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ED2203 – Allan Coman Elizabeth Soliman 20064122 Question One
a) The address of the wiki is: http://thehed.pbwiki.com/
b) Five key issues when using the wiki for our project:
· Absent people, made it hard for us to be able to work collaboratively together on this project, therefore we had to wait for them to return to be able to gain other ideas and include them within the project. This also made the task difficult for us to finish as four people started out and three remained by the completion of the task. Sharing the work load is an important aspect of group work.
· logging on at the same time the wiki does not allow you to do this, as technology ahs faults, the wiki did not allow people to log on at the same time so we had to wait for the other person to finish before adding our input.
· The settings and format change when opened on a new system/computer, the settings and writing look fine when we did them on the main computer, but when someone opens them on another computer they are mixed up, this may cause confusion and may affect our work.
· Work is not personal or private and may be viewed by any member of the public. Privacy issues are important as parents are asked to be involved within this project and communication between parent and teacher some information may be better if kept private.
· Group timing, everyone had to be allocated a time to work, this created numerous barriers.
c) The collaborative nature of the project: this project required us to work collaboratively within a group, according to Dreikur he believes that the key human driver is that people are basically, social in nature, and as such have an innate drive to belong to a social group. This in turn emphasis the idea of using a wiki as a social networking tool when completing a task like our project. It allows the student and teacher and parents to feel welcomed and a part of the Childs life. Social skills help students and are a benefit when working in groups. Students become active when they are within a group and work load is often shared and thought about together rather than one person being limited to their own ideas if they were working alone. Learning becomes easier when they are within a group and they work as a team and support each other using many technologies which also enhance their work and learning. The teachers role is just to guide the students within the right direction and the students then develop their own skills as they learn at their own pace while the teacher just opens up their world web2.0 and its many possibilities.
a) From a social constructivist learning approach, the internet and wbe2.0 is allowing for teachers to be able to create a more collaborative environment for their students, having computers for each student is a great start but allowing the students to be able to access the great tools available is even better. The teacher conveys new information by opening up the doors to web2.0 and therefore the students have an idea and they take it from there. Another way in which the teacher can help and convey new information within the classroom is by using the web2.0 tools themselves to teach students and give examples using many of the (free of charge) tools that are available on web2.0. The teacher acts as a guide for the students but it is up to the student to take control of the computer and explore once the doors have been opened and the teacher has introduced these technologies to their students. For many teachers, the first step in collaboration is providing opportunities for students to share processes, progress, and work. Igoogle is a great example to show students and teachers should encourage students to create an igoogle account, it places all the great tools Google has to offer but making it interactive. E.g.: of an igoogle account: http://www.google.com.au/ig?hl=enMy igoogle account.
For example teachers are discovering many cross-curricular projects such as conducting interviews, creating classroom news broadcasts, recording class discussions and explorations, sharing feedback about books, or discussing papers they have written. Pod casts are offering ESL students, and those with learning disabilities, the chance to review lectures at their own pace for increased comprehension. Also an important aspect for learning within a web2.0 environment is that the teacher may set the stage and the students take off but it is also essential that the teacher keep and eye on students so they are exploring and learning not wasting time. The way in which the teacher conveys information from a socialist learning approach, using social networking technologies and providing theoretical basis for online learning, has changed their roles from the head of sources and information to just guides on how to collaboratively and socially work as a team to gain information and engage in deeper analysis and experience. This is made easier with the technology advancements that have become ever so prominent and teachers need to allow for this new method of teaching within a changing century. Through use of facebook, del.icio.us, flikr, webbloging, pod casting and wikis, the classroom will transform into an online social learning arena where a more visual and more hands on experience.
Do you agree??
b) The teacher’s role with the encouragement of collaboration among students is essential within a web2.0 environment. A true web2.0 environment is where the students and the teacher are involved. Web2.0 tasks within a digital classroom should involve group work and students to work collaboratively together, sharing ideas and thoughts will enhance different students who learn differently, to be able to gain some insight and help. Not all students learn the same, students learn differently.
Howard Gardner has introduced us to his Theory of Multiple Intelligences. His intelligences look like this:
This is known by the teacher within the classroom therefore, allowing students to work together increases the learning of each individual as not everyone in the group will learn the same, therefore passing on different knowledge and ideas in different ways such as through media on web2.0 and web2.0 tools like photbucket, you tube and even wikipedia enhances their learning and promotes a collaborative learning environment. The encouragement of collaboration within students also allows for better work to be produced by the students and more efficient work completed by them. The tasks will not seem so hard for the student if they work on it together and collaboratively they will feel as part of a team. The new-generation Web 2.0 solutions are easier and more engaging to use, and they are proving to have a larger impact on collaboration and communication in the classroom than complex technologies of the past.
c) Within a web2.0 environment, the teacher’s role can be hard for them to be able to manage the discipline and classroom management problems. Effectively engaging students with school work that can be done using these web2.0 tools will shed a whole different light on the way the students see their school work, therefore resulting in less trouble and discipline problems. The teacher, as mentioned previously, should act as a guide within the web2.0 classroom environment therefore allowing the students to work at their own pace and to be able to talk and collaborate with their fellow peers. The way a web2.0 classroom is set up also plays a significant role within classroom management. If the class is using desktop computers the room should be inviting and open so students can communicate, and the teacher should have easy access to the student’s computer screens to allow for monitoring but also to be able to collaborate easier.
This room is a classic example of a collaborative web2.0 classroom as you can see the computers are all facing outwards to give the teacher a view of the computer screen and also the students are situated next to each other. Another great example is the wave shape. A room that is in a wave shape allows students to be situated more closely together but also giving the teacher a great view of the computer screens.
d) Ensuring the learning occurs at blooms higher level. Higher order thinking skills are valued because they are believed to better prepare students for the challenges of adult work and daily life and advanced academic work. Higher order thinking may also help raise standardized test scores. A curriculum emphasizing higher order thinking skills has been found to substantially increase math and reading comprehension scores of economically disadvantaged students
The idea that thinking can be divided into higher and lower levels was elaborated by Benjamin Bloom’s 1956 Taxonomy of Educational Objectives, usually called Bloom’s taxonomy. Bloom identified six levels of cognition, with knowledge being lowest and analysis, synthesis, and evaluation being highest:
- Knowledge (memory of facts)
- Comprehension (understanding of facts, demonstrated by organizing or interpreting them)
- Application (using understanding to solve problems)
- Analysis (recognizing patterns suggested by facts)
- Synthesis (producing something new)
- Evaluation (judging quality of a solution or theory)
The issue for the teacher here is to ensure that collaborative learning is performs at a higher level not just information written out, but the students should be able to use all the web2.0 technologies and incorporate them in to their answers. This should be encouraged by the teacher and the teacher can provide examples using web2.0 tools for the students to benefit. According to Bob Pearlman, he goes through what a traditional classroom is like:
· They mainly work alone on non – complex tasks·
They emphasize short term content memorization·
Write for the teacher alone ·
And rarely work on group presentations
These however do not promote collaborative learning and learning at a high level, rather he suggest working in problem and project based tasks such as:
1. Put students into teams of three or more students, who work
on an in-depth project for three to eight weeks.
2. Start the project by introducing a complex entry question, and
scaffold the project with activities and new information that
deepens the work.
3. Develop a time line for the project through plans, drafts, timely
benchmarks, and presentations by the team to an outside panel
of experts drawn from parents and the community.
4. Provide timely assessments to students on their projects for
content, oral communication, written communication, teamwork,
critical thinking, and other critical skills.
Refer to: https://esoliman.wordpress.com/ for the whole article Twenty-first century learning in schools. By Bob Pearlman. Link to article:http://web.ebscohost.com.ipacez.nd.edu.au/ehost/pdf?vid=22&hid=102&sid=4a0902af-bc2e-42ef-aa98-1748d68d6cce%40sessionmgr103
Students should also be encouraged to put deep thought into their work and they also should be encouraged to critic their work and the work of others if they do not agree with it. This will encourage higher level thinking to occur.
Collaborative learning should be encouraged by the teachers as an active learning approach in which students work together in small groups to solve a problem, complete a project, or achieve a common goal. As students manipulate information and ideas to solve problems and discover new meanings and understandings, they engage in higher-order thinking. Since sustained social interaction and shared social contexts are important in developing higher order thinking the formation and composition of collaborative groups are critical factors that affect the quality of interaction and inquiry.
(pictures are in the email i sent you allan)
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Web2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity. Discuss.
Today many students find it hard to stay off the internet for longer than a day, checking their my space pages and face book comments, has become second nature to them. The internet has become a mass media pipeline of information and resources which are available at a click of a button. Web 2.0 is what it is called, with a variety of software and technologies used to promote learning and collaborative communication, web 2.0 refers to the second generation of internet based services that emphasize collaboration and sharing. Tools, office application and ways which web 2.0 are used in the classroom, will be discussed within this essay. The technologies encompassed within web2.0 shouldn’t be passively absorbed, but the idea of web2.0 is that the users should actively contribute, and the tools and applications should be used to benefit their own purposes.
Web2.0 refers to the current web we use today, an environment filled with different opportunities to not only create content in new ways but to also share information, communicate and collaborate easily with the rest of the world. According to Judy Hauser (2007) web2.0 allows students to self publish. This in a sense permits the students to work with the variety of tools which are available on web2.0 and really use them to their advantage.
Web2.0 is full of tools which enhance and enrich the learning and teaching experience. Teachers and students are embracing web2.0 technologies such as bogging and pod casting within the classroom. (Richard MacManus, 2007). Richard (2007) states that these tools allow students and teachers to be more flexible when it comes to teaching and learning which is essential for the younger generation as many learn through open communication and collaboration and they learn better within a collaborative environment.
Although web2.0 is growing it is still struggling, it is somewhat labor intensive as people construct resources for web2.0 sites and courses to be able to collaborate freely. This in turn creates a heavy workload for an individual. The idea of internet safety is common within the use of web2.0. Although children have easy access to the internet and the computer within the home, there is still the risk of a child being targeted by a predator on the internet. The basic of safety associated with the home computer remains the same even though technology is changing. Also using web2.0 tools can, in a way heightens the risk of a predator online as many tools need you to use personal information to be able to log on. Maintaining your safety and the safety of your family using the computer and the internet at home requires two things according to Victoria Roddel (2005), everyday common sense and some basic user knowledge. Within schools, students have access to computers; this in turn promotes active use of the web2.0 world and allows them to work in a more collaborative environment. Recent studies, according to Bull, G. & Ferster, B. (2007) shows that nearly ninety percent of students have access to computers in their own home, Seventy Five percent of students go to their neighbor’s house to use their internet and 61 percent of students report using the internet at a public library.Social networking is major aspect of web2.0. According to Brian Alexander, (2006) social software has emerged as a major component of this movement of web 2.0.This idea of connecting people through the internet, in order to boost their knowledge and their ability to learn, is the idea of JCR Licklider’s, which dates back to the 1960’s. Major social networking software such as facebook and MySpace are used by millions around the world, these software’s have somewhat created a major Web-Based community on the internet, and have linked millions of people together. Social Networking creates a personalized and collaborative knowledge space for the user, it gives the user the freedom to access people as well as information and social networking used within the classroom is beyond the normal formalities and can take pace anywhere and anytime.
Applications on web2.0 are ever increasing. Social networking applications such as facebook are becoming prominent as we approach a new technological era. Facebook is a social utility that connects people with friends and others who work, study and live around them. Facebook allows you to upload and share videos and pictures with friends and family and learn about the other person through the web. Educators can use this social utility to teach within the classroom and in the learning environment.
Teachers can use facebook within the classroom in a number of ways. The teacher can establish a network for all the students to join and create a classroom network. This can have many advantages as students can collaborate and share information with each other. Through facebook everyone could stay in touch and the teacher could monitor student’s progress. A wall could be set up on the page, this could then be used as a learning wall, or students could post us questions they may have and the teacher could respond.
Another prominent and interesting tool of web2.0 is blogging. The term web-log, or blog, was coined by Jorn Barger in 1997. (Paul Anderson, 2007). Blogging, somewhat creates possibilities for students to express themselves online, and friends could view this and comment. This simple webpage or blog may consist of opinions, personal diary entries, links and posts, similar to a journal but all online. Most blogs also allow visitors to add a comment below a blog entry. Many people are becoming engaged in blogging, and technology has become more sophisticated, bloggers are starting to incorporate videos and multimedia on their blogs. (Paul Anderson, 2007) Teachers are slowly enabling students to create their own blogs within the classroom in order for them to work more collaboratively together. For instance setting up a shared blog space for groups who are working on different topics, this could be a learning platform to enable students collaborate together and enable them to share ideas and thoughts on class projects. Allowing students to blog within the classroom and for educational purposes as well as social purposes, allows them to feel part of a global community, they will be able to feel a sense of great responsibility and empower their learning, in particular, special needs students.
Within a very short time, the World Wide Web has grown rapidly, billion of users are accessing web2.0 and this will continue as our society connects, and users connect socially on a web2.0 platform. Using the wide range of tools available greatly enhances the use of the World Wide Web.
Alexander, Brian. (2006) http://www.educause.edu/ir/library/pdf/erm0621.pdf
Anderson, Paul,(2007). What us Web 2.0? Ideas, technologies and implication for education. Retrieved 25 October 2007 from, http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf.
MacManus, Richard. (2007). E-learning 2.0: all you need to know. Retrieved 18 October 2007 from, www.readwriteweb.com/archives/e-learning_20_all_you_need_to_know.php.
Hauser, Judy. (2007). Media Specialists Can Learn Web 2.0 Tools to Make Schools More Cool, Computers in Libraries, v27 n2 p6-8, 47-48 Feb 2007.
Bull, Glen & Ferster, Bill. (2007). Ubiquitous Computing in a Web2.0 World, Learning and leading with technology, v33 n4 p9-11 Dec 2005-Jan 2006. Roddel, Victoria. (2005), Internet safety family guide. Retrived 23 Ocotober 2007 from, http://books.google.com.au/books?id=5VV4hWahx1AC&dq=internet+safety+books&pg=PA1&ots=ZW8xeefLPb&sig=CyofznvSfO1FRyD1OMq3rScLz4Q&prev=http://www.google.com.au/search%3Fhl%3Den%26q%3Dinternet%2Bsafety%2Bbooks%26meta%3D&sa=X&oi=print&ct=result&cd=3&cad=legacy#PPA1,M1
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This postcard was found on postsecret.com. PostSecret is an ongoing community art project where people mail in their secrets anonymously on one side of a homemade postcard. There bizzare secrets!!! take a look…
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Does this remind you of something!!! how much does this baby resemble the Michelin logo…..
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Kids think everything is clickable – even their parents.
Education’s purpose is to replace an empty mind with an open one.
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The internet isn’t as dangerous as people think it is, with parents help it can be a pleasure to use for all.Students using web 2.0 tools are at a great advantage as it teaches them to work together collaboratively within the classroom with their fellow peers and teacher. Parents are unaware of this technological shift and sometimes its their children that update them about these new advances.Educators within schools should take it upon themselves to venture out into the world and find what is on the internet, it will truly amaze you. Effectively engaging students with school work that can be done using these web2.0 tools will shed a whole different light on the way the students see their school work.Parents on the other hand are often nagging students asking them if they have completed their homework and to get off the computer and start doing some writing, when in fact they are on the computer working on their blog for homework or working on a wiki to be able to work collaboratively with other students within their class. We do have teachers in our schools who are exploring right alongside me, and others who can see the power of Web 2.0 for blending learning experiences with global education and business contacts. But you are right – it is a big shift for educators to jump into social networking. The tools are definitely no longer fads – they ARE our kids, and they are their future…..here and now!JUDY O’CONNELL