web2.0 intro

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Post on 06-May-2015




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A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.


  • 1.http://flickr.com/photos/7447470@N06/1345266896/ INTRODUCTIONTOWEB 2.0

2. The Internet more than just a book 3. The Read/Write Web (Tim Berners Lee) Original photo byHummanna . 4. eLearning 2.0/Web 2.0 (Stephen Downes)

  • Elearning 1.0:
  • static packaged content
  • little true interactivity and learner input and
  • very little contact with a tutor.
  • represented by Learner Management Systems. (eg WebCT, Blackboard, etc)
  • Elearning 2.0:
  • more student-centred
  • centred around a Personal Learning Environment using social software.
  • students generate and share content.
  • theyinteractnot only with teachers and their peers, butwith anyone in the world they can learn from .

(this description courtesy of Sean Fitzgerald) 5. Expansion of the Grammar of the Internet

  • Javascript, XML, PHP, Ajax
  • Increased interactivity
  • and usability of Internet
  • pages

Image Plate from Owen Jones' 1853 classic, "The Grammar of Ornament". Photo byEricGjerde 6. PERSONAL PUBLISHING/PARTICIPATORY MEDIA TOOLS

  • Blogs writing
  • Podcasts - audio
  • Wikiscollaboration (mostly text)
  • Video repositories:
    • YouTube, TeacherTube, Google Video, BlipTV
  • Flickr(photo sharing)

7. My TAG CLOUD folksonomy from http://del.icio.us/mikecogh TAGSBRING PEOPLETOGETHER 8. Networked Learning 9. 10. CONNECTIVISM:A Learning Theory for the Digital Age (George Siemens, University of Manitoba, Canada)

  • Principles of Connectivism:
  • Nurturing and maintaining connectionsis needed to facilitatecontinual learning .
  • Currency(accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.While there is a right answer now, it may be wrong tomorrowdue to alterations in the information climate affecting the decision.

11. THE CROWD: Collective wisdom? Stupidity of the masses? Is our culture being re-written? Is the Internet killing our Culture?(Andrew Keen: the cult of the amateur) 12. Proliferation of Content and Services

  • Decline of the gatekeepers of content (the end of copyright?)
  • Affects status and position of the expert (the professional)
  • The World is Flat (Thomas Friedman)

13. Rewriting or Killing our Cultures? 14. Coping with the Proliferation of Content

  • Social Bookmarking (Delic.io.us)
  • RSS feeds andcontent aggregators(Bloglines, Netvibes, iTunes, Moodle)
  • People just dont subscribe to magazines anymore; they also subscribe to people.
  • You dont have to look for content. Content finds you.
  • Twitter
  • Friendfeed

15. Using RSS to aggregate content

  • Netvibes, Protopage, Pageflakes

16. Open Content 17. Creative Commons Licensing from Jeffrey Beall at http://www.flickr.com/photos/denverjeffrey/301014978/ 18. 19. A GLOBAL AUDIENCE:

  • YouTube -http:// www.youtube.com/watch?v =QjA5faZF1A8
  • Performance by a 13 yr old Korean boy
  • Jan 31st:34,770,497million views; 142796 comments
  • Thats more than the populations of
    • Israel 5.7m Denmark 5.3m Finland 5.1m New Zealand 3.6m Ireland 3.6m
    • Holland 16.4m
    • Australia 20.4m etc


  • Is it real?
  • Who are these 34.7 million people?
  • Copyright implications? I can reuse the content for my own purposes
  • Who is exercising editorial control?
  • Disintermediation the decline of the gatekeepers of content
  • Should students have access to sites like this?(see YouTube a Class Act)
  • How do students like this feel at school?
  • Should we be encouraging our students
    • to create content
    • To publish to these kinds of sites
  • Empowerment and realisation of identity through personal publishing to social networking sites

MIT; Jason and TV shows.. 21. http:// www.youtube.com/watch?v =e5jtiJPlv4Y 22. 23. Indian YouTube Equivalents

  • http:// meravideo.com /
  • http:// apnatube.com /
  • http://layfile.com/
  • http:// www.aapkavideo.com

24. Indian Initiative: babajob.com/babalife.com NY Times, Oct 30 th , 2007 25. Its a Wild World http:// youtube.com/watch?v =T-t8tUED9MI Just remember theres a lot of bad and beware. 26. 27.

  • Are we sociologically ready?
  • What are ourethical responsibilities
  • as educators :
    • to our students?
    • to ourselves?(teacher sacked for
    • posting photo on MySpace)


  • I blog therefore I am.
  • Weblog search engine Technorati:
  • 8,000 -17,000 new blogs created every single day.
  • a new weblog is created somewhere in the world every 5.8 seconds .
  • On average, approx 3 blogs are updated every second.
  • http://www.theregister.co.uk/2004/07/13/8000_bloggers_per_day/ (13/4/06)

http://flickr.com/photos/dbarefoot/5279903/ 29. From a student ofKonrad Glogowski:

  • Hello Mr. Glogowski
  • Its Phil, just in case you havent guessed already. Id just like to thank you for a great year of blogging, and to wish you luck in the years ahead. You really managed to make a few of us into writers. I think writing/blogging will be something Ill carry with me my whole life.
  • (http://www.teachandlearn.ca/blog/)


  • Does teacher know best?

Image courtesy of http://www.sussex.ac.uk/USIS/test/education/1-2-14.html 31. http://flickr.com/photos/32912387@N00/171506548/ 32. SLOW LEARNING "It is going to become very fashionable at some point to be disconnected," Silicon Valley futurist Paul Saffo predicts. "There are going to be people who wear their disconnectivity like a badge. ( http://www.usatoday.com/printedition/news/20070111/1a_tech-noxx.art.htm ) 33. SLOW LEARNING: A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness

  • GeethaNarayananis Principal Investigator with Project Vision at the Centre for Education Research Training and Development (CERTAD) within theSrishtiSchool of Art Design and Technologyin Bangalore, India.

34. GeethaNarayanan-Slowness as a pedagogy

  • consciously embrace the core value of slowness both as way of being and as a way of learning
  • culture of immediacyvalues fast knowledge which in turn runs counter to the development of both the self and the mind.
  • Thethoughtless and widespread use of technologyas the universal solution to the rising need for fast knowledge is wrong and must be questioned. Often in developing countries, such as India, the term digital divide is used to support the argument that the use of new technologies, alone, will create conditions of learning That is not true
  • the new digital technologies aretools that allow for learners to develop their imaginations, to be able to play and to have fun, to be able to tell stories in different and exciting ways.But in order to generate value they need to be integrated into new forms and structures in an invisible and contextual manner - one wherenew media arts can sustain social change .
  • Slowness promotes wellness of being

35. HORIZONTALV VERTICALLEARNING 36. Horizontal Learning (multitasking) Instant Messaging Assignment SMS iPod Surfing Watchingvideo/TV 37. Vertical Learning (single focus) Assignment:What were theprincipalfactors that ledto the Indonesiancoup in 1965and the eventualdownfall ofPresident Sukarno? (5000 words) 38. Horizontal v Vertical Learning

  • The discerning eteacher:
  • Acknowledges the nature and influence ofhorizontal learning(multitasking)
  • Knows when to encouragevertical learning(single focus activity)

39. The excellent eteacher:

  • has an online presence/website (eg course homepage on LMS, or own website, blog, etc)
  • Knows how to use technology for delivery and assessment and therefore has a blog, a wiki, or podcast site
  • Includes media in delivery and production of teaching materials and student assessment
  • Models and teaches digital literacy
    • Creates and provides digital resources
    • Teaches search, validation, and verification skills
    • Employs and models RSS as a means of aggregating and distributing content

40. The excellent eteacher:

  • Teaches about, and employs collaborative approaches
  • Switches between sage and guide as appropriate
  • Knows when to call in the wisdom of the experts to b