Weaving Web 2.0 into Classroom Practice

Weaving Web 2.0 into Classroom Practice Lee Davis and Paul Fairbrother, IB Cardiff

IB Asia Pacific Teachers’ Convention © IB 2007

2 Presentation overview

1. What is Web 2.0?

2. RSS (really simple syndication)

3. Blogs

4. Wikis

5. Pod/vodcasting

6. Social bookmarking & social networking

7. E‐portfolios

8. E‐learning 2.0

(Open University Communications Group)

3 What is Web 2.0?

Web 2.0 is the business revolution in the computer industry caused by the move to the Internet as platform, and an attempt to understand the rules for success on that new platform. Chief among those rules is this: Build applications that harness network effects to get better the more people use them. (This is what I've elsewhere called "harnessing collective intelligence) /O'Reilly Radar definition updated October 2006

4 What is Web 2.0?

Web 2.0 is about the more human aspects of interactivity. It's about conversations, interpersonal networking, personalization, and individualism... In Web 2.0, information flows in multiple directions, is user‐generated, and is shared widely. George Lorenzo, Diana Oblinger and Charles Dziuban (2007) http://www.educause.edu/apps/eq/eqm07/eqm0711.asp?bhcp=1

Strategic Positioning: * The Web as Platform

User Positioning: * You control your own data

Core Competencies: * Services, not packaged software * Architecture of Participation * Costeffective scalability * Remixable data source and data transformations * Software above the level of a single device * Harnessing collective intelligence

Data as the “Intel inside”

“An attitude, not a technology”

The Long Tail

The perpetual beta Software that gets better the more people use it

Trust your users

Small Pieces Loosely Joined

(web as components)

Hackability The Right to Remix “Some rights reserved”

Emergent: user behaviour not predetermined

Granular addressability of content

Rich User Experience

Web 2.0 Meme Map

Flickr, del.icio.us: Tagging, not taxonomy

PageRank, eBay reputation,

Amazon reviews: user as contributor

Blogs: Participation, not publishing

BitTorrent: Radical decentralization

Gmail, Google Maps and AJAX:

Rich user Experiences

Google, AdSense: customer selfservice enabling the long tail

Wikipedia: Radical trust

6 Setting the scene – Web 2.0 timeline

Jürgen Schiller García (2006) Time bar of Web 2.0 buzz words

7 Setting the scene – Internet use

Internet World Stats, March 2007

8 Setting the scene – time spent online

9 Setting the scene – top sites in Singapore

1. Yahoo! 6. Blogger.com

2. Microsoft Network (MSN) 7. Google

3. Friendster 8. Windows Live

4. YouTube 9. WikiPedia

5. Google.com.sg 10. Megaupload

Alexa Internet 2007

10 Technology & today’s students

… They live in an incredibly fast‐moving world significantly different than the one we grew up in...These ‘digital natives’ are born into digital technology. Conversely, their teachers (and all older adults) are ‘digital immigrants’. Marc Prensky (2005) Adopt and Adapt http://www.edutopia.org/magazine/ed1article.php?id=Art_1423&issue=dec_05

Constantly connected to information and each other, students don't just consume information. They create — and re‐create — it. With a do‐it‐yourself, open‐source approach to material, students often take existing material, add their own touches, and republish it. Bypassing traditional authority channels, self‐publishing — in print, image, video, or audio — is common. George Lorenzo, Diana Oblinger and Charles Dziuban (2007) http://www.educause.edu/apps/eq/eqm07/eqm0711.asp?bhcp=1

11 RSS (really simple syndication)

RSS allows you to subscribe and read news from your favourite websites, without having to visit each site. RSS allows more people to share information more easily.

Content streams are called "RSS feeds" or "news feeds”, which often contain content that changes frequently, such as daily entries on a blog.

12 RSS

In order to be able to use a feed, a software tool known as an aggregator or feed reader is required, e.g.

Alernatively, a web browser may be used, e.g.

or, an email client, e.g.

13 RSS

Stephanie Quilao (2006) How to explain RSS the Oprah way http://cravingideas.blogs.com/backinskinnyjeans/2006/09/how_to_explain_.html

14 RSS in action

15 RSS in action

http://www.google.com/reader/view/

16 Blogs

http://sacibgeography.blogspot.com/

17 Blogs

http://ibismylife.blogspot.com/

18 Blogs

http://richnesswithin.wordpress.com/about/

19 Wikis

A wiki is a website where content can be added, edited or removed by anyone with access to a Web browser and the Internet. Wikis can be used for collaborative writing or group projects involving multimedia.

The relative ease with which pages can be added and updated appeal to both students and teachers.

20 Wikis

21 Wikis in action

http://occ.wikispaces.com/Web+2.0+resources

22 Wikis in action

https://burell9english.wikispaces.com/

23 Wikis in action

Colegio Internacional de Caracas http://www.cic‐caracas.org/wiki/index.php?title=Main_Page

24 Wikis in action

IBHistoryHLWiki http://ibhistoryhlwiki.wikispaces.com/Mao

25 Wikis in action

IBHistoryHLWiki http://ibhistoryhlwiki.wikispaces.com/Mao

26 Podcasting/vodcasting

The subscription feed distinguishes a podcast from a simple download or real‐time streaming. This is similar to the difference between the newspaper at the newsagent (that people have to make a decision to go and buy) and the paper that is delivered to your home every morning. Ewan MacDonald (2006)

Vodcasting is almost identical to podcasting. The difference is that the content is video versus audio.

“Podcast” refers to any software and hardware combination (e.g. desktop PC, laptop, mobile phone or PDA) that permits automatic downloading of audio files for listening at the users' convenience.

27 Podcasting/vodcasting

Peter Meng (2005) Podcasting & Vodcasting: Definitions, Discussions & Implications http://edmarketing.apple.com/adcinstitute/wp‐content/Missouri_Podcasting_White_Paper.pdf

28 Podcasting/vodcasting in action

Grammar Girl's Quick & Dirty Tips for Better Writing http://grammar.qdnow.com/2006/09/15/who‐versus‐whom.aspx

smARThistory (2006) http://smarthistory.org/blog/category/video‐podcasts/

Art Mobs Pechstein's Dancers.mp3

chinesepod531_A165_20070320.mp3

Richard Montgommery High School http://www.portalcontrol.com/DesktopDefault.aspx?tabid=426

Baccalaureate School for Global Education http://teentalk.popcornconversation.org/

34 Social bookmarking

Social bookmarking sites are a popular way to store, classify, share and search links through the practice of folksonomy techniques on the Internet or Intranet.

Social bookmarking has three key benefits: • Access your bookmarks anywhere • Share your bookmarks with friends/colleagues • See what others are bookmarking by way of interesting tags

35 LD on Del.icio.us

36 Social bookmarking – del.icio.us

What is del.icio.us? http://www.whereisab.co.uk/delicious.php

37 Social networking

David Armano (2006) Visualizing the Social Network http://darmano.typepad.com/logic_emotion/2006/06/visualizing_the.html

Increasingly, this is the reason students log on. Websites that draw people back again and again are those that connect them with friends, colleagues, or even total strangers who have a shared interest.

It is more than just a friends list; truly engaging social networking offers an opportunity to contribute, share, communicate, and collaborate. The New Media Consortium & the EDUCAUSE Learning Initiative (2007) www.nmc.org/pdf/2007_Horizon_Report.pdf

• 43 % of Internet users who are members of online communities “feel as strongly” about their virtual community as they do about their real‐world communities

• 56 % log into their community at least once a day

• 70 % of online community members say they sometimes or always interact with other members while logged in USC‐Annenberg Digital Future Project, 2007 http://www.digitalcenter.org/

Students are increasingly connecting with their peers from other towns, states, and even countries... This new online connectedness is redefining the word 'friend'. eSchool News, 22 March 2007 ‐ article on 2006 annual Speak Up survey http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6951

40 Social networking - Flickr

Flickr (http://www.flickr.com) is a free photo sharing website. In addition to being a popular website for users to share personal photographs, it is widely used by bloggers as a photo repository. Flickr’s popularity has been fuelled by its innovative online community tools that allow photos to be tagged, browsed and commented upon.

Cogdogblog (2006) What Can We Do With Flickr? http://flickr.com/photos/cogdog/265279980/

ashley_yup (2006) Trigonometry http://flickr.com/photos/84653842@N00/320078252/

43 Social networking – MySpace, FaceBook

Facebook is the leading social networking site among college students. Users can create profiles that include personal interests, affiliations, pictures, etc. Information entered in a profile (e.g. favourite band) links that user to others who have posted similar information.

MySpace is similar and is currently the world's 5th most popular English‐language website and the 5th most popular website in any language, attracting nearly 80% of visits to online social networking websites Wikipedia ‐ MySpace http://en.wikipedia.org/wiki/MySpace

44 Social networking – MySpace, FaceBook

QHHS IB Nerds

45 Social networking - YouTube

YouTube is a video‐sharing service. It allows users to post and tag videos, watch those submitted by others, post comments, search for content, and create and participate in topical groups.

Users can view profiles of individuals who have posted or commented on videos and contact them. EDUCAUSE Learning Initiative (2006) http://www.educause.edu/ir/library/pdf/ELI7018.pdf

IB ‐ in the style of 24 ‐ part 1 http://www.youtube.com/watch?v=rczcEN77sb4

Bongo: A Flash Movie

http://video.google.com/videoplay?docid=1917306414842512618&q=IB+MYP

46 E-portfolios

An electronic portfolio, also known as an e‐portfolio, or digital portfolio, is a collection of electronic evidence (artifacts, including inputted text, files such as Word and PDF files, images, multimedia, blog entries and Web links etc.) assembled and managed by a user, usually online.

http://en.wikipedia.org/wiki/Electronic_portfolio March 2007

E‐portfolios are both demonstrations of the user’s abilities and platforms for self‐expression, and, if they are online, they can be maintained dynamically over time.

Some e‐portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes.

47 E-portfolios

n Three main purposes:

1. Developmental

2. Representational

3. Reflective

48 E-portfolios - examples

49 E-portfolios - examples

50 E-portfolios: development model

http://www.ian.fox.co.nz/documents/Ian_Fox‐‐Learning_to_Learn_in_the_21st_Century.pdf

51 E-portfolios: futures?

52 (E-)learning 2.0

The traditional approach to e‐learning (e‐learning 1.0) has been to use a virtual learning environment for content delivery and consumption by students – an approach often driven by the needs of the institution rather than the learner.

The experience of e‐learning for many has been no more than a hand‐out published online, coupled with a simple multiple‐ choice quiz. Hardly inspiring, let alone empowering. Steve O’Hear (2006)

53 (E-)learning 2.0

…e‐learning has developed from a state of 'automation' (putting 'static' courses online) to one of 'innovation'...We are moving into a new era of sharing content, collaborating and syndicating learning materials online. This is not just about learning content but about developing new ways of learning. Jane Knight, Learning Light, 2007

The emergence of new tools and services are facilitating knowledge creation, management, sharing and dissemination. In moving to e‐learning 2.0 there is greater emphasis on creation, collaboration and communication.

54 (E-)learning 2.0

Scott Wilson (2005) Future VLE

55 Second Life

Dubai American Academy's Digital Media Studies TeenSL Pilot Project http://daateensecondlife.blogspot.com/2007/02/daa‐teensl‐media‐center.html

56 Summary/closing thoughts

Advancing the adoption and use of social software in schools requires the three C’s ‐ comfort, confidence, and creativity.

In education and in our society, we have to move from seeing computer work as technical to seeing it as communicative.

…the fast development of Web 2.0 has created a situation where many of the powers‐that‐be have no idea that such possibilities exist.

Christopher D. Sessums, 20 December 2006 http://elgg.net/csessums/weblog/144604.html

57 Summary/closing thoughts

Michael Wesch (2007) Web 2.0 ... The Machine is Us/ing Us

Web20TheMachineisUsingUs.flv

58 Thank you

Lee Davis lee.davis@ibo.org

Paul Fairbrother paul.fairbrother@ibo.org

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