Category Archives: Web 2.0 Tools

What is Study-English-Online.Net?

Teachers’ Digital Toolkit

International online learning projects for students

ThinkQuest

Online tools for resource creation

Animoto Create videos from images

Benettonplay Create stunning animations

Classtools.net Create educational games

Gliffy Create floor plans, flowcharts and 3D diagrams

Glogster EDU Create interactive multimedia posters

Kerpoof Create movies and stories

Mixbook Create a page turning e-book

Myebook Create an e-book

PoducateMe Exe files How to create a podcast

Power League Create an online debate

Prezi A zooming presentation tool

Scratch Join up and download programming software to create digital learning objects

Sketchcast Embed evolving sketches into your blog

SketchUp Create, modify and share 3D models

Storybird Collaborative storytelling

Storyjumper Create a page turning e-book

Technology tips and cybersafety

Timetoast Create a free online timeline

Voice Thread Hold an online conversation about an image

Voki Create a personalised speaking avatar

Wordle Create word clouds to summarise main concepts of a unit for students

Source/Courtesy – UNSW

Three Generations of Distance Learning Pedagogy

Three Generations of Distance Learning Pedagogy

1. Cognitive Behaviourism

2. Constructivism

3. Connectivism

Educational Technology – Web-Resources: Theory & Tools

THEORY

Emerging Perspectives on Learning, Teaching & Technology

TOOLS

Mootools

Javascript Thumbnail Viewer

DimDim – A Web-Conferencing Solution

More about Moodle
http://www.humboldt.edu/~jdv1/moodle/all.htm

A code from answers.com which allows you to gloss an entire text.

Currently used on the NY Times website, Available at:

http://www.answers.com/main/answertips.jsp

Digital Storytelling

A digital story is a personal experience represented in narrative format. The script is amplified by including video, music, still-frame imagery, and the author’s voice. A digital story typically lasts for two to three minutes. Web 2.0: New Tools, New Schools p. 43

It must take ages to create such a story, but the idea is interesting anyways. I imagine the teacher has to provide a lot of scaffolding to make sure that it is about learning English rather than having fun with technology. The learner should also have a story to tell in the first place. If you have nothing to say, your story will be a flop.  Songs and stories have one important thing in common – they have to have a real message to be a success.

Here is a wonderful example of a digital story

To SEO or Not to SEO? Are blogs really doomed?

Bought a copy of issue 183 of the Practical Web Design Magazine after work today and flicked through it on the bus home. It’s very interesting indeed to see that there are as many suppoters of SEO as there are opponents to it. It’s actually the first time I’ve heard about someone who has gone as far as to create his own human-powered search engine that won’t give SEO tricks and hacks a damn, and the person I have in mind is Jason Calacanis, the founder of the Mahalo search engine. The interview with him is quite thought-provoking as it makes you think strategically, long-term. If what he claims is true, the prospects are bleak really. According to him, the blogosphere is at a crossroads and is highly likely to collapse on itself because the majority of blogs are about marketing, promotion and link-baiting, and not about authentic conversations. Who knows, he migt well be right. On second thought, I believe it is necessary to account for mushrooming affordances and extras that today’s blogging tools have on offer. A blog in 2009 to one in 2005 is like a jet plane to a horse cart.

Is Teaching & Learning PURELY WEB 2.0-wise a Must?

A nice basic summary (in somewhat broken Russian, but that is not an issue, the content offsets this minor drawback) with a lot of unstated assumptions, though. The basic supposition is that the learners MUST do everything online, and the question that is unanswered is WHY they have to do so. What is the main reason for doing whatever task entirely online either solo or on a team? Isn’t that because the teacher finds that convenient? What about the students? Another thing that bugs me about the status quo is that e-learners are always required to produce TEXT or TEXT/GRAPHICS for assessment purposes. Why not a voice recording? It would save loads of time, which is one of the primary aims of any instructional design. Requiring learners to type everything up, especially their discussions, is inefficient, unnatural and in many ways inconsiderate – when students are required to work in groups in a conventional classroom, one of the premises is that as a learner you can hear only your own groupmates while you are working towards the completion of the task, moreover, you do not jot everything down – you NOTE DOWN THE SALIENT POINTS, and get to LISTEN to summaries of what the other groups have arrived at. Quintessential summaries are available for those who want to reread something, too, but the main thing is that it is SYNCHRONOUS INTERACTIVE SPEAKING & LISTENING (which can be either F2F, regular phone or computer-mediated, or a combination thereof) that is the least time-consuming mode of knowledge sharing and building to date provided you have something to share. If you’ve got nothing to say it is an entirely different kettle of fish. Now what happens online is that you spend ages texting back and forth within your group, then you produce a written summary, and everyone gets to read it. The bottom line is the question why the general approach is that the e-learner is DEAF-MUTE? Isn’t that because the teaching community is either too slow to exercise lateral thinking, or technophobic, or wants to play safe (teachers opt for tools THEY are comfortable with, the learner has no choice apart from the usual “take it or leave it”), whereas the student population is new to the environment and thus does not know what options there are in general, and, as a result, accepts what is on offer (what other choice do you have really if you are required to text-blog-wiki in order to pass the online course you have signed up for)? To sum up, I am not advocating for the other extreme, I am just trying to say that
1. using WEB 2.0 tools for the sake of using them should not replace genuine teaching and learning
2. the e-learner should be advised on the available media, their possibilities and limitations in the light of the e-learner’s individual learning style
3. the e-tutor should receive training in multimodal instructional task design

Collaborative Editing Online: Available Tools

It is not only wikis and blogs that you can use collaboratively online. Now it is possible to create graphs and charts together, as well as regular text documents and tables.

What you Need Tool to Adopt
a graph or a chart Gliffy
an online word processor and a spreadsheet application in one; you need to embed images and/or share a video GoogleDocs
an online word processor compatible with Opera ZohoWriter