Engaging YouTube Google-Eyed Generation:
Strategies using Web 2.0 in Teaching and Learning
Article by: Peter Duffy
“Twitch speed”, expecting instant responses and feedback, preferring random “on-demand” access to media, expecting to be in constant communication with friends and ease of access in the creation of their own new media are some of the users (generation x) that are experiencing and creating blogs, working on personal web-pages, for school, a friend, or an organization, as well as sharing original content, such as artwork, photos, stories, or videos online. Regarding trends and teaching and learning, twitch speeding is inductive to a learner-centered or student-centered design, which places control of the learning experience into the hands of the learner.
YouTube, Podcasting, Blogs, Wikis and RSS are buzz words presently connected with the term Web 2.0; signifies shifting pedagogical paradigm for new sets of tools within education.
Web 2.0, Blog, YouTube, and Wiki
The Web 2.0 stands for the idea that the internet is changing from a collection of motionless pages into a channel for software services, especially those that encourage self-publishing, participation, and collaboration.
The Blog refers to a log of the Web or Weblog. People who support a blog are called bloggers. The act of posting to a blog is called blogging and the sharing, gathering and interlinking to the world is what is called a blogosphere.
The YouTube is an accepted video allocation website where users can upload, view, and share video clips. An average of 65,000 uploads and 100 million videos are viewed per day on YouTube.
The Wiki is a cluster of Web pages that permit users to add content, comparable to a discussion forum or blog, but also allows others to edit the content. What differentiates wikis from blogs is that there is no inbuilt structure.
All teaching and learning with Web 2.0 technology have educational benefits and strategies.
Rita Fowler
Sunday, March 22, 2009
Shared Online Video Content as a Macro-context for Learning
Article by: Professor Curtis J. Bonk
Online shared video content, such as YouTube provide macro-context for viewers to experience for later learning, reflecting, replaying, revisiting, and for perspective discussion making over an extended period of time. Web 2.0 technology, such as shared online YouTube video, has brought a wealth of new resources and materials for teachers and learners.
Trends: Shared Online Videos have made its way into Open Educational Resources by creating a content shift from that of formal organization and/or institutions to that designed by learners, trainees, as well as
collaboration trends across classes, universities, countries and regions around the world.
Participatory: Form of learning technology (Wikibook) where students reflect on their assumptions, biases, diverse points of view, and new knowledge to others to read, reflect on and/or to tinker.
The use of Shard Online Videos empowers and motivates students in courses, as it relates to their behavior, motivation, cognitive (human limits) information processing, socio-cultural and in instructional design through YouTube, Google and/or TeacherTube. Use of shared YouTube online humorous and information videos personalizes learning and makes ideas come to life. And, timely learning using online video content helps the user grasp more of the concepts and arouse interest in learning and other aspects of theory and/or framework. Moreover, the use of shared online YouTube videos maximizes memory, artificial intelligence and robotics. The uses of videos in instruction are now in demand, highly flexible, springs learning to life; it helps instructors make a key point without sacrificing significant time.
YouTube videos:
Provides a context for learning
Extends learning beyond text
Provides a common experience for learners to discuss and reflect on concepts and ideas
Provides an advance organizer for later class lectures, discussions and small group activities
Links to emerging cultures of participatory learning
Just Rita
Article by: Professor Curtis J. Bonk
Online shared video content, such as YouTube provide macro-context for viewers to experience for later learning, reflecting, replaying, revisiting, and for perspective discussion making over an extended period of time. Web 2.0 technology, such as shared online YouTube video, has brought a wealth of new resources and materials for teachers and learners.
Trends: Shared Online Videos have made its way into Open Educational Resources by creating a content shift from that of formal organization and/or institutions to that designed by learners, trainees, as well as
collaboration trends across classes, universities, countries and regions around the world.
Participatory: Form of learning technology (Wikibook) where students reflect on their assumptions, biases, diverse points of view, and new knowledge to others to read, reflect on and/or to tinker.
The use of Shard Online Videos empowers and motivates students in courses, as it relates to their behavior, motivation, cognitive (human limits) information processing, socio-cultural and in instructional design through YouTube, Google and/or TeacherTube. Use of shared YouTube online humorous and information videos personalizes learning and makes ideas come to life. And, timely learning using online video content helps the user grasp more of the concepts and arouse interest in learning and other aspects of theory and/or framework. Moreover, the use of shared online YouTube videos maximizes memory, artificial intelligence and robotics. The uses of videos in instruction are now in demand, highly flexible, springs learning to life; it helps instructors make a key point without sacrificing significant time.
YouTube videos:
Provides a context for learning
Extends learning beyond text
Provides a common experience for learners to discuss and reflect on concepts and ideas
Provides an advance organizer for later class lectures, discussions and small group activities
Links to emerging cultures of participatory learning
Just Rita
Models for Sustainable Open Educational Resources
Article by: Stephen Downes
Sustainability models of Open Educational Resources are funding, technical and content. Benefits are as stated to Authors (access to the widest possible audience), Reader (access to an entire body of literature), Publishers (widest dissemination of articles) and File Sharing (market increase). The primary argument is based on value. Benefits are to the well-being of the community as a whole and the increase value regarding individual resources. Why are open educational resources desirable in the first place?
Nine funding models financially support the sustainability of Open Educational Resources
Sustainability models of Open Educational Resources are funding, technical and content. Benefits are as stated to Authors (access to the widest possible audience), Reader (access to an entire body of literature), Publishers (widest dissemination of articles) and File Sharing (market increase). The primary argument is based on value. Benefits are to the well-being of the community as a whole and the increase value regarding individual resources. Why are open educational resources desirable in the first place?
Nine funding models financially support the sustainability of Open Educational Resources
Endowment (interest earned from charitable foundations)
Membership (coalition organizations making contributions or by subscription toward operating revenues or OER services)
Donations (supported by the wider community and applied to operating “content” expenses)
Conversion (subscribers receive services such as installation support and/or advance features)
Contributor-pay (sustain cost of maintaining the contribution fund)
Sponsorship - partnership with educational institutions (sustain open access to free radio, TV, commercial messages and public broadcasting)
Institutional (assumes responsibility itself for OER initiative)
Governmental (sustains direct funding for OER)
Partnerships and exchanged (sustains the development of OER networks)
What comprises sustainability eventually depends on the economies and the objectives of the provider. The technical model judges how the development and distribution of OER are achieved. The development of an OER network involves tools for access, including browsing, searching, data-mining and syndication.
Concerns of its quality are:
· trust of learning resources
· faculty training needs
· access to OER
In concluding, the content model has sustainability license associated with resource concerns.
· Does published material remain property of whom produced it?
· Can authors request material to be removed from the user site?
· Can material be updated or amended only upon author approval?
· Can content exclusively be used by non-profit educational org.?
· Can for-profit institutions have access?
Rita Fowler
Friday, March 20, 2009
Blogging Practices: An analytical Framework
Blogging Practices: An Analytical Framework:
Article by: Jan Schmidt
Episode – A Blogger’s Software
Communicative goals are called “Episodes” in Blogger’s terminology. Episodes are surrounded by three structural elements: rules (generalization, procedural and routine), relations (hyper-textual and social), and codes (software and basic architectural). Blogger-users gain communicative goals through illustration in formation of hyper-textual networking, as well as in social networking. Moreover, Blogger’s use specific software to attain specific communicative goals in what is also called the Episodes. The software consist of a selection (media content), publication (author of content), and a network episode (established hyper-textual and social relations to allow continuous communication).
Rules are a plan for action to guide situational performance through shared expectations. There are two different types of rules, adequacy rules (connect uses and guides the process of media selection) and procedural rules (frames the blogs media formats). Relations consist of two kinds, hyper-textual and social. Hyper-textual (built into blogging software) is the result of blogging episodes; social relations lie outside of blogging practices, such as from face-to-face interaction or the exchange of personal emails.
Above all, codes consist of the software and underlying architecture. There are two general types of software (packages), which are blog services (liveJournal, Blogger.com and Twoday.net) and script (MoveableType and Wordpress). For example, a software code is the fundamental of blogging episodes, because it enables and/or restricts certain actions, such as pictures, changing the blog layout, etc.
Episode – A Blogger’s Software
Communicative goals are called “Episodes” in Blogger’s terminology. Episodes are surrounded by three structural elements: rules (generalization, procedural and routine), relations (hyper-textual and social), and codes (software and basic architectural). Blogger-users gain communicative goals through illustration in formation of hyper-textual networking, as well as in social networking. Moreover, Blogger’s use specific software to attain specific communicative goals in what is also called the Episodes. The software consist of a selection (media content), publication (author of content), and a network episode (established hyper-textual and social relations to allow continuous communication).
Rules are a plan for action to guide situational performance through shared expectations. There are two different types of rules, adequacy rules (connect uses and guides the process of media selection) and procedural rules (frames the blogs media formats). Relations consist of two kinds, hyper-textual and social. Hyper-textual (built into blogging software) is the result of blogging episodes; social relations lie outside of blogging practices, such as from face-to-face interaction or the exchange of personal emails.
Above all, codes consist of the software and underlying architecture. There are two general types of software (packages), which are blog services (liveJournal, Blogger.com and Twoday.net) and script (MoveableType and Wordpress). For example, a software code is the fundamental of blogging episodes, because it enables and/or restricts certain actions, such as pictures, changing the blog layout, etc.
Tuesday, March 17, 2009
Students' Blogging
Article by:
Leslie, P. & Murphy, E.(2008)
Interested?
Interesting findings in this article revealed two essential purposes for blogging: one is a socially function, and the other is for the insight of knowledge. The social framework consist of advice, assisting, modeling, and increase chances for social, peer, and team interaction, communication, presence, networking learning experience, and getting to know each other. The knowledge framework consist of also advice, contribution and to provide chances for teamwork, cooperation and community-centered sharing, structuring, stating knowledge, ideas (positive or negative comments), opinions (collective understanding), different viewpoints, analysis, outlook, and common goals respectively. Blogging personal information has value in creating personal reflection of oneself (benchmark), as well as the chance to revise "the analysis of an experience". Below is an inclusive summary of some of the purposes for blogging in a bullet point listing.
- motivates (ownership) to make a greater effort from advice (encouragement),as well as for educational experience (completing difficult task)
- social software blogging interaction sustains individuals (emotional response) and/or in group activities
- gives a sense of online and empowerment presence
- personal outcome (outlet) learning to include social activity (interactive)
- individual knowledge contributions are made to a group, as well as benefits from others' insights
- ones thoughts and attributes are made to others with a chance to be heard (self-disclosure, a fundamental social need)
In concluding, participation engages for the purpose to interact with others and to express a social presence, as well as for self-disclosure. Emotions are shared to provide an outlet for learning and motivation in completing difficult tasks. Above all, blogs are considered for the needs of the participants rather than an instructor and/or institution. Wonderful..............
By: Just, Rita
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