis, such as conflicting with assumptions of authorship and intellectual property, or students being uncomfortable with public writing or intimidated by the technology.

This document provides an introduction to Web 2.0 tools that can enhance online learning. It discusses technologies like Ajax, wikis, blogs, RSS feeds, and social bookmarking/tagging that allow for more dynamic and interactive content. Specific Web 2.0 tools are highlighted like Google Docs, Flickr, YouTube, and social media platforms that can engage students and encourage collaboration.

This document provides an overview of a virtual learning environment (VLE) and its uses at the London School of Economics. The VLE, WebCT, is used across most departments and contains course materials like readings, multimedia content, and communication tools. Staff and students have responded positively to features that enhance learning and engagement like discussion boards. WebCT allows various types of content, communication, and assessment to be delivered online to create a better learning environment.

The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.