web 2.0 & active learning: creating a digital-rich classroom

Web 2.0 & Active LearningCreating a Digital-Rich Classroom

Presentation by Doug Strahler

Creating a Digital-Rich Classroom

[introduction] It’s a Web 2.0 World

[chapter 1] Today’s Classroom

[chapter 2] Active Learning in the Classroom

[chapter 3] Technology to Support Teaching and Learning

[chapter 4] Developing a Digital-Rich Curriculum

[chapter 5] Must-Have Technology for the Ideal Classroom

[chapter 6] Web 2.0 Classroom: A Virtual Field Trip

[chapter 7] Changing Professional Development

[epilogue] Looking Forward

By Meg Ormiston

Web 2.0

•“Read/Write Web”•Promotes collaboration•“defined by its capacity for and reliance

on active participation by Internet users” (p. 1)

Active Learning

•“Active learning is when students are completely engaged in challenging and authentic learning activities.” (p. 19)

•Students are self-motivated•Active classroom = technology is integral

Common Themes

•Engagement•Collaboration•Active Learning

Learning is social, and it should be fun•Vision of Students Today (VOST2011)•http://www.youtube.com/watch?v=LuY1O

DN2Ds8

“Merely outfitting schools with technological ‘stuff’ will not transform teaching and learning.”

“Faculty must attempt to design experiences that bring together previous experiences and combine those with the new areas being explored.”

Williams, J., & Chinn, S.J. (2009). Using Web 2.0 to Support the Active Learning Experience. Retrieved from http://findarticles.com/p/articles/mi_qa4041/is_200907/ai_n32128809

A Virtual Field Trip

•Chapter 6•Active learning effects:

▫Students▫Teachers▫Parents▫Administration

•Nicole, teacher of an active learning fifth-grade classroom

Setting

•Students desks are pushed together forming large tables

•Equipment available includes: interactive whiteboard, a laptop for her use, a projector, speakers, Flip cameras, iPods, and other technological tools

•Use free Web 2.0 tool websites•Student laptop cart (shared between 4

classrooms)

Objective

•Literature class•Students are placed into small groups and

asked to summarize a book•Each group is provided with an

assessment rubric•Seven groups each have unique ways of

completing the objective

Group 1

•Listened to an audio version of the book•Class rule: With earbuds in, students must

use their fingers as they follow the print version

•5 earbuds are plugged into a hub connected to an iPod

•Students created a podcast to summarize the story

•Audacity

Group 2

•Created movies by using the class’s Flip camcorders and edit them with the Flip software

•Student performed mock interviews with characters in the story

Group 3

•Created Glogs▫Mashups using the website Glogster▫Interactive poster

•Used the summary information of the story

•Add audio and video•Example (not from this class)

▫http://kmakatche.glogster.com/Web-20/

Group 4

•VoiceThread▫A group discussion interface with multimedia

to create multimedia presentations•Attempted to find people who have also

read the book and ask them to comment on their favorite parts

•Students struggled, because it was their first time using this software

•Example▫http://voicethread.com/?#q.b409.i3617

Group 5

•Used the interactive whiteboard•Created a presentation including text and

images

Group 6

•Built their presentation around a cartoon character▫Created by one of the boys in the group

•Created in a paint program

Group 7

•Created a mashup in Windows Movie Maker

•Downloaded video clips from Discovery Streaming▫A subscription website comprised of

professionally produced, informative video segments on a variety of topics

•Putting segments together and how to sequence them

Bringing it all together

•Students published their projects to the classroom Moodle website▫A learning management tool▫http://moodle.org

Others thoughts• Administration

▫Very supportive of Nicole’s teaching style▫Professional development opportunities▫Grant writing

• Parents▫Breaking traditional mold of teacher talking,

while students take notes▫“They [students] want to continue to learn in

this type of environment.”▫Students are excited about going to school and

how they can learn outside of school

What are your thoughts on this set of classroom activities for on book?

Other case studies• Chemistry language course used wikis

to foster student interaction by sharing questions and recording uses of the terminology

• Blogs used for publishing and discussing student work in a “Digital Culture learning community

• Students in a government course used social bookmarking to create a repository of research sitesWilliams, J., & Chinn, S.J. (2009). Using Web 2.0 to Support the Active Learning Experience. Retrieved from http://findarticles.com/p/articles/mi_qa4041/is_200907/ai_n32128809

Securing Equipment

•Recommends leading with:▫“I can help my students be more successful

in this area [be specific] if I had these tools.”

“Every child deserves to learn in this type of environment. Every teacher deserves a chance to see how these tools could invigorate his or her teaching.”

How might your lessons be restructured to take advantage of the technology?