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web 2.0

Social Media Class Skypes with Internet Celebs

At the University of Wisconsin Whitewater, students enrolled in the course Social Media Optimization & the New Web learn and become “experts” on web applications such as Facebook, Twitter, YouTube, etc. They stay up-to-date on the latest trends on the Internet by reading and thinking critically about the industry and reporting on the changes that are occurring.

An interesting part of the class is that students get to Skype with several industry leaders:

Craig Newmark – founder of Craigslist
David Meerman Scott – author of the New Rules of Marketing & PR
Guy Kawasaki – author of The Art of the Start
Zadi Diaz – host of Epic Fu
John Batelle – founder of Wired

Find out more at Inside Higher Ed: Social Media Class Skypes with Internet Celebs

Using Backchannels in the Classroom

A backchannel is the use of networked computers to maintain several side-conversations while the main conversation is occurring concurrently. In higher education, a model of this would be an instructor lecturing about a topic with students collaborating in small groups at the same time. The Twitter Experiment at UT Dallas is an example of conducting a backchannel through the use of mobile technology.

This post at the Teaching with Classroom Response Systems blog  outlines nine possible uses of backchannels in education as well as several examples of backchannel use at other universities. Check out the page at: http://derekbruff.com/teachingwithcrs/?p=472

How Does Age Affect Web Use?

Online Generation Chart

The link below contains interesting statistics from the Pew Internet organization on internet usage and activities by generation. The most popular activities graph for each generation is particular interesting.


Read-Write Matrix of Web 2.0 Tools

The Read-Write Matrix of Web 2.0 Tools for Learning
Paul Left

The horizontal axis shows who can read the published documents, the vertical axis who can write to them. In each case the mid-point relates to the group of peers – eg learners within a single course. A wider group (ie between the mid-point and the ‘world’) could include members of a broader community of practice, or the local community or family.
The plotted points could be exemplified by:

  1. A personal reflective journal with no audience
  2. A personal wiki or blog which other learners can read
  3. A personal wiki or blog which a wider group can read
  4. A personal wiki or blog which is publicly available on the web
  5. A collaborative wiki for a sub-group of learners
  6. A collaborative wiki for the course
  7. A collaborative wiki for the course which a wider group can read
  8. A collaborative wiki for the course which is publicly available
  9. A collaborative wiki for learners and a wider group
  10. A collaborative wiki which is fully open – publicly readable and writable.

Note: These are typical examples only – the matrix is intended to relate to other tools in addition to blogs and wikis.

View Presentation

Read Extending Read-Write Matrix

Link: http://www.verso.co.nz/mw/index.php?title=The_Read-Write_Matrix

A Summary of Web 2.0 for Education

Web 2.0: Good for Education?
Trent Batson

Trent Batson summarizes what Web 2.0 means for higher education:

  • More interaction between knowers and learners occurs online rather than in a room
  • More continuity between learning meetings during a course of study and after the course is over
  • More active learning opportunities are available
  • The need for certification of all formal learning is called into question
  • A shift in the fundamental perception of learning from content delivery to a guided learning process
  • More recognition of and scaffolding on what students already know
  • Collection of evidence of student learning online that is owned by the student
  • The learning process is associated with the learner
  • A deluge of unfiltered information without mature consensus methodologies to handle the deluge
  • Transience of knowledge as opinion-producers gain currency more quickly each day than ever before
  • Gap between institutions that are able to adapt to Web 2.0 trends and the rest of higher education
  • The education enterprise is merely reactive to industry developments; it must instead lead; and educators by and large are resistant; they must instead find opportunities for positive change

Link: http://www.campustechnology.com/articles/68503/