Sarah GuthEnglish Language Teacher

University Language CentreUniversity of Padovasarah.guth@unipd.it

Clark Shah-NelsonCoordinator of Online EducationState University of New York Delhi College of Technology

nelsoncs@delhi.edu

COIL Conference, 14 November 2008

Cross-Cultural 2.0

Break-Out Sessionhttp://tinyurl.com/coilweb20

agenda

Introductions (5 min.) Exploring the Galaxy of Web 2.0: (20 min.)

tools, task design examples of good practice

Group work: your own proposal (40 min.) Wrap-up (10 min.)

Web 2.0 ↔ CMC & LMS

autonomy create customization free

informallearning integration mash-up

interoperability multimedia open openstandards personalization

remoteservers responsibility self-directedlearning

share transportableskills

Building Contents

Telecollaborative Tasks:Collaboration and Product CreationProblem Solving

i.e.

students collaboratively create contents wiki, C-map, google doc, podcasts, video

Managing Sources

Create a distributed research network for…Information Exchange Information Collection and AnalysisCollaboration and Product Creation Problem Solving

using

social bookmarking, social annotation and/or RSS feeds

Course portal or platformwiki, social networking sites (Ning), Netvibes, etc.

Sharing Media

Telecollaborative Tasks:Information ExchangeComparison and AnalysisInformation Collection and Analysis

ofcontents on the Webteacher-created contentsstudent-created contents

using

blogs, wikis, photo sharing, video sharing, podcasts, presentation sharing

Communicating

Telecollaborative Tasks:Information ExchangeComparison and AnalysisInformation Collection and AnalysisInterpersonal ExchangeCollaboration and Product CreationProblem Solving

many to many asynchr.: personal blogs, Twitter, Ning, Netvibes/Pageflakes, Google Docs, social bookmarking, Facebook, photo/video/audio sharing

1 to 1 (or more) synchr.: Skype, Wimzi, Meebo, Flashmeeting, DimDim, Yugma, Second Life

1 to many synchr.: Skype, IM, Meebo, Flashmeeting, DimDim, Yugma, Second Life

many-to-many synchr.: Flashmeeting, DimDim, Yugma, Skype (chat/audio only), Second Life

1 to many asynchr.: Chinswing., Voicethread, blogs, Twitter, podcasts, social bookmarking

What is lost? What is gained?

individual ownership collective ownership – attribution

content quality and usability greater sense of responsibility

clear division between personal / educational tools

broader range of skills that can be transportable to different learning experiences in real-life contexts

teacher control student control

“traditional” tracking mixed assessment: collective + individual

sole focus on formal learning focus on informal learning

top-down bottom-up

1 centralized learning space managed by technicians

teachers must have competences in different areas and be creative

increased autonomy

peer learning

Example: Web 2.0 Tools Embedded into Moodle LMS Course

From University at Albany School of Education: ETAP 687 Introduction to Online Teachingby Alejandra M. Pickett, 2008

potential barriers or "keep in minds"

privacy - many Web 2.0 sites allow a certain amount of privacy, but some less so. Instructor must carefully consider how to navigate such issues. If students are creating materials and posting them publicly to Flickr, YouTube, Odeo, etc. - are there considerations that need to be taken for their privacy? Release or consent forms to be filled out by students?

logins - how do students and faculty manage all the logins for the various sites? Is there a "best practice" defined for this? Many sites allow "invitations" to be sent out via email, but each site is different- so must be navigated when setting up the course and explained to students

potential barriers or "keep in minds"

support - many faculty are used to getting support from within their organization. When using Web 2.0 tools, faculty may need to learn to work within new systems of support, such as signing up for and using user help forums, documentation wikis, and/or whatever help/support system is in place for each individual tool. (Luckily, most Web 2.0 sites have excellent systems set up for this!) This will also need to be spelled out to students- where they go for technical site support, as opposed to calling their local helpdesk.

longevity - how long are the materials keep on the various sites? Generally, each user would need to monitor how long (if not forever) they exist or delete them when ready. Although we may expect these materials to be available in perpetuity, it is possible that some of these sites will not survive a harsh financial climate. How can we be prepared for such a situation?

orientation to students - what are best practices for orienting students to the various tools to be used in a course?

“The exciting promise of the Web [2.0] is that it offers an environment in which a creative teacher can set up authentic

learning tasks in which both processes and goals are stimulating and engaging, and which take individual student differences into

account.”Ushi Felix, 2002

Now let’s see how creative you can be!

(Our shared bookmarks: http://delicious.com/tag/coilweb20 )