Categorising Web 2.0 Apps for Education

  • Published on
    16-Dec-2014

  • View
    513

  • Download
    2

DESCRIPTION

Make sense of the Web 2.0 landscape by looking at supported technologies offer for content capture and communication

Transcript

<ul><li> 1. A Taxonomy of Web 2.0 Technologies(and the role of Twitter in Higher Education) ALT-C 2010 Guy Saward, University of Hertfordshire</li></ul> <p> 2. </p> <ul><li>Whats the pointof Twitter? </li></ul> <ul><li>Why a wiki? Why not a blog? </li></ul> <ul><li>How do I podcast my lectures? </li></ul> <p>Who Cares? 3. Participation Engagement Enhancement 4. Wikis Blogs Audio Video RSS Social Software Microblog Tumblelog IM Bookmarks SMS Forums Email 5. Digital Literacy ICT skills </p> <ul><li> Staff capability with ICTis a further dimension of the digital divide </li></ul> <ul><li>and effective use of technology to enhance learning is as much of an issue as getting it to work[JISC 2009] </li></ul> <p> 6. Knowledge: explicit and tacit Content Communication Information: transmission/decode encoding / 7. Content </p> <ul><li>web (1.0) </li></ul> <ul><li>Which is King? </li></ul> <ul><li>email </li></ul> <p>Communication 8. Content </p> <ul><li>books </li></ul> <ul><li>What do we need? </li></ul> <ul><li>people </li></ul> <p>Communication 9. Content </p> <ul><li>What have we got? </li></ul> <p>Communication 10. Content </p> <ul><li>reference </li></ul> <p>Communication narrative message presence 11. Content Communication reference narrative message presence 12. Online Reference material </p> <ul><li>Wiki(pedia) as definitive web 2.0 reference </li></ul> <ul><li><ul><li>large item size (lots of content on a page) </li></ul></li></ul> <ul><li><ul><li>large collection size (lots of pages) </li></ul></li></ul> <ul><li>Delicious provide references</li></ul> <ul><li><ul><li>links other online content </li></ul></li></ul> <ul><li><ul><li>smaller item size (1024 char in notes) </li></ul></li></ul> <ul><li>RSS provide references to updates </li></ul> <ul><li><ul><li>small items in themselves </li></ul></li></ul> <ul><li><ul><li>non-persistant =&gt; no structure / search </li></ul></li></ul> <p>wiki social book marks news feed 13. References How much content? </p> <ul><li>Can construct an order based on how muchcontenteach technology can / typically support </li></ul> <ul><li>Debatable what is web 2.0, e.g. RSS (yes?), ebooks (no?), annotations (yes?) =&gt; work to do </li></ul> <p>wiki social book marks RSS more structure / persistence bigger items more items 14. blog tumblelog micro blog mixed media bigger items more structure Narrative forum email SMS bigger item mixed media more structure / context Messaging e-confer -ence virtual world online chat mixed media easier access Presence 15. Reference material Comms Order </p> <ul><li>Can order technology by how muchcommunicationeach can / typically supports </li></ul> <ul><li>Note: focus on primary purpose of each tech, e.g. </li></ul> <ul><li><ul><li>wikis can have forums to support comms </li></ul></li></ul> <ul><li><ul><li>but not defining character </li></ul></li></ul> <p>wiki social book marks RSS higher freq. &amp; push higher push in change indicators 16. Classification of Web 2.0 Technologies communication content freq+sync size+struct wiki blog forum email SMS twitter online chat tumblelog social book marks RSS 2Life eConfer-ence 17. Who Cares? 18. </p> <ul><li>Whats the pointof Twitter? </li></ul> <ul><li>Why a wiki? Why not a blog? </li></ul> <ul><li>How do I podcast my lectures? </li></ul> <p> 19. How do I podcast my lectures? </p> <ul><li>Content:audiovsvideovsslideshow </li></ul> <ul><li>Comms:nothing </li></ul> <ul><li>notification </li></ul> <ul><li>enclosure vs url</li></ul> <ul><li>streamvsdownload </li></ul> <ul><li>autovsmanual </li></ul> <ul><li>(New Oxford American Dictionary no help) </li></ul> <p> 20. tumblelog micro blog tumblelog micro blog blog wiki blog forum email SMS e-confer -ence virtual world online chat wiki social book marks RSS mixed media bigger items more structure bigger item mixed media more structure / context mixed media easier access more structure / persistence bigger items more items bigger items more items bigger items mixed media more structure / persistence more structure / persistence bigger items better structure? bigger items mixed media more structure / persistence more structure / persistence more items / structure more structure / persistence more structure / persistence more persistence 21. blog tumblelog micro blog forum email SMS e-confer -ence virtual world online chat wiki social book marks RSS comms classification higher freq. / intensity higher freq. 22. Does it help? 23. blog tumblelog micro blog forum email SMS e-confer -ence virtual world online chat wiki social book marks RSS content ranking by CPD learners 24. blog tumblelog micro blog forum email SMS e-confer -ence virtual world online chat wiki social book marks RSS comms ranking by CPD learners 25. Conclusions for CPD </p> <ul><li>Taxonomyanswers basic questions </li></ul> <ul><li>provides structure for reflection </li></ul> <ul><li>identifies areas for development </li></ul> <ul><li>=&gt; content=ref, comms=msgs </li></ul> <ul><li>=&gt; student plans content focussed </li></ul> <ul><li>Creating content/commswork in progress </li></ul> <p> 26. Conclusions for Practice </p> <ul><li>Investmore time in fewer things </li></ul> <ul><li>Designlearning, select technologies </li></ul> <ul><li>Convergencewill blur the picture </li></ul> <p> 27. Does it workfor you? Links with theory &gt; 28. Application to Learning Theories </p> <ul><li>Objectivism </li></ul> <ul><li>objective knowledge =&gt; content (creation oftrue models of reality/knowledge by authorities) </li></ul> <ul><li>transmission =&gt; comms (teacher-learner interact) </li></ul> <ul><li>Constructivism </li></ul> <ul><li>constructed knowledge =&gt; content (creation of personal/shared knowledge by learner) </li></ul> <ul><li>collaborative =&gt; comms ("effective", high content) </li></ul> <ul><li>active =&gt; content (engage with/apply to) </li></ul> <p> 29. Application to Learning Theories </p> <ul><li>Community of Inquiry </li></ul> <ul><li>social presence =&gt; comms (low content) </li></ul> <ul><li>teaching presence =&gt; content (structure) </li></ul> <ul><li>cognitive presence =&gt; high content needed to "construct meaning through sustained comms"</li></ul> <ul><li>Community of Practice </li></ul> <ul><li>domain of practice =&gt; content </li></ul> <ul><li>community to share/discuss/challenge =&gt; comms </li></ul> <p> 30. Technology Classification tumblelog communication content freq+sync size+struct wiki blog 2Life forum email SMS twitter eConference online chat tumblelog social book mark RSS </p> <ul><li>features </li></ul> <ul><li>multimedia blog </li></ul> <ul><li>tumblr/facebook </li></ul> <ul><li>content </li></ul> <ul><li>video, images </li></ul> <ul><li>low text content </li></ul> <ul><li>comms </li></ul> <ul><li>comments/forum </li></ul> <ul><li>track back </li></ul>