Case Study - Teaching with Web 2.0 Technologies: Twitter, Wikis and Blogs (Optional)

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来自 UNSW Australia (The University of New South Wales) 的课程

在线教学

166 个评分

UNSW Australia (The University of New South Wales)

在线教学

166 个评分

The Learning to Teach Online (LTTO) MOOC is based upon the multi award winning open educational resource of the same name, developed by Simon McIntyre and Karin Watson. We have built upon these resources in this MOOC, supporting them with a course structure that puts them into a supportive framework for you all to help you find and connect with each other to share your own experiences in the Discussion Forums. This course is not intended as a comprehensive manual for online teaching. Rather, it is intended as a starting point to help you develop your understanding of the principles involved; a place where you can get advice about strategies you might try; and a means from which you can begin to build your confidence and capacity to continue the learning journey in your own contexts and practice. On successful completion of the course you should be able to: - Identify the importance and use of a range of online technologies in learning, teaching, and course design in contemporary education - Evaluate different course designs involving digital technologies and online learning activities appropriate for a range of teaching contexts - Demonstrate independent enquiry and reflective practice On successful completion of the the two Assignments, you will should be able to: Achieve all of the above learning outcomes plus: - Develop an evidence-supported argument for selecting particular technologies to support an online component of your own course - Design an online component of your class considering your local context, your curriculum, and the benefits and risks of online technologies - Develop evaluation and engagement strategies to ensure your students are engaged with your online course components and how you plan to evaluate the effectiveness of your online course design.

从本节课中

Planning Online Learning + Online Learning Activities

'Module 3: Planning Online Learning' will explore the importance of planning online learning from a pedagogical perspective rather than a technology driven one. Careful planning is one of the most important aspects of teaching online, and success often depends upon taking the time to consider all of the different aspects of the online learning experience before you begin. The content and activities will explore the concepts of constructive alignment, choosing which aspects of a class are best done online or face-to-face, building digital literacy capabilities within your students, and examining your own motivations for wanting to teach online in the first place. 'Module 4: Online Learning Activities' will identify important considerations you need to keep in mind when developing online learning activities for your students. We will offer advice about how to plan an online activity, and help you think about which may be appropriate for your own students. When you are new to the process, understanding which online technology best supports different learning activities can be daunting. This module, along with a range of case studies, and activities, will explore the relationship between different technologies and specific activities in more depth.

Key Concept - Online Learning Activities1:59

Case Study - Video Conferencing in Museum Education (K-12) (Optional)9:59

Case Study - Considerations for Choosing Technology (Optional)5:36

Case Study - Teaching with Web 2.0 Technologies: Twitter, Wikis and Blogs (Optional)8:51

Case Study - Using Online Lectures to Support Active Learning (Optional)7:51

Case Study - iLabs - Online Access to Remote Laboratories (Optional)7:27

Case Study - Using Flickr as an Online Classroom (Optional)9:01

Case Study - Using Blogs for Peer Feedback and Discussion (Optional)7:59

Case Study - Teaching Using Scenario Based Simulations in Second Life (Optional)6:09

Case Study - Using Online Communities to Foster Collaboration in Visual Arts (K-12) (Optional)8:34

与讲师见面

Associate Professor Simon McIntyre
Associate Dean Education
UNSW Sydney | Art & Design
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education

[MUSIC]

Web 2.0 is a term that encompasses the way that online social media

tools are enabling users to communicate, collaborate

and generate dynamic content in social networks.

Lubna Alam from the University of Canberra describes how she

uses Web 2.0 tools such as blogs, Wikis and Twitter.

To improve student engagement in a face

to face class, Lubna describes the pedagogy behind

this process, and outlines the benefits that

Web 2.0 technologies can bring to student learning.

>> The class that I'm teaching is called Social Informatics.

Social informatics is about, technology impact.

So how does technology impact at society level.

We have both face to face component and we also

have the online Web 2.0 tools integrated within the unit.

Web 2.0 is a set of tools, emerging

tools, that people are using to interact with each other.

>> We basically use three different tools in our class.

We use blog and we use a WIki site, and we use also Twitter.

>> I was using these tools in the unit as a way of actually looking

at how they can question the value of

these tools by actually using these tools themselves.

This is the subject Moodle site for the social informatics.

I have integrated the external social media into the Moodle site.

This way, when you come into the Moodle site you can see the latest

blog posts, you can see the latest Tweets, and they come as feeds.

[BLANK_AUDIO]

So this is the unit blog site.

It uploads all the tutorials for each week.

>> We use the blog to look at

tutorial exercises and comment on each other's work.

Sometimes also we're asked to blog about different topics

related to the subject matter raised in a lecture.

>> All of these units students are here, so

if you click on one of them it will take

you to their own blogs, and you can see the

blogs he's made and some of the comments he's received.

The other way we use the blog site is

to archive all the tweets, because tweets are transient.

So we use the block press archive to do this.

Because the subject domain is interested in to Web 2.0 tools and Government 2.0

tools, we follow other people blogs as well and that feed also comes in.

>> A wiki is a collaborative tool that lets you contribute to a content.

The way that we have used this in this unit

is to two ways: first, they could use it for lectures.

>> In the lecture section, we are also encouraged to

provide extra information or extra resources that are also helpful.

>> So students can click on the page operations, and then edit.

And it takes them to the edit mode.

And they contribute to the, you know,

relevant sections whenever they see this please

contribute or add comments, they can add it and then just click the save button.

Secondly, we'll use it in tutorial as well.

They could use it to summarize something they have read

and the shared the relevant concepts from there, for the unit.

I've used a carrot and I say that you could take the Wiki to the exam.

And this has given the students some if

you like, interest to populate the Wiki, with the,

in a relevant content and contribute so that

they can actually use this in the exam situation.

Twitter is a 140 character micro-blogging you know, tool.

I think the reason it works because it's

just, it is just like an SMS style communication.

We have used a hashtag.

The hashtag lets you follow a certain topic, and if you search

by the hashtag, you get to see all the tweets for the subject.

Tweets have been used in I think three different ways.

One way is to share information, show something they've

read they want to share it with the others.

They have used it to bring in links to other sources.

And then they have also used to talk to me so the

students have actually used the @ Lubna Alam to get my attention.

>> What we do is basically we tweet about the lecture contents and if

we have any, you know, comments on someone's tweet, we can just comment back.

I use my smart phone, which I have the application on it, or you

can find other students who can use

their laptops and tweet about the lecture contents.

>> I use the tweet chat to watch a hashtag in real time, and this has helped

a lot with face to face debates that we run in the tutorial sessions.

>> It is just an open discussion, and everybody

has the right to express their own thoughts, and it

is on us, what we take from the discussion,

that our point was valid, or did we learn more.

Was everybody agreeing to the point?

So at the, at the end of the day it is nobody losing.

It is all of us winning in some way or the other.

>> I think the biggest benefit of using these tools is the ability for

students to collaborate and communicate with each

other, especially also sharing information, sharing the experience.

>> I've seen students more engaged using

these tools because they knew each other better.

They could interact outside the hours of the class time we had.

>> You can Tweet any questions or

anything, any queries to your lecture any time.

>> They could share the references, they could share their views on the

issues, and then they could have the students helping each other there as well.

>> They've given every student, or every person

a lot more space to express their own opinions.

>> The major outcome to peer learning, it's

just learning from each other and sharing this information.

>> When you're using Web 2.0 tools, there is

a set of Pedagogy 2.0 principles that are available.

So you really need to think of your strategies

that how you will integrate these tools for learning.

And then of course if you're using it in

assessment, how we will integrate this into assessment as well.

You have to understand the limitations so that when you're using them

into the unit, you know when things could go wrong, when you

need to really tell the students how these tools work and how

they can actually use it to get the value out of them.

The best way to learn about these tools is just

to use them, and use them professionally so that you

get value out of them, because then only you can

start to see how they can be valuable to your students.

I think as a teacher, if you are using Web 2.0 tools, there

is an expectation that you will be available 24 hours, seven days a week.

So on the onset, in the very first lecture you have to set some ground rules.

There cannot be any expectations of immediate feedback.

Having said that, because I'm a user of

these tools myself, I do check it regularly.

Some of the students will pick up these tools, and they will just you

know, start to use this as if they have been using it for a while.

But for other students you will have to help them out.

>> At the beginning, like for the first

three weeks, I had this problem managing all these

tools and remembering the passwords and remembering the usernames

and, you know, contributing to each one of them.

>> They found it difficult to understand some of the benefits of these tools.

For example, Twitter is not quite intuitive, you know, as

like Facebook, so they found difficult, how do you follow hashtag?

Why would you follow a hashtag?

How do you talk to each other using a hashtag?

So what does the @ Lubna Alam actually means?

How does a reply work?

The students were quite overwhelmed, if you

like, with this new ways of communicating.

So, having a set of training material,

having information sessions, help sessions, and the

constant, if you like, assistance, is required to get them used to these tools.

To me, Web 2.0 tools are about people.

It's about communication, it's about sharing.

Today's students are tomorrow's citizen 2.0.

So, they need to be able to use these digital tools

to participate, if you like, in

democratic activities and become participatory citizens.

[BLANK_AUDIO]

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