Question 1

a) http://historylearningproject.pbwiki.com

b) 5 key issues

1 – Collaboration – students had to learn to collaborate effectively on this project. They had to make sure that they chose groups in which they knew that the people they were with would contribute equally. I had to design the project so that each person could contribute equally and that each and every person, along with their parents could all contribute.

2 – Motivation – This project had to motivate the students to complete it. It therefore had to be interesting and stimulating, not just a lesson on history using the computer. I was able to find some internet sites that were both relevant to the project as well as stimulating for the students, something they could relate to.

3 – Parental involvement – Parents had to be involved in this project, creating tasks that the parents had to do was hard to integrate into the project. Due to everyday life time constraints, parents would have found it hard to become involved in the project, however, because they groups were in three’s, there were always another two sets of parents experiencing the same thing, making a collective experience. The students’ task to actually teach their parents the technology meant that the parents had to be involved. It involved the parents because the students were being marked on their ability to teach their parents this technology. The parents had to maintain blogs, Wikis etc. which were viewed by the teacher regularly.

4 – Increased/deeper learning – it was incredibly difficult to make sure that by using this technology, students were not just playing around with social networking tools, rather that this web 2.0 software was enhancing their learning and their answers to the questions. It was incredibly difficult to formulate questions/tasks that encouraged deeper learning

5 – Reliability – a large problem with this project was the ability of students to decide which websites were reliable and which were unreliable when it came to using them as research or sources, this is hard to teach students when they are doing the project out of school hours or have little knowledge on the topic. However, I managed to find some reliable sources for them and show them what they were looking for; all that was needed was a little guidance in the right direction.

c) The collaborative nature of this project appeals exactly to the theory of Dreikurs; that human beings are social in nature and that one of our inherent needs is to gain a sense of belonging. This project creates an environment like this because all students are needed to complete the project; they are all connected on the internet as well as with their families. The students are motivated to complete their part of the project by their being part of the group, they do not want to be the only one to let the group down, neither do the parents, so the parents are motivated to keep their children on track with the project so as not to be embarrassed in front of the other parents. Students are intrinsically motivated to be a part of the group and gain that sense of belonging, by trying to make their part of the project the best and the most interesting in terms of web 2.0 technologies, this increases their use of these types of software and motivates them to make a quality wiki/blog.

Question 2

a) Teachers are able to convey new information is multimedia technologies with use of web 2.0. Programs such as ,

all allow stimulating and involving ways of presenting information to students so that through viewing them, they can draw their own conclusions, bring their own ideas and build on their own previous knowledge. Teachers are able to use Blogs and wikis to present the information, allowing their students to add comments or useful links that they themselves have found. Also, use of RSS Feeds means that students can subscribe to pages that are updated frequently; they are then notified when new information on a particular topic comes to hand.

b)Students when using the

often do not need encouragement to log onto programs such as facebook and myspace because they are already familiar with these programs and their influence on society. Many, if not all of the students would already have accounts on these social networks because of their use amongst their friends, it is a staple method of communication amongst students these days. Use of blogs and Wikis encourage collaboration, especially when they are designed with a single purpose in mind such as study of a particular topic. Students are able to find videos: http://www.teachertube.com/view_video.php?viewkey=5ea4c7bb6b2e6d570d46

, links, pictures and Podcasts that make the blog interesting and stimulating. Blogs such as heyjude are an example of collaborative learning, viewers are able to see what other people have added and contribute their own views or thoughts.Use of tagging programs such as del.icio.us allow students to share their internet sites with each other, this is particularly useful in group activities.

c) Classroom management methods are an important part of any classroom however, it is important to maintain a democratic classroom when using web 2.0 with a class. Students need to be given free range with their learning and use of web 2.0 technology. Walking around the room and occasionally bringing attention back to the task they are being required to complete is necessary to maintain good classroom management. Setting tasks to be completed in a certain amount of time is important. The most important feature of classroom management with the use of Web 2.0 is the collaborative nature; students should be free to help each other as well as the entire class, when they discover something new.

Involving all students in a certain network, such as facebook allows them to be part of a group and feel a sense of belonging. Students often do not need much guidance, they tend to learn their own way with technology such as this, they also learn with the help of their classmates. Use of www.igoogle.com is an example of how tabs can be set up to contain certain topics. For example tabs can be created that allow users to name the topic and allow them to put all the information they find on that topic in one place. This also means that students no longer have to save work to a USB drive or email it home, it is all contained on the web and when they next need to access it, can do so on any computer.

d)

Students try to achieve higher learning through the use of web 2.0 technology, this type of technology enhances the learning experience. Students attain the higher order of thinking outlined by Bloom,

through the use of collaboration.

The majority of technology in web 2.0 is of a collaborative nature, no longer are students learning with computers by themselves, rather they are learning the skills, along with the help of their classmates.

Connectivism and social constructivism, which ‘provide a theoretical basis for online learning’ allow students to learn at the higher end of Bloom’s taxonomy. Because everyone is connected they are learning as a group which has been proven more effective than learning alone. Students are able to grab ideas from their classmates and expand on them in their own words, thereby reaching the creating level of Bloom’s taxonomy.This use of collaboration on the internet allows students to add to their answers/information at any time. They can write a quick comment or add information to each others’ blogs etc.

Web 2.0 is a new learning platform that students these days are learning as default. What Generation X or even Generation Y had grown up with and learnt at school is now considered ‘old school’ and not current in terms of technology. Web 2.0 is designed for open and collaborative communication, learning and creativity. No longer are students learning technologies and computing skills by themselves, they are having the same learning experience as their classmates and they are learning from each other as a result. The implementation of social networking tools allows for collaborative communication and learning. Being able to view the work of other people allows for comments to be made etc. Sites such as Heyjude (O’Connell, 2007.) allow this and are a point of reference when looking at web 2.0 technologies and its implementation into everyday life.

            Web 2.0 requires:

a)      A platform

b)      Social networking

c)      read/write web

d)      social software

e)      gathering and sorting

Programs and applications that form part of web 2.0 include:

-         Myspace

-         Facebook

-         Podcasts

-         Blogs

-         Wikis

-         RSS Feeds

-         Flickr

-         Youtube

-         iGoogle

All of these programs are interactive and most of them provide activities and features for multiple intelligences, therefore allowing for creative and community learning. Web 2.0 supports open and collaborative communication, learning and creativity by appealing to the different intelligences with the use of multimedia technologies. Learning is enhanced with use of social networking programs and information is readily available through the use of RSS feeds which allow users to subscribe to certain websites which are continually updating.

            Web 2.0 supports and fosters open and collaborative communication in the use of websites and social networking programs such as Myspace and Facebook. These sites are similar in nature; however, they have different characteristics. Facebook allows for a more professional profile or webpage to be created by the user and this site is mainly free of online ads, unlike Myspace. However, Myspace has its merits and allows users to ‘jazz up’ their profile and add music and video clips to play automatically when viewers see their page. On both of these sites users can personalize their webpage by posting information about themselves, what they like/dislike etc. Also, both sites allow other users with the application to write comments/post comments to their page, allow email and some kind of Instant Messaging system. The collaborative side of these programs, particularly Facebook allows users to join particular groups or networks that they belong to, communicating with other members of these groups. Social network programs such as these foster a collaborative and inclusive environment that would be particularly useful when used in the classroom.

            Web 2.0 supports open and collaborative learning via the many websites and applications that enhance one’s learning experience. Use of technologies such as blogs and Wikis allow for viewers to learn from other contributors in their discipline. The Heyjude blog is a terrific example of a daily posting of new and impressive technologies that one particular person has found on the internet. This availability to all users allows for the sharing of information between users and those who are interested enough will commit to an RSS feed for that blog ‘Openness is the new trend. It’s an open world…. are you unable or unwilling to adapt? Sharing content, thoughts and ideas should be the norm’ (Library Technology Reports, 2007). This change in attitude from individual learning to that of sharing information allows for greater insight into the topic and allows more effective and efficient learning particularly when worked through in a group. The subscription to RSS feeds means the subscriber is notified when the blog is updated and new things are added. RSS Feeds are available to any viewer of the site and are free, allowing for open and collaborative learning.

These features can also link in with the communication side of web 2.0. Users are able to comment on blogs and contribute to the blog in a certain way, providing clarification of terms as well as the building of information not already present on the site. Blogs also allow users to incorporate other websites and links in their posts, leading to further information and greater and more extensive learning. These features of web 2.0 therefore foster open and collaborative learning.

            Wikis also offer much the same learning, however, Wikis are different. They allow for multiple contributors to add to the work/information published on the Wiki. Essentially this increases the likelihood of the deeper learning occurring. Having multiple contributors means having an increased number of ideas and theories to build upon. This element of web 2.0 would be particularly useful in the classroom in the fostering of group work. Teachers would be able to view the different group dynamics that occur in their own class and how different groups and students approach the particular topic set. Wikis allow for multiple pages to be added to the home page meaning that ideas can be further explained in the form of a link. This also allows for greater organisation of the information and an increased insight into the major issues.

            Web 2.0 technologies allow for open and collaborative creativity in the form of Podcasts and videos as well as programs such as Flickr, iGoogle and Youtube. Flickr is a program that lets users to upload photos and pictures onto their profile and share these with other Flickr users. They are allowed to foster their creativity in the shape of creating greeting cards etc. with their photos and being able to send these to their friends. iGoogle allows for creativity much the same as Myspace or Facebook. Here users can integrate many of the web 2.0 technologies in one place, limiting the confusion of multiple accounts and making it easy to access. iGoogle allows users to subscribe to Google products in one place and to add technologies of particular interest to their account. iGoogle lets multiple technologies appear on one page, not having to search in numerous areas.

Programs or applications such as Facebook are designed to enhance one’s learning and or social interaction with other users. Facebook allows users to communicate on the web with each other; there are also virtual programs where, say, one person can give another a ‘hug’. This is the creative side of Facebook. Ideas such as ‘the wall’ allow users to write comments or talk to other users/friends on the internet, the one receiving the comment on their profile is notified by email that someone has written to them. Facebook has the added bonus of users being able to communicate with others via networks. They simply have to join a network that they want to belong to and they can find their friends/colleagues and ‘add’ them as a friend. Alternatively, if someone you do not know or want to add wants to be your friend you can reject their friend request, therefore adding an extra layer of security to your profile and life.

The Use of web 2.0 technologies heralds the future of the internet and online learning, creativity and communication. Already we can see that there is increased communication via the internet and email. However, the introduction and gradual integration of web 2.0 technologies such as Myspace and Facebook are becoming increasingly popular and big business are fighting for a piece of this increased patronage. Eventually everyone will be advertising and learning via the internet, students will no longer learn from textbooks, rather they will learn collaboratively, off each other in class on computers. The creativity side of web 2.0 is present in both Myspace and Facebook, both social networking programs, where the user creates their own profile or website for free. Myspace allows greater creativity in regards to layout etc. but facebook provides greater security. There is great competition between these two programs at the moment in relation to the number of users (SMH, 2007).

            We can therefore see the ways in which web 2.0 technologies support open and collaborative communication, learning and creativity. The use of web 2.0 programs allows users and viewers to view and contribute to online discussions and issues. This results in deeper learning for all users. It also appeals to the fun nature of the internet, creating a positive view and outlook on learning on the internet. Users may be unaware they are learning because it is so enjoyable or entertaining. Also, because it is easy and requires less effort users are able to gain more out of it. This is particularly important in the classroom and how students learn. They are more likely to remember information if they associate it with the experience they had in learning it.

Reference List

Goodman, Benny. (2007). Education in overdrive, Nursing Standard, vol.21, issue 6, p.61.

O’Connell, Judy, Heyjude Blog, Retrieved October 2007 from, http://heyjude.wordpress.com/.

Richardson, W. (Aug 2007). Walking the Web 2.0 [Electronic version]. District Administration, vol.43, Issue 8, p71.

Reuters. (2007, November 1). Spurned Google rolls out its Facebook killer. Sydney Morning Herald. Retrieved November 1, 2007, from http://www.smh.com.au.  

Library Technology Reports. (2007). Technology Trends for a 2.0 world. Library Technology Reports, vol. 43, Issue 5, pp.32-44.

Using Flickr as a social tool

Flickr is an online social photo sharing application. It allows users to upload their own photos onto a site and have the option to share these with others. There are also other components such as the map that allows the user to pinpoint the locations where their photos were taken. This could be useful in the classroom because it would allow students, who may have been on a school trip or something to upload their photos and then share them with their parents or friends mid way through the trip. When the students return from their trip they are then connected with their classmates again and able to see the different photos they had taken during the trip. Flickr is an important part of the social networking tool because it allows people to connect using a visual medium, a popular learning tool. Flickr is better than programs such as photobucket because it allows users to put their photos on the map and share these with other users, viewers are able to search for photos from particular locations as well.

Back to School with the Class of Web 2.0

These three sites are the writings and findings of a web designer/programmer, Brian Benzinger. These sites are parts of a three part article that he has written, Part one looks at tools, part two looks at office applications and part three deals with real cases of the use of web 2.0 in classrooms around the world. This is an invaluable tool because the author, Brian Benzinger has tried and tested all the links/applications he recommends in his article. He has also highlighted personal favourites, this is important because teachers need to know if the applications they may be looking to use in their own class have worked for others, if they are recommended, they may be more willing to use the same technique in the future.

Part one

Part one categorises the different parts of web 2.0 into groups such as media sharing, learning and research and For teachers. These sub categories set out the liks nicely, making it easy for teachers to look through the links that may only apply to them. It also looks at a load of resources/applications for students that teachers should be aware of.

Part Two

Part two deals mainly with office applications and comparing the different applications such as word processor applications and spreadsheets etc. with each other. This is a new dimension to programs that we take for granted such as Word. It offers office applications that are entirely created on the internet, an integral part of Web 2.0.

Part Three

Part three looks at experiences with the different applications/tools that form part of Web 2.0 and their use in Education. What he has noticed with the use of Educational blogging, Photosharing with programs such as flickr, podcasting, Wikis and video sharing.

All three parts are important from a teacher’s point of view because they allow us to gain an insight into how we may use these programs, the pros and cons of each of them and perhaps how they can be improved. This article also allows for comments to be made/read by other viewers, bringing about the idea of social networking/learning off each other.

http://links.jstor.org/sici?sici=0022-1546%28199005%2F06%2961%3A3%3C294%3AELTMSA%3E2.0.CO%3B2-9

http://web.ebscohost.com.ipacez.nd.edu.au/ehost/pdf?vid=2&hid=105&sid=26098db0-2c88-425b-9008-8f73ea8a938d%40sessionmgr102

 This article is from Lisa, in my networked learning class.

This article relates to topic 3: How are teachers coping with Web 2.0 technologies in schools.

You can see it here 

The past 15 years have seen a significant increase in the use of technology in higher education. In fact, professors now find it difficult to imagine teaching without the Internet, course-management systems, Microsoft Office, e-mail, and other technological applications. Course-management systems allow faculty members to deliver materials to their students with greater ease than was previously possible. However, the most significant problem with course-management systems is that they are built around the credit-based course, not the individual student. One answer may be found in the latest evolution of the Web, often called the “read/write Web” or “Web 2.0,” some of whose improvements are already available. One of the developments has been the ability of people to write to the Web without the specialized skills once necessary to create a Web page. The resulting change is that, rather than simply reading from the Web, people everywhere are now creating online content.

This article explains the use of web 2.0, it doesn’t particularly relate directly to teachers coping with web 2.0 but talks about the use of web 2.0 and how learning has evolved by incorporating it into teaching.

Hey Jude is a fantastic blog, it offers information on many things web 2.0. This blog is updated approximately every 1-2 days. It gives tips on many things web 2.0 and shows us many different sites or places that she has found on the web and how they can be used. Particular emphasis is placed on web 2.0’s influence on education. I have noticed down the right hand side that there is a drop down menu that has links and names of many edubloggers, bloggers that write particularly about education, for example George Siemens. The ability to link to other sites is an invaluable tool, particularly for students like me, who have little knowledge about some topics of web 2.0 as i am still learning them. Blogs such as Hey Jude allow us to learn about sites found by others… the site del.icio.us allows users to share their own bookmarks and search for sites to help them in their own research. This website also gives examples of slideshows and presentations given at conferences etc. offering even more links for us. It is extremely organised and easy to maneouver around, offering resources, easy to use headings and many , many links to other bloggers, educators and wikis.