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Presentation Objectives

• Define Web 2.0 Technologies• Identify purpose for integration of technologies, specifically Web 2.0, in online,

traditional, and hybird courses• Discuss Web 2.0 Technologies currently available, including their usages and

benefits• Create!

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Definitions: Web 1.0 vs. Web 2.0

Where Web 1.0 technologies use push-pull methods of resourcing, Web 2.0 technologies utilize “collective intelligence.”Web 2.0 uses the Web as a “platform” and includes services offered rather than packaged software, individual and collaborative contribution and participation, transformation of data, the usage of multiple connected components, and cost effective collaboration (O’Reilly, 2005).

http://www.youtube.com/watch?v=6gmP4nk0EOE

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Why Web 2.0?

“The trick with higher learning at this point is catching up with students that are already so tech-savvy it’s been part of their life always These are very savvy people and they want to learn the way theythink.”

1 Emphasis added. Jennifer Reeves was the executive producer KOMU-TV News and assistant professor, journalism at the time of this podcasting conference.

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Why Web 2.0?

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Why Web 2.0? Creating a Community of Inquiry

Teaching Presence

Social Presence

Cognitive Presence

Garrison, Archer, and Anderson, 2000

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Why Web 2.0? Create Interaction

Learner –Learner

Learner-Content

Learner –Instructor

Moore, 1989

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Why Web 2.0?

Dede, a professor in Learning Technologies at Harvard's Graduate School of Education, noted that Web 2.0 technologies facilitate cooperation, collaboration, contribution, and ingenuity and create a paradigm shift away from traditional ways of thinking (Riedel, 2008).

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Web

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Web

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Wik

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A weblog is "a website that contains an online personal journal with reflections, comments, and often hyperlinks provided by the writer” (The Merriam-Webster Collegiate Dictionary, 2004). A weblog is a “web-based, multimedia publishing system, that is low-cost (often free), very easy to use, customizable in terms of look and feel, content, target audience and hyperlinked to other content spread across the internet” (Cameron & Anderson, 2006, p. 2).

Weblogs are personal pages, whereas wikis are communally created. Wiki comes from the Hawaiian word quickA Wiki is a web site in which any individual can add and edit information without needing special administrative access rights.

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Weblogs and WikkisLinks

The Educational Bloggers Network (http://www.ebn.weblogger.com)Edublogs (http://www.edublogs.org)Weblog-Ed (http://www.weblogg-ed.com) Blogger (http://www.blogger.com)

Usage Weekly discussion on a specific area of studyPersonal reflections and journals Learning and research portfoliosPost class announcements, handouts, and reminders to learners about assignmentsPeer coaching and peer reviewSmall group cooperative learningIncorporating links and references can extend learning beyond the discussion topicUpload videos, podcasts, and vodcasts for public or small group viewing

Links PbwikiWikispaces Wikibooks www.twiki.com

Usage Collaborate on a group report,Compile data or shareText book or additional articles for a class Class Newspaper e-portfolio of students workBCOM3113 at Oklahoma State University. We use it to share ideas for the service-learning project, post the syllabus and other handouts, and to communicate with each other outside of class

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Weblogs and Wikkis

BenefitsAccess – anytime, anywhere (Turnbull, 2002)Promote collaboration, knowledge building, and reflection(Sorensen, 2004).Decrease learners’ perceptions of isolation (Dickey, 2004) Foster a sense of connection and linking (Rourke & Anderson, 2002).Peer relationships are established on blogs in the online environment and mimic the peer interaction that occurs in the traditional classroom. Increases learner self-confidence, writing ability, sense of involvement, sense of interdependence, and development of social and teamwork skills (Wang & Fang, 2005). Promote learner autonomy and a means of representing and expressing the self and forming identity (Cameron & Anderson, 2006) Encourages ownership and responsibility for learning; learners may be more thoughtful abut the content

that they write due to their awareness of the large internet audience (Godwin-Jones, 2003).

Collaborative Synchronous Conferencing SoftwareDefinitions

Referred to as Group Support Systems or Electronic Meeting SystemsProvides tools to assist with synchronous collaboration. Collaborative software enables users in remote geographical locations to share ideas and work together using real-time chats, threaded discussion boards, shared whiteboards, file transfers, live video images, and audio chats (Taran, 2004; Rupley, 2004). Enabling multiple users to connect on the screen at the same time, online conferencing has provided a convenient option for communication and connection (Page et. al., 2003).

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Skype www.skype.comGoogle Talk www.google.com/talk/Horizon Wimba www.wimba.com/Elluminate http://www.elluminate.com/Additionally, Elluminate offers a free three-seat vRoom edition. You can register for the free three-seat Elluminate vRoom at http://www.elluminate.com/vroom/

Interactive lectures and presentationsCollaborative projectsPresentation of real-life problems for group problem-solvingSmall group discussionsLive Supervision Practice skills sessions

Collaborative Synchronous Conferencing Software

Benefits• Enables active participation (Marjanovic, 1999).• Provides collaborative learning environment (Marjanovic, 1999).• Allows for the exchange ideas (Page, et al., 2003)• Builds a scholarly online community (Page, et al., 2003)• Encourages knowledge construction, deeper understanding of concepts, and

increased skill development (Marjanovic, 1999).• Increases the ability to feel connected to group members• Enables participant to hear vocal tones and view nonverbal cues.• Contains password protection, user authentication, and data encryption, conferencing

software can provide robust security and administrative control (Taran, 2004).

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Course Management Systems/Learning Management Systems

Definitions

Blackboard, WebCT, eCollege, Angel, Prometheus, Moodle, and SakaiCourse management systems (CMS), also known as learner management systems (LMS), are computer software programs developed for the delivery of online training and course content.A CMS is Internet-based software used by academic institutions and organizations for the organization, management, distribution of course materials, and communication with students.

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Opensource CMS http://www.opensourcecms.comMoodle http://moodle.orgSakai http://sakaiproject.org.Seul/Edu Educational Application Index http://richtech.ca/seul/MIT OpenCourseWare http://ocw.mit.edu

Deliver material (the course syllabi, notes, PowerPoints slide shows, pod casts, learning units, flash activities, and assignments)Threaded text-based and pod-based discussions Assignment submission Quiz, test, and survey GradebookKeep a rosterTrack participation

Course Management Systems/Learning Management Systems

BenefitsManagement Organization Anytime, Anyplace AccessFamiliar territory for many

WebquestsDefinitions

WebQuests, designed by Bernie Dodges and Tom March, are web-based, inquiry-oriented lesson design that engage students in completing a doable task (Starr, 2005). WebQuest is “an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet” (Dodges, 1997, p.1). WebQuests are based on a template with five components: (a) an introduction for introducing a scenario, (b) a task to assign the task that the learner is to complete, (c) a resource to list needed or suggested resources, (d) an evaluation to provide the learner with the evaluation criteria, and (e) a conclusion for learners to provide a reflection on the activity (Dodge, 1997).

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http://webquest.sdsu.edu/LessonTemplate.htmlhttp://webquest.sdsu.edu/designpatterns/all.htm,http://www.spa3.k12.sc.us/WebQuests.htmlhttp://webquest.org/index.php, http://www.instantprojects.org/webquest/technology.php?start=21, http://webquest.sdsu.edu/webquest_collections.htm

Provide a framework for constructing online lessons and modules; especially useful to faculty new to teaching in the online environment (Burchum et al., 2007).Research ethical issues (i.e. confidentiality, dual relationships).Research multicultural competence in counseling.Role play or become an expert in a specified area or population.

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WebquestsBenefits

Encourage active learning (Burchum et al., 2007).Emphasize time on task (Burchum et al., 2007).Develop cooperation among students (Burchum et al., 2007).Communicate high expectations (Burchum et al.).Requires the utilization of higher level thinking skills (Starr, 2005).Create collaborative learning environments (when written effectively; Dodge, 2001).Positively influence academic success and quality of relationship (Fielder, 2002).

Podcasts and VodcastsDefinitions

“The process of capturing an audio event, song, speech, or mix of sounds and then posting that digital sound object to a Web site or a blog” (Meng, 2005, p. 1). The name “podcast” started as a combination of Apple’s “iPod” and “broadcasting,” although one need not own an iPod; any MP3 player or computer will do. Vodcasting (“Video-On-Demand”) is in essence the same as podcasting, only with the addition of video in the digital object. “Syndication feeds” (eg. RSS) allow podcasts and vodcasts to be automatically downloaded and then played back on portable devises and/or computers.

This 2 minute podcast is an interview of a 16 year old TCK, who spent 3+ years living overseas. Podcasts can be used to bring multiple cultures into the classroom.(Recorded in Quicktime.)

Podcasts and VodcastsUsages:

Imagine you post a mini-lecture or excerpt from the class discussion after an evening class, and your ESL student downloads it to his MP3 player the next morning. He then listens to the lecture while he is getting dressed, driving to work, or exercising on the treadmill, practicing his English and reviewing notes. Reinforces important lecture points, and is helpful for the auditory learner. The visually impaired or dyslexic student who cannot take class notes.Other possible usages of podcasts and vodcasts include syllabus reviews, recording textbooks in whole chapters, sharing study sessions for comps, communicating course announcements, recording interviews of guest speakers or pioneers in the field, expanding traditional assignments (students include voice recordings and sound effects or submit a recorded presentation), delivering course content, presenting case studies in dramatic form, quiz reviews, etc.

Linkshttp://www.adelaide.edu.au/clpd/online/learningmodules/podlearning/player.htmlPodagogy. http://www.podagogy.com; Education Podcast Network. http://www.epnweb.orgIntroduction to Podcastinghttp://digitalmedia.oreilly.com/pub/a/oreilly/digitalmedia/2005/07/20/WhatIsPodcasting.html

Podcasting/Vodcasting Software for the Creation and Storage

Skype. http://www.skype.com.

Gabcast. http://www.gabcast.com.

Audacity. http://audacity.sourceforge.net/.

Switchpod is a podcast hosting service http://www.switchpod.com

Universities are negotiating contracts with iTunes to provide podcasting services for their faculty and students www.apple.com/itunesu.

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Podcasts and Vodcasts

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Podcasts and VodcastsBenefits:

PortabilityRelatively easy to produceAudio podcasts are downloaded by students more frequently than Powerpoint with audio or video with audio (University of Michigan, 2005).

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Simulations and Virtual WorldsDefinitions

“Teaching and learning methods in which participants are directly involved in making decisions and learning from the outcomes of these. Their active, student centred nature means that they are memorable and highly motivating. They enable the exploration of the complex nature of the real world and interdisciplinary, interacting subjects as well as the more basic need of understanding, doing and skills practice” (Society for the Advancement of Games and Simulations in Education and Training, SAGSET, 2002). Distinct from video games in that they “replicate real-life situations” (Conrad & Donaldson, 2004, p. 93).The goal is “instruction through active involvement” (p. 94) utilizing role-playing, providing perspective that is not possible within the current learning environment.

Simulations and Virtual WorldsUsages

Second Life - Universities are utilizing one of the fastest growing three-dimentional virtual worlds where users are known as “residents” vs. players. With the use of a customized avatar residents make purchases with the use of “Linden Dollars.” They can buy land (server space), own homes, develop property, conduct business, participate in social activities, take classes, dissect a frog, practice architecture, and attend counseling sessions to name a few (Hof, 2006). Entire university campuses (i.e Ohio State University, Duke and others) are recreated in the virtual world of Second Life.Interact with various cultures in their environment Experience DSM IV-TR diagnoses (Peter Yellowlees’ Virtual Psychiatric Ward, based on Sacramento County Mental Health Treatment Center and schizophrenic patients)Practice counseling skillsDevelop scenarios where students can analyze and make decisions in real-time format

(Joekel & McNultr, 2003).

Simulations and Virtual WorldsLinks and Resources

www.simteach.com/slccedu07proceedings.pdf - conference proceeding paper, Second Life Education Workshop 2007, part of the Second Life Community Convention, Chicago.www.secondlifeinsider.comOhio State University Second Life campus tour – www.utube.com/watch?v=aFunFrie8wAwww.secondlife.comAldrich, C. Simulations and the Future of Learning: An Innovative (and perhaps revolutionary) approach to e-Learning. San Francisco: Pfeiffer, 2003.

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Simulations and Virtual WorldsBenefits

Simulations have been used for training in a variety of settings with success.Cheaper for multicultural experiences Allows you to perform “what if” scenarios without the risk of harming clientsSimulations teach persistence, creativity, appropriate help seeking, and cooperative teamwork (Cairns, 1995).Use of innovative technology.

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