EXAM QUESTION TWO
a) Whenever a teacher conveys new information to their students it is imperative that they ensure they do a number of things. First off they must ensure that the information they are trying to present is clear and succinct. It is not effective to overload students with information that is not relevant or is above their knowledge level at the time. Piaget’s theory of constructivism is built on the idea that students build knowledge on knowledge they already have. Essentially learning is like building blocks where new information must follow on from what students have already learnt. When looking at Web2.0 this is definitely a logical process to follow. It will do no good to simply expect students to understand the technologies on offer they must be lead through them until the knowledge starts to build.
http://www.uib.no/People/sinia/CSCL/HMM_Constructivism.gif
It is also known that students learn best when they teach others.
“Tell me, and I forget. Show me, and I remember. Involve me and I understand.”
This is an excellent theory for use in collaborative learning. Each group member is ultimately going to be given an individual task in which they become an expert and then have to report back to other group members and teach them what they have learnt.
b) The encouragement of collaboration among students is all about motivation. The group is only going to be efficient of each of the members are individually motivated. Motivation comes form many different sources both internal and external. Hopefully most motivation is intrinsic however as this is not always the case it is often the teachers responsibility to ensure that the motivation is present.
http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html
The follow video describes some of the advantages of collaborative learning in Web2.0 and reasons to provide this motivation.
As well as this reasons to motivate as well as motivational methods can be seen in this video.
As Dreikurs theory indicates much motivation and human drive comes from the need to be respected. His theory outlines four main reasons for misbehaviour.
http://eport2.cgc.maricopa.edu/published/t/wa/twahla11/collection/9/3/upload.pdf
The need for attention, revenge, power of avoidance of inadequacies are what Dreikurs says drives are human beings. In students this means that when these needs are present then the student begin to misbehave. As the above report indicates when teachers take measures to ensure that students are given power, freedom and respect then this need to misbehave diminishes.
When students have their needs filled and feel that they are respected and needed within their group then their motivation and overall effort will increase causing this intrinsic motivation to encourage the group collaboration.
c) One of the main concerns when dealing with students interacting with Web2.0 is the maintenance of classroom management, focus and constructive work.
As students are given freedom over their work they are bound to be distracted b the many technologies that Web2.0 has to offer. Facilities such as Facebook and MySpace are far more easily available to students when operating in the world of Web2.0. For the teaching and learning to still be effective within Web2.0 this must be monitored closely. Of course the collaboration and communities provided by such facilities is considered a vital part of learning they can still be distractions to the learning process.
It is simply the teacher’s responsibility to ensure that students are always motivated, engaged, and knowledgeable and focus on the task at hand. Web2.0 is a huge advantage in this instance as even though it is the provider of such distractions its technologies mean that education can always be made as interesting.
By using theories provided by Glasser, Gardner, Dreikurs and Vygotsky the same theories of classroom management can be applied to using Web2.0.
http://www.theteachersguide.com/ClassManagement.htm
By appealing to student’s needs, intelligences and drivers a teacher can ensure that the balance and equality of their classroom is maintained despite advancing technologies and changing educational environments.
http://www.teachervision.fen.com/classroom-management/resource/5776.html
d) Blooms’ taxonomy is an extremely important theory for teachers to be aware of and implement within their classrooms.
It considers the processes that need to be undertaken by student in order to achieve high level learning. Bloom indicates the process that assist only shallow learning such as remembering. This shows that students have rope learned information given to them.
However as the students follow Blooms taxonomy and reach the top they undertake process that allow for deeper learning. These processes include evaluating and creating. Creating being the highest most effective method for assisting deep level learning.
Web2.0 uses advancing technologies to allow for sharing, collaborating and creating. All of which assist this deeper learning.
Below are just some of the example of how Web2.0 and its technologies do this.
Flickr is an online sharing site for images. It allows the collaboration needed in this deep learning process.
www.tellingthetruth.pbwiki.com
A wiki is a site where a group is able to create a space in which they can gather, share and teach information to and with others.
This blog is another example of who students are able to create and share their ideas and information.
http://del.icio.us/rhiannon2912
Del.icio.us is a technology offered by Web2.0 that again allows the collaborative sharing that promotes learning and relationships, motivation and drives that are needed to reach the higher levels of Blooms taxonomy.
http://www.google.com.au/ig?hl=en
i-google, such as my own above, is a site where a student can create a sort of homepage. However i-google, allows for additional and personalisation’s to be made. Sharing of favourite sites, photos and applications are all allowed with technologies such as i-google.
All such applications allow for creation, evaluation and collaboration by students and viewers. The advantage if such not only allows for the inclusion of Web2.0 in learning but also facilitates a higher level learning amongst both the creator of such projects and the people who share with them.
EXAM QUESTION ONE
a) The wiki address for our group learning project involving Web2.0 technologies is:
http://tellingthetruth.pbwiki.com
b) This project was a group project involving creating an assessment for our students using Web2.0, its technologies and inclusion of the students parents within the assignment design. One of the issues we had was actually including the parents in a constructive way but still ensuring that they would not bear the brunt of the work. It is imperative that parents are involved in their child’s learning so as to ensure continuing relationships, greater understanding and motivate both parent and child to learn as they are interested in the relationship and rewards.
Another issue we encountered was one that is always occurring within teaching and learning and that is the motivation of the students. Our project is set for Year 12 Advanced English students so there is a hope that at this stage a great deal of learning motivation is intrinsic for the students at this stage. However as this is not always the case we had to take motivation into account whilst planning this assessment. Much of our project is based upon social interaction and Vygotsky’s theory of learning that “social interaction plays a fundamental role in the development of cognition”. These students are able to interact with their family and ultimately their friends in the process of this task. A great deal can be learnt through the conduction of adult relationships as would be expected of these students once they graduate into the adult world. We also aim aimed to centre this assessment around an engaging topic. Although all stories are fabricated they involve people, topics and situations that are not only relevant to the students but also of interest to them. Again looking at Glasser, we decided to give the students a far amount of power, freedom and fun within the assessment. Although they are given a topic they are allowed free reign with how they present that topic. They are able to create, dramatise, present and manipulate their story any which way they like in order to convince their audience of its authenticity.
Another issue we had with the assessment related to Gardner’s multiple intelligences and ensuring that we appealed to a majority of them.
It is imperative for teachers to be doing this in order to facilitate higher level learning. That is why we included a number of aspects to this assessment. There are visual, audio, interpersonal, logical and written aspects to be covered by each group under each headline story.
The aim of this assessment is obviously to achieve effective teaching and learning. To do this be followed the structure of Bloom’s taxonomy.
Students are asked to analyse the headline they are give, evaluate how it could be manipulated and then create an expression and presentation of their story.
As this project is constructed around the use of Web2.0 it was also important for us to include the use of its technologies in a constructive and relevant way. To begin with the project is created in a wiki and the process that each group undertakes must be continuously documented on the wiki for all of their peers to access. The use of flickr and YouTube will allow the students to access footage of their subjects, manipulate it and then reload it on to these applications for sharing and presenting. It was important for us to not just load the assessment on to Web2.0 but to also include it and its facilities in the process and completion of the group’s individual work.
c) The entire reasoning behind this project is collaboration its worth and value and extremely important in effective teaching and learning. As mentioned a teacher would hope that at this stage in the students education mush of their motivation would be intrinsic, come from within. Rudolf Dreikurs based his educational theories are human drivers and motivation, in particular the motivation within children and adolescence to misbehave. Obviously this is what teachers aim to avoid within their classrooms. Dreikurs theory centred around the idea of mutual respect. He said that a student feels they have the respect of their teacher then they are less likely to look for attention and power and therefore misbehave. This is a very important idea within collaboration as they only way a group can function effectively and perform their task is if they have balanced and mutual respect with and for all group members. Tasks can only be given and accepted if the group members understand that they are respected by the task giver and respect that person in turn. If this respect is missing then Dreikurs theory will play out and students will begin to misbehave in order to gain power, attention, revenge or to avoid feeling inadequate.
Research Essay
Web 2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity. Discuss.
As students, classrooms and generations are constantly changing it is imperative that teachers are aware of, and more importantly, evolving concurrently with these changes. In recent years one of the most important changes to teaching has been the increased range and availability of technology. Technology has been such a large advancement in effective teaching as it not only involves students on a much larger level but it also connect the teaching generation to the learning generation in a way that little else can.
Initially, technology was installed in classrooms and computers were available for students to type and print off work. Then the internet was available to them to conduct searches through, conduct communications with emails and eventually create whole WebPages dedicated to topics selected by them. Now however, the web has exceeded a point that most though possible. Through Web2.0 the internet has become a place for collaborative sharing, communication and work.
As mentioned, in the earlier stages of the web students were able to create their own WebPages and conduct communication through emails. However as it has since increased this stage of technology is now known as Web1.0. Web2.0 includes blogs, wikis, and applications such as MySpace, facebook, flickr and del.ico.us. Web2.0 is possible because of advancing technologies and particularly, in effective teaching and learning it provides a platform for social networking through a medium that allows for sharing, informing, communicating and interacting. Instant communication, online sharing journals and sharing of photographs are just some of the possibilities that Web2.0 offers education.
One of the most important theories within the teaching world at the moment is Howard Gardner’s idea of multiple intelligences. Gardner says that there are eight possible intelligences for a person to have and they are:
• Linguistic intelligence
• Logical-mathematical intelligence
• Spatial intelligence
• Bodily-Kinesthetic intelligence
• Musical intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• Naturalist intelligence
These intelligences are also the way that people learn. Gardner says that each person learns differently through the different intelligences as each claim different dominance in different individuals. As a teacher it is fundamental that these different intelligences are taken into account and not just studied as a teaching theory as truth is they exist and without their implementation no effective teaching and learning can occur (M.K. Meyerhoff, “The Real World Value Of Multiple Intelligences”, Education Horizons, 2005, NeiTA, Australia).
Using Web2.0 in the classroom is a fantastic example of how a majority of these intelligences can be reached through the one medium. It offers education the chance to use videos, music, sounds, communities and puzzles in order to connect with a larger number of students despite their differing learning styles.
Possibly one of the most important aspects of Web2.0 in education is that its advancing technologies allow for collaboration in nearly every aspect of the web. This is exceptionally important in relation to Gardner’s intelligences and specifically intrapersonal intelligence. Intrapersonal intelligence is having the ability to understand yourself and learn about and within ones self. Educational theorist believe that this is one of the most fundamental intelligences for student to have in order to build upon and utilize their other intelligences. By using the communities that Web2.0 provides students are given the opportunity to interact with other peers. This interaction and community that will become not dissimilar to the adult world allows students to “develop a sense of who they are as they interact with other members of the community, learning about relationships, conflicts and compromise”. This sense of self is what gives students the confidence to learn and grow and eventually graduate and enter the “adult world with a greater understanding of who they are and what is expected of them” (M. Sellars, “The Role Of Intrapersonal Intelligence in Self Directed Learning”, Issues In Education Research, 2006, Western Australian Institute for Educational Research, Australia).
Another popular educational theorist that is relevant to the technologies of Web2.0 is William Glasser and his theory of children’s five driving needs. They are:
1. Survival e.g., food, water, shelter etc
2. Love and Belonging
3. Power
4. Freedom
5. Fun
Web2.0 offers teachers a way to ensure that many of these five fundamental needs are being met for students within the classroom. Essentially, Web2.0 can be used collaboratively to empower students and advance their learning. As mentioned Web2.0 combines all of its technologies and applications to create an online community between its members giving students who participate a sense of belonging within their MySpace, Facebook of wiki community.
As well as belonging Web2.0 is very efficient in giving students power and freedom over the internet. Within their online communities it is the student who are responsible for designing their aliases, selecting friends and organizing what is available for viewing. Along with this, the interactive media, music and games offered to the student via Web2.0 offers both students and teachers a chance to incorporate games and fun within the learning curriculum in an accessible and relevant matter.
Just as Gardner’s theory is concerned with advancing higher level learning within the students so is Glasser’s. If a teacher is striving to ensure that as many of the students five essentially needs are being fulfilled then their chances of achieving effecting teaching and learning are greatly increased. Carey says by fulfilling these needs, teachers are essentially empowering their students. By granting them power and freedom they are giving students greater responsibility without removing the concept of fun. By doing this teacher are helping to develop the sense of self within each student and as mentioned this is imperative to successfully educate students in a manner which will help them survive the adult world (P. Carey, “Empowering Students In The Classroom”, Australian Career Counselor, 2002, Catholic Education Office of Western Australia, Australia).
Another great advantage that Web2.0 and its technologies bring to the classroom is that it creates a bond or a link between the teaching generation and the student’s generation to the likes of which little else has ever done. Although the teaching generation may never be as familiar and comfortable with the advancing software and technologies as their students may be, many teachers are ensuring that they are aware of its changes and abilities so that they can utilize it to communicate with their students.
Increasingly in schools teachers are using emails to send and receive assessment task. They create blogs and wiki’s that are open for class discussion or questions and the use of sharing applications such as YouTube, TeacherTube and podcasts would be sorely missed in classrooms as teaching tools. By using these technologies, teachers have been able to create a common link between themselves and their students. They have become aware of and have an understanding of the habits and hobby’s of contemporary students and are able to discuss the advantages and disadvantages of what Web2.0 has to offer.
Web2.0 is certainly the result of every increasing software and technology. It offers its users a platform on which to create communities, collaborations and advance learning. Although originally built as a social network, Web2.0 has become essential to use within classrooms to assist effective teaching and learning. Not only does it provide students and teachers a common ground on which to relate it can be very effective in providing students with a sense of belonging, power, freedom and fun. Aspects that happen to be four of the five essential needs for children as set out by Glasser. As well as this Web2.0 allows teacher a greater chance at appealing to a majority of the differing intelligences within their classroom through its multiple mediums meaning that each students has a greater chance of achieving higher level learning despite having a different learning style to other students. By utilizing Web2.0 and it advancing technologies and software, teachers are offering their students and chance to participate in communities, as they will when they graduate, indulge in their particular learning intelligence and hold a sense of power and freedom over their learning and their life.
BIBLIOGRAPHY
http://www.educause.edu/ir/library/pdf/erm0621.pdf- 12/30/2007
P. Carey, “Empowering Students In The Classroom”, Australian Career Counselor, 2002, Catholic Education Office of Western Australia, Australia
M.K. Meyerhoff, “The Real World Value Of Multiple Intelligences”, Education Horizons, 2005, NeiTA, Australia
M. Sellars, “The Role Of Intrapersonal Intelligence in Self Directed Learning”, Issues In Education Research, 2006, Western Australian Institute for Educational Research, Australia
A GOOD Blog!!!
Judy O’Connell’s blog (above) is an excellent example of Web2.0 in action! It is interective, full of links, graphics, power point presentation, thoughts, ideas and critics.
Her blog is alos updated regularly, every two or three days, keeping her blog current and relevant.
There are links to her del.icio.us favourites, her writing and more. Again her del.icio.us account is another example of her generous sharing and commitment to adn in web2.0
Further more on the side of an interactive, modern and fun blog Judy has included her video collection or group leading the viewer to a number of relevant and educational videos.
Examples of Web2.0
Facebook…..
Flickr….
MySpace….
DEL.ICIO.US….
Digital Chalkie….
More information and examples coming….
Facebook!
So as part of our class i have already mentioned that we were experimenting with the mediums taht our students owuld use and one of these is facebook.
Similar to MySpace, facebook allows for online communities, friendships, and photo sharing. However unlike most people around my age, I never joined MySpace. It simply did not interest me! I didn’t want to waste time in front of the computer and I’d rather SEE my friends for a cathc up! And frankly I felt the same way about facebook!
However, we have all admitted thet slowly (or not so slowly 
) but definitely surely, we are all becoming addicted!!!!!!!! The privacy in your communities that it offers is great, its s easy to share info and pictures and everyone is loving the food fights!!!!!!!
I have to wonder how many of us will keep ysing facebook after we finish Networked Learning!!!!!!!!! hehe Allan has created lots of little typing monsters!!!!!! ugh argg!!!
Web 2.0 and Education
Obviously as we are doing an education degree there must be a point in learning all about computers and the web! (we hope! hehe)
As I said, on my prac the technology available to us was incredibly useful in lessons. It communicated our point clearly, in different forms and in a way that the students were familiar with. So obviously as our knowledge and use of web2.0 increases, hopefully, so does the students higher learning!
First of all, the generation of student we will be teaching are defintely digital natives! They have grown up on the technology we are learning about and use it daily in their schoolwork and social lives.
This means that by using it as teachers we will be coming into their comforts zones and creating common groud between the generetions.
Blogs and wikis are available to be viewed publicaly on the internet. This means that they are great resources for the students to utilise. A teacher can use a blog to post information, assignments and discussions which the students can access and understand in a familiar medium.
As wikis are similar to blogs they can be used in the same manner. Additionaly though, wikis are a collaborative effoprt. They can be formed in groups or individually. Rather then posting comments on a blog, groups can use the wiki as a home page of sorts. they would all be able to contribute the the page, add comments, make ammendmants and edit information.
This would make wikis a fantastic tool in group or class tasks. The wiki would be available to the entire groups. They could use it as communication between thier group, other groups, the teacher or the class. It could be used as a discussion board or even a space to post the actual assignment or task!!!!
Our WIKI
So flickr does not like me but apparently wiki’s do!!!!!!! hehe we set up a group wiki today! A wiki is similar to a blog but it allows for group collaboration. There are four members of my group and we set up the wiki (www.soymocha.pbwiki.com) with no hassles!!
However I found out when I got home that my Mac is apparently not compatible so it will not let me update the page from home! 
this should be interesting!!!!!! ;0
Moving Foward
In class we have looking at web1.0 and web2.0, what they require and what they offer. Now we are going to start experimenting with examples of web2.0!!!! uhoh
As mentioned I’m pretty bad with technology and didn’t get off to a great start with Flickr (which still does not like me by the way!!! grrr) but we will be lloking at wiki’s and facebook sooooo…. wish me luck!!!!
Web 2.0
I really liked this description or definition of Web2.0 and its features. Although I am technically part of the computer generation, most of the time I am more like a “digital immigrant” then a born “digital native”!!!
Practically hopeless on computers and any other technological device, I think this is the reason why I never became addited to MySpace or MSN or anything similar as the basics were quite hard for me to grasp.
However this idea of “open, collaborative communication, learning and creativity” is exactly what web2.0 offers. The freedom and communities that it offers are definitely what the digital natives are all about.
The feature of web2.0 were also appealing to me. It seems almost that what it requires is also what it provides! the interaction that is allowed on web2.0 gives the communities, reading and writing opportunities as well as a platform for higher learning.
