Social media and Web 2.0 tools are changing the way we teach and learn. These tools allow for greater accessibility, immediacy, and interactivity in communication. Over half of online youth ages 12-17 use social networking sites like Facebook and Twitter, primarily to connect with friends and meet new people. Tools like YouTube, microblogging on Twitter, Google Apps, Wikipedia, and social bookmarking have implications for teaching and learning by engaging students, facilitating collaboration and sharing, and developing skills like visual literacy, research, and information literacy.
The document discusses the concepts of Web 2.0, entrepreneurship, and Learning 2.0. It defines Web 2.0 as the next generation of the World Wide Web that emphasizes user collaboration and participation. Entrepreneurship is defined as taking on the risks and responsibilities of owning a business. Learning 2.0 incorporates knowledge, pedagogy, connections, and capacity using social media and networking tools to help students become knowledge producers. The document outlines some basic social learning tools like Delicious, Tumblr, Twitter, Flickr, and Vimeo that can be used for online entrepreneurship training.
This document discusses how Web 2.0 technologies can transform passive learners into active learners by encouraging collaboration, accessibility, and student engagement. It provides examples of how tools like wikis, podcasts, and online assessments can be used to improve learning outcomes by making content more interactive and personalized for students. The document also acknowledges some potential drawbacks of technology in education, but argues that when used properly Web 2.0 has mostly positive impacts on learning.
The document provides information and resources about internet safety for children and teenagers. It discusses potential risks of online social networks, blogging, chat rooms, and peer-to-peer file sharing. It also covers cyberbullying and tips for parents to educate children and monitor their internet usage, such as keeping computers in open areas and communicating openly about online activities. A list of additional resources and websites for internet safety information is also included.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
The document discusses using social networking in education. It covers how social networking can help students learn through social interactions and building skills. It also addresses educators' interest in using social networking but barriers like privacy concerns. Examples are given of social networking sites used in schools and their educational benefits for students in developing computer skills and global awareness.
This is a rework of my previous slide show on Web 2.0 Tools. I will be using it for background information for BCNET Conference "Lighting the Path: Connections for the Future" on April 22, 2008.
The document discusses the key characteristics and educational rationale for using Web 2.0 technologies in education. It notes that Web 2.0 promotes knowledge sharing, collaboration, and user-generated content. While proponents argue that Web 2.0 engages students and develops new literacy skills, critics argue that it may be trivial, promote isolation, or create passive learners. The document also outlines specific Web 2.0 tools like blogs, wikis, and podcasts and discusses implications of a digital learning environment like new literacies and collaboration skills.
The document discusses teaching millennial students and integrating new literacies. It notes that millennial students think in a nonlinear, hypertext style due to growing up with the internet. It recommends teaching millennial students through high interaction, engaging them in the learning process using technology to increase customization, convenience and collaboration. It also discusses traditional literacies like books versus new literacies enabled by technologies like the internet, email, blogs, wikis and more. It argues educators should integrate new literacies to make school literacy more engaging and meaningful to students' digital lives.
The document discusses the history and evolution of technology from the 1950s to present day. It covers early technologies like key punch operators and Marshall McLuhan's concept of a "global village". It then outlines several key trends in universities including rising costs, changing student demographics, and demand for distance education. Finally, it discusses new forms of media and learning like user-created content, social networking, mobile phones, virtual worlds, and wikis that have transformed education.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
This document discusses how students today have grown up in a digital world and are comfortable with technologies like social media, emails, and mobile devices. It notes that students now spend more time engaged with digital technologies than watching TV. The document then outlines characteristics of these "digital native" students and how Web 2.0 tools can be used to engage them by encouraging contribution, collaboration and connection through activities like blogging, podcasting and social networking. It provides examples of specific Web 2.0 tools that can be effective for educational use.
This document discusses how Web 2.0 tools like wikis, podcasting, and social networking can be used in school libraries. It explains that these tools allow for easy content creation, collaboration, and participation in knowledge sharing. Specific Web 2.0 applications mentioned include blogs, Twitter, wikis, podcasting, virtual conferencing, course management systems, and virtual sites with avatars. The document also provides examples of how these tools can be used and considerations for their implementation in libraries and classrooms.
This document discusses generational differences between Baby Boomers, Generation X, and Millennials. It provides characteristics of each generation regarding work preferences, learning styles, and technology use. The document also outlines strategies for implementing a personal learning environment using social and Web 2.0 tools to engage Millennial students in a blended teaching approach.
Sunraysia Mallee Schools Network - Presentation to teachers on the need for educational change and the need to engage students using new media for their learning.
The document discusses how digital technologies and online participation are transforming education and literacy. It explores concepts like digital natives, Web 2.0, participatory culture, and new literacies skills needed for students. Blogging is presented as a tool that can engage students in creating, sharing, and collaborating while developing these 21st century skills when implemented properly in educational settings.
This document discusses using voice and online communication tools in language learning. It argues that the internet is not just a passive resource for information, but enables interaction and user-generated content through tools like voice boards, virtual classrooms, audio blogging and podcasting. These voice tools benefit English language learners by allowing richer participation and feedback. Both synchronous tools like chat rooms and asynchronous tools like voice boards can be used, depending on the purpose. The document provides examples of how teachers have used voice tools for conferences, group discussions, oral presentations and building a sense of community in language classes.
Explore Web 2.0 Presentation by Jennifer LeeJennifer Lee
This presentation shows how Web 2.0 applications can be used in meaningful and interesting ways in the classroom to engage students and facilitate their learning. It includes the definitions of "Web 2.0" and "Cyberlearning". It also introduces three Web 2.0 resources and some challenges related to integrating Web 2.0 tool.
This was a presentation presented at Winter Tonic, February 10, Sir Charles Tupper High School, Vancouver, BC for the Vancouver Teacher Librarian Association.
This document discusses LGBT spirituality and religion. It defines key terms like LGBT and spirituality. While some faith traditions have excluded LGBT people, others have become more inclusive by creating space for LGBT members and reconsidering scripture. The document explores LGBT participation and advocacy groups within various religions like Christianity, Judaism, Islam, Buddhism, Native American traditions, Unitarian Universalism and Paganism. It acknowledges that for some, spirituality and religious community remain important despite lack of acceptance.
The document proposes a $5.85 million bond for facility improvements at the Unionville-Sebewaing Area Schools. Proposed projects include replacing the elementary school well, repairing walkways and drainage, upgrading windows, and making exterior repairs. No tax increase is expected in 2013, and the maximum tax impact would be $2.97 per $1,000 of taxable property value. Charts show projected tax rates with and without the bond both remaining under the 7 mill debt limit.
The document discusses a small town design initiative for the communities of Unionville and Sebewaing in Michigan. It mentions early transportation and settlement in the area, old schools, community beautification projects like flower planting, projects to honor veterans, a community playscape, safe water, recreation, and working together as a team to achieve great things in the two communities.
This document discusses LGBT spirituality and religion. It begins by defining terms like LGBT and spirituality. While spirituality is personal, it often involves a connection to something greater. The document explores how some faith traditions have become more inclusive of LGBT individuals, while others have actively excluded them. It provides examples of LGBT-affirming religious organizations within Christianity, Judaism, Islam, Buddhism, Native American traditions, and Paganism. The document advocates for greater religious acceptance and inclusion of LGBT people.
This document discusses LGBT spirituality and religion. It begins by defining key terms like LGBT and spirituality. It then discusses the relationship between spirituality, religion, and LGBT identity, noting that one can be both LGBT and spiritual/religious. The document outlines various faith traditions and organizations that are working to be more inclusive of LGBT individuals. It provides examples of LGBT-focused religious groups that have formed in response to exclusion. Finally, it raises discussion questions about religious intolerance faced by the LGBT community.
This document discusses using self-assessment and strategic planning to improve an instruction program at a university library. It describes conducting a SWOT analysis to identify strengths, weaknesses, opportunities and threats. Librarians then completed a self-assessment questionnaire based on ACRL proficiency standards to find areas for improvement. Communication and presentation skills were prioritized. Goals were set to have monthly discussion meetings and explore diverse teaching methods. While initial efforts showed promise, challenges included limited time and ensuring administrative support. The summary emphasizes using assessment to identify growth areas and developing strategies appropriate for each library's specific context and needs.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
The document discusses using web2 applications to facilitate distance education. Web2 allows for increased interactivity as it enables many people to publish and share information in different formats. This matches well with the key features of distance education, such as interaction between students and instructors regardless of location or time. Some examples of web2 applications that could be used include social networks, wikis, podcasts, and polling tools to engage students and encourage collaboration and sharing of information. Research discussed found that web2-enabled learning will be more learner-driven, mobile, social, and lead to new forms of certification. A personalized teaching system based on web2 was also proposed.
This document discusses e-resources, web resources, and social networking. It begins by defining e-resources as electronic files that can be accessed via computer, such as e-books, e-journals, and databases. It then discusses different types of e-resources like online and offline resources. Next, it defines web resources as anything that can be obtained from the world wide web, including web pages, email, and information from databases. The document then explains social networking sites as online platforms that allow users to create profiles and interact with other users through features such as Facebook, LinkedIn, and Twitter. In less than 3 sentences, the document provides an overview of key topics related to technology resources and social media.
The document discusses the concepts of Web 2.0 and social networking, and how they can be used in education. It defines Web 2.0 as communities that facilitate user-generated content and sharing. Social networking involves online communities where people share interests. The document argues that these tools engage students and support collaboration. It provides examples of blogs, wikis, podcasts, and other Web 2.0 tools that teachers can use to connect with students and enhance learning.
The document discusses how Web 2.0 tools can enhance teaching and learning. It describes how Web 2.0 encourages active, collaborative participation from users through sites like wikis, blogs, social media and by allowing users to easily generate and share content. It argues that these new technologies can help make learning more personal, flexible and social by empowering student-generated content and facilitating collaboration.
The document discusses various Web 2.0 tools and technologies including social networking, blogging, RSS feeds, media sharing, wikis, and podcasting. It explores how these tools enable sharing and creating user-generated content, collaboration, and participation in online communities. Examples are given of how these technologies are used for education and learning.
Integrating Social Media into Your Curriculumpdelich
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
Web 2.0 tools have made it possible for everyone to contribute content and participate online through blogs, wikis, social bookmarking, photo sharing, video sharing, and social networking sites. These tools promote social networking and make it easy for individuals to contribute content and conversations to larger social networks. The power of these tools is their ability to connect people and leverage the collective knowledge of everyone through constant networking and linking of people, conversations, and content.
This presentation provides an introduction to social networking. It defines social networking as online services that allow users to create public profiles, connect with other users, and share media like photos and videos. The presentation notes benefits of social networking like creating online communities and sustaining connections between geographically scattered users. It also lists some potential drawbacks like demanding time/energy and changes over time. Resources for learning more about social networking are provided.
The document discusses how Web 2.0 tools can enhance teaching and learning. It describes how Web 2.0 enables two-way interaction and user-generated content through blogs, wikis, social networking, podcasting, and media sharing. These tools encourage collaboration, engagement, and make learning more personal, flexible and social. The document argues that Web 2.0 will change education by supporting problem-based, experiential and authentic learning through student-led discovery and peer-to-peer interaction.
The document discusses how educators can leverage various Web 2.0 tools to create self-directed learners. It outlines tools like blogs, wikis, Skype, RSS readers, podcasts, YouTube, and tutorials that students are already using and how they can be applied for educational purposes. The challenge is directing students to use these collaborative tools in meaningful ways for learning beyond the classroom.
The document discusses using information and communication technologies (ICT) to enhance teaching and learning. It covers defining Web 2.0 and how it has changed knowledge sharing. Various e-learning tools are presented, including options for collaboration, productivity, multimedia creation, organization, and social interaction. Challenges of implementing these tools in pedagogical practices are also addressed.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
This document discusses the use of social media in education. It defines social media as online tools that allow users to interact, share information and ideas. When integrated properly into virtual classrooms, social media can enhance learning experiences and student engagement. The document outlines several social media tools like social networks, blogs, wikis, bookmarking, and multimedia sharing and provides potential educational uses for each. It emphasizes that social media promotes collaboration, makes materials accessible, and supports discussions. Guidelines are provided for appropriate and effective use of social media in education.
The document discusses using cloud computing and social software tools to enhance teaching and learning. It describes how these technologies can encourage student-faculty interaction, cooperation among students, and active learning. Examples of social software tools mentioned include Twitter, YouTube, Google Calendar, Diigo, blogs, and Netvibes. The document advocates building online communities using these tools to facilitate collaboration, feedback, and presentation of student work.
The document discusses various web-based tools for communicating, interacting, creating content, and sharing information online. It describes tools for microblogging, instant messaging, video conferencing, social networking, blogging, wikis, social bookmarking, hosting videos and images, and sharing presentations. For each category of tools, examples of specific tools are provided, along with explanations of how they work and potential uses in an educational context.
The document discusses using social media tools and Web 2.0 technologies to engage students in learning. It introduces concepts like the changing nature of students from Generation X and Y and how they access and share information online. Various social media tools are described that can be used for teaching and learning, including social networking, bookmarking, blogging, media sharing, and wikis. The document advocates integrating these tools to make education more relevant and encourage collaboration, communication, and user-generated content.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
The document discusses the future of education and how social media and Web 2.0 tools can be integrated into teaching and learning. It defines social media and Web 2.0 technologies as read-write platforms that allow users to create and share content. Various social media tools are described, including social networking, bookmarking, wikis, blogs, and media sharing, along with examples of tools for each category. Potential uses of social media for both formal education and informal learning are outlined.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
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How To Sell Hamster Kombat Coin In Pre Market
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How To Sell Hamster Kombat Coin In Pre Market
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Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
Plato and Aristotle's Views on Poetry by V.Jesinthal Maryjessintv
PPT on Plato and Aristotle's Views on Poetry prepared by Mrs.V.Jesinthal Mary, Dept of English and Foreign Languages(EFL),SRMIST Science and Humanities ,Ramapuram,Chennai-600089
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"
FYS Spring Retreat
1. SOCIAL MEDIA AND EDUCATION: HOW WEB 2.0 IS CHANGING THE WAY WE TEACH AND LEARN
2. WHAT IS SOCIAL MEDIA ? Web-based communication tools that connect people based on interests and relationships Related terms: social computing, social software, online social tools, virtual communities, online social networking Examples: Facebook , Twitter , Social Bookmarking , Wikipedia
3. WHAT IS WEB 2.0? Characteristics include: Tim O'Reilly definition User-centered services delivered in a web-based platform Users have the ability to co-create goods and services rather than consuming end product Collaborative, self-organizing, self-policing communities that destabilize hierarchy and empower ordinary users Web 2.0 tools include: file sharing (photo/video/documents), tagging (user-created metadata), wikis (collaborative knowledge management), blogs (online interactive journals) , RSS feeds (syndication of frequently updated content), podcasting (downloadable digital audio media files)
4. COMMUNICATION AND SOCIAL MEDIA How have these social tools changed the way we communicate? Accessibility: anywhere there is an internet connection, you can communicate, and you can make yourself available to be communicated with Immediacy: connection is in real-time Multiple methods of interactivity: messaging (public and private), chatting, blogging, photo/video sharing
5. WHO IS USING THESE ONLINE TOOLS, AND WHY? A survey conducted by the Pew Internet and American Life Project reports: "More than half (55%) of all online American youths ages 12-17 use online social networking sites." "Older teens, particularly girls, are more likely to use these sites. For girls, social networking sites are primarily places to reinforce pre-existing friendships; for boys, the networks also provide opportunities for flirting and making new friends."
7. YOUTUBE YouTube is a video-sharing service that lets users upload files to YouTube servers, where they are available online. Implications for teaching and learning: Exposing students to visual literacy skills Engaging students as creators and commentators Experimenting with new media Source: 7 Things You Should Know About YouTube, EDUCAUSE
8. MICROBLOGGING Microblogging is the practice of posting small pieces of digital content—text, pictures, links, short videos—on the Internet. Twitter.com is the most well-known microblogging tool. Implications for teaching and learning: Offers a backchannel forum during live classes Send reminders of test dates and other deadlines Builds online community Announcements and notifications Source: 7 Things You Should Know About Microblogging, EDUCAUSE
9. GOOGLE APPS Google Apps are web-based programs and file storage tools with collaborative features built-in. They include communication tools ( Gmail , Google Calendar ) and productivity tools ( Google Docs —word processing, spreadsheets, presentation software) Implications for teaching and learning: Google tools are collaborative and enable easy sharing of information and content Easy way to publish student work Source: 7 Things You Should Know About Google Apps, EDUCAUSE
10. WIKIPEDIA Wikipedia is a free online Web-based encyclopedia that any one can add to or edit. It is one of the most popular online sources, and the article topics range from the very broad to the highly specific. Implications for teaching and learning: Students can be responsible for knowledge generation and part of a collaborative community of learners Development of research and information literacy skills Source: 7 Things You Should Know About Google Apps, EDUCAUSE
11. FACEBOOK Wikipedia is an online social networking site where user interaction is based on relationships, networks, and shared interests. Implications for teaching and learning: Cultivation of relationships outside classroom Collaborative creation of community and online identity Source: 7 Things You Should Know About Google Apps, EDUCAUSE
12. SOCIAL BOOKMARKING Social bookmarking is a Web-based method of saving and sharing Web sites and “tagging” them with keywords. Del.icio.us is one example. Implications for teaching and learning: Simplifies process of storing and sharing online resources with students Source: 7 Things You Should Know About Google Apps, EDUCAUSE
13. PODCASTING Podcasting is a method of recording audio content and uploading and sharing that content online. The term comes from the Apple iPod, a device that plays audio files. Implications for teaching and learning: Allows students to use iPods (or other mp3 players) for educational purposes Makes course content (such as lectures) more accessible outside of classroom Source: 7 Things You Should Know About Google Apps, EDUCAUSE
14. LINKS FOR FURTHER READING "Today's freshmen will have made e-contact with their roommates before they arrive on campus. But does so much connectivity make the transition harder?" ( Washington Post ) Educating the Net Generation e-book ( Educause ) Critical Perspectives on Web 2.0 ( First Monday ) Rector, L. H. (2008). " Comparison of Wikipedia and other encyclopedias for accuracy, breadth, and depth in historical articles ." Reference Services Review 36 (1), 7-22. "The Professor as Open Book" ( New York Times )