This document discusses Web 2.0 and how it differs from Web 1.0. Web 2.0 allows users to be creators of content rather than just viewers. It emphasizes openness, social networking, and microcontent. Some examples of Web 2.0 technologies include blogs, wikis, podcasts, social media sites. Web 2.0 can be used with learner-centered approaches like problem-based and project-based learning to engage students. It allows for collaboration, authentic learning experiences, and assessment of student work. The advantages of Web 2.0 in teaching include improved discussions, engaged students, and developing students as producers through activities like creating videos or podcasts.

1. Web 2.0 By Andrea Thomas

2. What is Web 2.0? New Technology Old Technology A New Culture Design Collaborate Share

3. Web 2.0 Users are creators Users are not limited to only viewing content Users become more active in what is on the web Allows individuals to create pages where others can contribute their thoughts Web 2.0 is characterized by openness, social networking, and microcontent Alexandr, B. (2006). Educaus

4. How Does it Differ from Web 1.0 only allowed people to create a site for others to view had more privacy was a publishing site where as Web 2.0 is more of a participation site was a read only format while Web 2.0 is interactive a sharper line “between producers and consumers of content and [2.0] shifted attention from access to information toward access to other people” (Brown & Adler, 18) In learning environments information is "pushed" to the student rather than "pulled" by the user, (Brown & Adler"). better way of connecting people, as well as storing, retrieving, and sharing information socially constructed; users play a larger role in publishing sites and blogs, posting comments to other sites, and adding pictures and videos. media can be moved between websites and tagged for future reference also downloaded and uploaded to the internet. sites can be saved, addressed, or built upon people with common interest can collaborate by adding to projects at different times from different places; communicating their ideas and opinions playing a larger role in business and education students and researchers can not only find information, but can debate and discuss the information they find Web 1.0 Web 2.0 VS. Alexander, B. (2006). Brown & Adler (2008)

5. Examples of Web 2.0 Technologies Tools Some Examples blogs RSS feeds wikis podcasting videoblogs social bookmarking sites trackback Facebook Twitter Wikipedia You tube MySpace Skype Wikispaces Podomatic

6. Definitions of Some Web 2.0 Tools Wiki- a collaborative site that allows creators and users to post comments, edit information, or create new pages. Wikis are an easy and a fast way to collaborate, organize, and share ideas without time constraints . can be used by everyone in all districts or companies to share ideas on improvement and sharing technology-based instruction and organizing materials for instruction. (Schweder, 2009) Blog (web + log)- an interactive site that allows users to leave comments , usually on photos or videos; combines text, images, and links to other blogs RSS feed (Really Simple Syndication)- is used to publish frequently updated works—such as blog entries, news headlines, audio, and video to readers who want to subscribe to updates from favorite websites or to collect feeds from many sites into one place Mapping/Mash-ups- websites that combine content from more than one source (Deal, 2007) Podcast- a way of downloading, watching, and listening to multimedia files over the Internet for playback on MP3 players or a computers (Deal, 2007) Social Bookmarking- is saving the address of a Web site you wish to visit in the future on your computer to a public Web site and “tagging” them with keywords so they will be easy to find/search later. You can also add people to your network and share sites Videoblog- a collection of a theme videos--your own or your favorites--posted on a web host web site and it's a great way to reach out to audiences and show off your work Schweder, 2009 Deal (2007)

7. Using Web 2.0 with Learner-Centered Approaches

9. Positive climate & emotional support

10. Power sharing

11. Challenging learning activities

12. Authentic learning experience

13. Self regulation

15. Project-based learning

16. Case-based learning 4. Inquiry-based learning*The American Psychological Association Learner-centered psychological principles. The domains of the learner-centered principles – the metacognitive and cognitive, affective, personal and social, developmental, and individual differences factors – emphasize both the learner and learning.

17. Project-Based Learning Learner-Centered Approach using Project-Based Learning in a Classroom The “7-Cs”: Critical thinking , Creativity, Collaboration, Cross-cultural understanding, Communication, Computing, Career are all necessary for success in education and workplaces of the 21st Century. These are skills that students gain from Project-Based Learning (PBL) activities. PBL: allows students to learn in all levels of “Blooms Taxonomy”. actively engages students in authentic, problem-solving activities, which prepares students with skills for future success. is teacher-facilitated while students learn by doing hands-on projects; individually and in teams. allows for real world applications which encourages the use of higher order thinking skills and promotes meaningful learning that connect the students’ new learning to their previous knowledge. allows the students to develop a personal attachment to their projects and the information and communication technology also allows students to explore and be competitive globally. Moylan, 2008

18. Problem-Based Learning A Problem-based Learning Assignment with Technological Strategies Create an egg drop experiment for first grade students. Students are instructed to bring a raw egg to school that will be dropped from the roof students they are to find a way to keep the egg from breaking. The students are allowed to do anything they want to the egg except cook it to keep it from breaking meeting the guideline. “Problem simulations used in problem based learning must be ill-structured and allow for free inquiry” (Savery, 13). Upon the completion of the project the teachers drop students’ creations from the roof of the school. Students would document their groups progress, ideas, and failed attempts. “Students learn during their self-directed learning and apply knowledge back to the problem with reanalysis and resolution”, on their group blog and do a summation and closing analysis on a group wiki (Savery 13-14). Students will engage in science, art, math, and language arts throughout this project, therefore, meeting the guideline of “integrating from a wide range of disciplines or subjects” (Savery, 13). Youtube would be a Web 2.0 tool to utilize that allows students to watch each others’ projects throughout the whole process and allow for peer and self assessment and analysis upon completion as stated by PBLguidlines (Savery, 14). Savery,2006

20. makes many types of media instantly available. Old, historical footage, pictures, and audio recordings come from archives many from different time periods and can be incorporated into any lesson.

21. can be used to post comments and reflect on the views of others to show students different perspectives of a topic.

22. allows teachers to scaffold students’ learning.

23. can be used in a variety of ways to induce critical-thinking skills, reflections, and discussions in students.

24. is engaging. An engaging activity would be to let students produce their own videos.Thompson, 2010

25. References Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning. Educaus. March/April, pgs. 33-44. Retrieved from net.educause.edu/ir/library/pdf/ERM0621.pdf Byrne, R. (2009). The Effect of Web 2.0 on Teaching and Learning. Teacher Librarian, 37(2), pgs. 50 Deal, Ashley. (2007). A teaching with technology white paper: Podcasting. Teaching with Technology. June 2007 issue, pgs.1-15. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf. Learner-centered Psychological Principles: A framework for school reform and design. The American Psychological Association. Retrieved from http://www.apa.org/ed/governance/bea/learner-centered.pdf . Moylan, William Alexander. (2008). Learning by project: Developing Essential 21st century skills using student team projects. International Journal of Learning. Vol. 15 Issue 9, pgs. 287-292. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl . Savery, J. R. (2006). Overview of problem-based learning: definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning. Vol. 1, pgs. 9-20. Schweder, Windy& Wissick, Cheryl, A. (2009). The Power of Wikis. Journal of Special Education Technology. Vol. 24(1), pgs. 57-60 Thompson, Gray, K., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as web 2.0 authors: Implications for assessment design and conduct. Australasian Journal of Educational Technology. Vol. 26(1), pgs. 105-122. http://www.avln.org/olexpedition/apa.html (learner centered instruction from Dr. An’s paper) http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpb