Web 2.0 help -
Lesson ideas for Wordle
Writeboard login page
What can Writeboard do?
Review and edit a business letter with a colleague
Collaborate on an essay with my classmates
Work with my editor on a book chapter
Work with my client on copy for their web site
Collaborate with our PR firm on a press release
Draft and revise an important email before I send it
Work on copy for an ad campaign
Draft and revise a blog post before publishing
Craft a letter to the editor of my local paper
Perfect an article before sending it for publication
Write, review, and edit a cover letter for my resume
Refine a product description
Draft the text for a presentation
Write a couple paragraphs without having to use Word
Brainstorm ideas for a business name
Refine text before putting it into a page layout program
Write and revise a song, poem, or short story
Have my co-workers help me write my resignation letter
Collaborate on a new Constitution
Create a Writeboard — it's fast and freeRobert L. Fielding
Web 2.0 links page
Uniservity (cLc - connected learning communities)
The teacher as sole knowledge provider
How a cLc works
Robert L. Fielding
Robert L. Fielding
Cover it live
Etherpad (Note that this will no longer be
available after March 2010; PrimaryPad and
Google Wave (when available) can be used in
a similar way).
Google Apps for Educators
Robert L. Fielding
Web 2.0 - A term used to describe a new generation of Web services and applications with an increasing emphasis on human collaboration.
Web 2.0 does not refer to any specific change in the technology of the Internet, but rather the behavior of how people use the Internet. ...
Web 2.0 is an expression which was used for the first time in 2004 and referred to the second generation of Internet. The main characteristics of new era in Internet is connected with its constant development and delivering services tailored to the needs of each user. ...
While there is no set definition of Web 2.0, it generally refers to the use of the web as a more social platform where users participate by generating their own content alongside the content provided by the websites.
One of those "cool" terms that is batted around with little definition. It refers to the “second generation” Web, today's WWW that is more interactive and participatory than the Web used to be. ...
Web 2.0 Tools for Education - http://web20teach.blogspot.com/
Guide to free tools - http://school.discoveryeducation.com/schrockguide/edtools.html
ICT in Education - http://www.ictineducation.org/web2/
The most traditional place to impart knowledge to students is the classroom, with the teacher standing at the front of the class, and students sitting at desks, either listening to what the teacher is saying, reading what the teacher has written on the board, writing in their own exercise books, or answering the questions that are occasionally put to them.
Ever since the need for more than one student to be educated, since Alexander the Great sat at the feet of Aristotle, since those early days of learning, education has been mainly characterized by rows of pupils facing a teacher; serried ranks of university students taking notes in a packed lecture theatre as a professor holds forth on his specialized subject.
We are still being educated along those lines – in primary schools, high schools, and in colleges and universities. Now though, with the advent of the Internet, students can go online and learn, they can see what their teachers see, and they can use that to produce written work in the form of essays to be handed in later – all without going near a classroom.
With the arrival of the new wave of online behavior – users themselves contributing to knowledge in their own particular field – born, not out of particularly new technology, but using existing technology in innovative, interactive software, how we are educated is taking another step.
Now, after atomizing learners into individualized units connected through the Internet, but basically still accessing centralized sources of knowledge, Web 2.0, as it is referred to, is sending knowledge two ways instead of one – backwards and forwards, to and fro; the creation of knowledge, the control of that knowledge, and the form, level and rate that it is passed on to learners, has been democratized, interpersonalized – perhaps we need new vocabulary to describe what is happening in education.
The term, ‘cloud computing’ is marginally more descriptive than the dry, ‘Web 2.0’ – a term that is still in the process of being defined and refined until it fits the phenomenon to which it is applied.
Trade and industry and national defence concerns have been the cradles of new applications in computing; the forerunner to the worldwide web was born out of military research in the US in the 1960s; since defence budgets far outstrip educational ones.
Using tools designed primarily for corporations to amass wealth, ‘cloud computing’ and its innovators, have moved into the field of education; a myriad of tools – downloadable software – much of it free, are now available to further the assault on more traditional ways of the creation and dissemination of knowledge – education.
It is not that classrooms have been suddenly been made redundant; learning how to do something – learning a language – learning to speak that language, writing, reading and understanding what is being said in that language, still require classrooms, the CAL lab, the Language Laboratory, with the teacher at the front monitoring the progress of learners.
Even that scenario is being changed, as learners download podcasts to increase their exposure to the spoken and written word; blogs are read and commented upon, virtual classrooms exist on most university websites. Most of that though is using the same model of education that existed after Aristotle’s classes increased to more than one.
In universities offering research opportunities, even buildings have been made largely redundant, with the only students needing to be on campus being those whose studies require access to and use of costly equipment. If you need a particle accelerator, you depend on national governments and ministries to provide one.
If, however, your studies do not require anything more expensive than a laptop computer, you have virtually no need to travel to university every day, you have no real need to send everything you do, everything you write, create and learn from, to your tutor.
Your tutor, the professor sitting reading in his book-lined study, is just one amongst many ‘authorities’, is only one of a series of colleagues – parties to this creation and dissemination of knowledge, the others being other students.
On sites like ‘Eduzendium’( http://en.citizendium.org/wiki/CZ:Eduzendium ), Harvard University’s own Science wiki site, definitions are added daily by students and teachers alike, and checked for validity and accuracy by committees of ‘experts’ which may include people not traditionally asked for their opinions in such matters.
The site has core articles, lists of courses integrated into the system – with deadlines for submission, dates and times for seminar discussions, outlines and titles of assignments to be completed, and advice on something called ‘article mechanics’ – information on the form submitted articles must take to be successfully submitted.
The site has what it euphemistically calls its ‘Constabulary’ a team of community managers and moderators – basically experts – specialists acting as policemen, ensuring that academic protocols and standards are not compromised.
The site contains forums for debate, most of which are confined to active and registered participants. Debate is not merely from top to bottom and the other way round, but sideways too, with students debating with fellow students – not to copy and borrow, but to learn, amend and improve levels of knowledge.
Where previously such activities at university took place in cafes adjoining libraries, with one student looking at the notes of another, with absentees catching up on missed lecture notes – (We’ve all been there, haven’t we?), now discussion – informed discussion, is achieved somewhat more formally and in a more individualized, one might even say atomized manner, through such sites as Eduzendium and its sister, Citizendium.
Perhaps now, the only person left out of the loop is the lecturer who hasn’t signed up, or the teacher who doesn’t participate in such forums.
‘Web 2.0’/’cloud computing’ is changing everything; the need for study areas, be they lecture theatres, classrooms, or libraries is in doubt, and the once pyramidal architecture of education is crumbling before our eyes.
In its place is a system for increasing students’ confidence in, participation of and inclusion in the process of gaining knowledge and using it to improve the world.
Gone are Gradgrind and Wackford Squeers. Gone are the rows upon rows of little upturned faces like so many vessels, empty and ready to have knowledge poured in until they are full. Gone are models of education that require massive auditoriums and lecture theatres. Instead, here are communities, groups of learners, all contributing to the formation of knowledge.
In what massively exponential scale will knowledge increase using methods that only technology is capable of providing? The only barriers to what can only be described as a revolution in education are closed minds, the assumed inscrutability of the knowledgeable, and the intransigency of those opposed to change, even of change for the betterment of all.
Like all change, however, it is best embraced and accepted until the words of William Wordsworth again come to life, ‘Bliss it was, in that dawn, to be alive, but to be young was very Heaven.’
Robert L. Fielding
What is cloud computing? + short video explaining CC