Creating an Online Course Based on E-Learning 2.0 Concepts

I gave a presentation “Creating an Online Course Based on E-Learning 2.0 Concepts” at the 2011 TxDLA 14^th Annual Confernce in San Antonio, Texas last week.  I want to take the opportunity to share my presentation here with my blog subscribers.  This presentation provided an overview of e-learning 2.0 concepts and described the process of designing, developing, and teaching an online course based on e-learning 2.0 concepts.  Also, lessons learned and students’ feedback regarding their opinions and experiences on taking my online courses based on e-learning 2.0 concepts were discussed in the presentation.  Below is an online version of my presentation at the 2011 TxDLA Conference.  Please feel free to provide suggestions and comments.  Thanks.

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Web 2.0 in Education: Teachers’ Perceptions and Perspectives

The advent of Web 2.0 technologies allows teachers to empower students and create exciting new learning opportunities. Students can use Web 2.0 tools to create, contribute, share, collaborate, connect, and participate in a global learning community. Already, many teachers took advantages of Web 2.0 technologies and implemented them into teaching and learning. However, many researchers have found that perceived usefulness, or the extent to which an individual believes that the use of technology will enhance performance, has a positive influence on behavioral intention.  Thus, studies of teachers’ perceptions and interests are critical because teachers’ perceptions are significant to the implementation of technology innovations in teaching and learning.

Yesterday, I gave a presentation on our recent research study at the 2011 Creating Futures Through Technology Conference in Biloxi, Mississippi.  In this presentation, my co-presenter, Patrivan Yuen and I discussed the findings of our study that examined Mississippi teachers’ perceptions, interests, and use of Web 2.0 tools in education.  The population of this study was Mississippi teachers at all levels.  Participants at the MECA and CFTTC conferences in 2010 were invited to participate in the study.  A total of 368 participants completed the questionnaire online.

You can view our Slideshare to learn more about our research study and its findings.  Also, please feel free to provide suggestions and comments.  Thanks.

 

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Digital Research Tools (DiRT)

Digital Research Tools (DiRT) http://t.co/txHrp37—
Steve Yuen (@scyuen) February 25, 2011

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Using Diigo in the Classroom

Diigo is a social bookmarking tool that allows teachers and students to save websites into a public or private library, share them with others in your network, highlight any part of a webpage and attach sticky notes to specific highlights or to a whole page. The annotations can be kept private, shared with a group within Diigo or a special link forwarded to others.

Diigo provides rich tagging capability as well as folders for better information organization, and group annotation for better collaboration. Diigo allows students to search the full-text of a teacher’s collections, or just within a teacher’s highlights. Also, Diigo allows teachers to highlight critical features within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.  Furthermore, teachers can create a free teacher account through which they can create student accounts.  Diigo’s student accounts require no email address, can be kept private, and can also be grouped so that students can share resources they find with each other. Diigo is more than just a social bookmarking tool.  It is a powerful research tool and a knowledge sharing community for teachers and students.

The following presentation was recently delivered at the 2011 Mississippi Educational Computing Association (MECA) Conference in Jackson, Mississippi on February 8, 2011.  Please feel free to provide comments and suggestions.  Thanks.

 

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