1. Web 2.0 Barb LandonWilkes University ED 530 Barb LandonWilkes University ED 530

2. Why?  Businesses require employees to have new skills  Businesses use new tools  Students need to be prepared educationally and technologically  New World, New Web, New Skills  Businesses require employees to have new skills  Businesses use new tools  Students need to be prepared educationally and technologically  New World, New Web, New Skills

3. 4 Category of Skills  Digital-Age Literacy  Basic, scientific,economic, and technological illiteracies  Visual and information illiteracies  Multicultural literacy and global awareness  Inventive Thinking  Adaptability and managing complexity  Self-direction  Curiosity, creativity and risk taking  Higher order thinking and sound reasoning  Digital-Age Literacy  Basic, scientific,economic, and technological illiteracies  Visual and information illiteracies  Multicultural literacy and global awareness  Inventive Thinking  Adaptability and managing complexity  Self-direction  Curiosity, creativity and risk taking  Higher order thinking and sound reasoning

4.  Effective Communication  Teaming, collaboration, and interpersonal skills  Personal, social, and civic responsibilities  Interactive communication  High Productivity  Prioritizing, planning, and managing for results  Effective use of real-world tools  Ability to produce relevant, high-quality products  (North Central Regional Educational Laboratory 2003)  Effective Communication  Teaming, collaboration, and interpersonal skills  Personal, social, and civic responsibilities  Interactive communication  High Productivity  Prioritizing, planning, and managing for results  Effective use of real-world tools  Ability to produce relevant, high-quality products  (North Central Regional Educational Laboratory 2003)

5. Old and New Ways of Working Web 1.0Web 2.0 Application basedWeb based IsolatedCollaborative OfflineOnline Licensed or purchasedFree Single CreatorMultiple collaborators Proprietary CodeOpen Source Copyrighted ContentShared Content

6. 21st Century Students  71% have web access  Ages 13-24 spent more time on web than watching TV  70% U-Tube users are Americans (50%) are under 20  71% have web access  Ages 13-24 spent more time on web than watching TV  70% U-Tube users are Americans (50%) are under 20

7. Project Tomorrow 2006  Students setting trends with technology in school and out of school  Communication key motivator for students and it drives technology  Students believe technology is needed to enrich learning  Students setting trends with technology in school and out of school  Communication key motivator for students and it drives technology  Students believe technology is needed to enrich learning

8. Yesterday vs Today  Having technology at their fingertips all the time means students think, work, and play differently from previous generations

9. Technology Use (Project Tomorrow 2006) Technology Products used Weekly K-33-66-12Teacher Desktop63%60%82%93% Laptop21%28%35%39% Cell Phone39%49%75%60% Handheld PDAN/a14%16%11% Digital Camera21%25%43%36% Video Camera14%16%23%9% DVD/CD Burner 24%31%59%32% MP3 or ipod12%22%46%6% Video Game53%55%61%3%

10. How students use Internet  Virtual Guidance Counselor  Virtual text book and reference  Virtual tutor, study short-cut, study group  Virtual locker, backpack, and notebook  Virtual Guidance Counselor  Virtual text book and reference  Virtual tutor, study short-cut, study group  Virtual locker, backpack, and notebook

11. Eval. Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysis Applying Understanding Remembering Bloom’s Traditional TaxonomyRevised Taxonomy

12. Revised Taxonomy  Remembering- Retrieving, recognizing, and recalling relevant knowledge from long-term memory  Understanding- Constructing meaning from oral, written and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining  Applying- Carrying out or using a procedure through executing or implementing  Analyzing- Breaking materials into parts, determining how parts relate to one another  Remembering- Retrieving, recognizing, and recalling relevant knowledge from long-term memory  Understanding- Constructing meaning from oral, written and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining  Applying- Carrying out or using a procedure through executing or implementing  Analyzing- Breaking materials into parts, determining how parts relate to one another

13.  Evaluating- Making judgements based on criteria and standards through checking and critiquing  Creating- Putting elements together to form a coherent and functional whole  Evaluating- Making judgements based on criteria and standards through checking and critiquing  Creating- Putting elements together to form a coherent and functional whole

14. Brain-based learning  The brain is a parallel processor that can perform several activities at one time, like tasting and smelling  Learning engages the whole physiology  The search for meaning is innate  The search for maening comes from patterning  Emotions are critical to patterning  The brain processes wholes and parts simultaneously  Learning involves both focused attention and peripheral perception  Learning involves both conscious and unconscious processes  We have 2 types of memory: spatial and rote (Renate and Geoffrey Caine, 2006)  The brain is a parallel processor that can perform several activities at one time, like tasting and smelling  Learning engages the whole physiology  The search for meaning is innate  The search for maening comes from patterning  Emotions are critical to patterning  The brain processes wholes and parts simultaneously  Learning involves both focused attention and peripheral perception  Learning involves both conscious and unconscious processes  We have 2 types of memory: spatial and rote (Renate and Geoffrey Caine, 2006)

15. Types of Learning  Constructivism- learning as a process in which the learner actively constructs or generates new ideas or concepts based upon current and past knowledge  Project-based learning- a constructivist approach that encourages learning in depth by allowing students to use inquiry-based methods to engage with issues and questions that are rich, real and relevant to their lives.  Constructivism- learning as a process in which the learner actively constructs or generates new ideas or concepts based upon current and past knowledge  Project-based learning- a constructivist approach that encourages learning in depth by allowing students to use inquiry-based methods to engage with issues and questions that are rich, real and relevant to their lives.

16.  Connectivism- learning is a process of connecting specialized nodes of information sources; the capacity to know more is critical than what is currently known; nurturing and maintaining connections is needed to facilitate continual learning; the ability to see connections between fields, ideas, and concepts is a core skill; and decision making is itself a learning process. (George Siemens, 2004)

17. Web 2.0 Tools  Ajaz programming (asynchronous JavaScript and XML  Open Sourced  Ajaz programming (asynchronous JavaScript and XML  Open Sourced

18. Misconceptions  Free means junk  Runs only on Linux box  Free now but pay later  Crash and burn  Used only by geeks  Free means junk  Runs only on Linux box  Free now but pay later  Crash and burn  Used only by geeks

19. Web 2.0 Tools  Examples Examples  Examples Examples