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Group 2 – Web 1.0 Technologies
Transcript of Group 2 – Web 1.0 Technologies
Terry Flew of New Media described the change of Web 1.0 to 2.0 as the "move from personal websites to blogs and blog site aggregation, from publishing to participation, from web content as the outcome of large up-front investment to an ongoing and interactive process, and from content management systems to links based on tagging (folksonomy)".
Characteristics of Web 1.0:
~one-way flow of information as users had privacy concerns
~"read-only" material on web pages
~slow dial-up, 50k average bandwidth phase of the web
~users were consumers of information rather than contributors
~no social networking
Web 1.0 design elements:
~static pages instead of dynamic user-generated content
~the use of framesets (the display of two or more Web pages or media elements displayed side-by-side within the same browser window such as a sidebar navigation menu or placing two pictures or videos side-by-side for comparison)
~proprietary HTML extensions such as the <blink> and <marquee> tags
~online guestbooks (a logging system that allows visitors of a website to leave a public comment; displays the kind of visitors the site gets, including the part of the world they reside in, and allows the webmaster to gain feedback from them to improve their site)
~GIF buttons (images), typically 88x31 pixels in size promoting web browsers and other products
~HTML forms sent via email; A user would fill in a form, and upon clicking submit their email client would attempt to send an email containing the form's details
Web 1.0 in Education:
Educational uses of web 1.0 tend to fall into two categories: information retrieval (as in webquests) or rote training (drills). While these have potential advantages - such as greater student autonomy, use of authentic materials and scenarios, exposure to multiliteracies, and a (limited) level of interactivity - they are often used in ways which correspond to traditional models of pedagogy: a transmission model in the former case, a behaviourist training model in the latter. Notwithstanding more sophisticated uses (such as webquests for problem-based learning, or drill exercises for guided discovery) they are not so clearly aligned with the constructivist model which underpins much of the educational use of web 2.0.
What we can do with Web 1.0 in the classroom:
Common use of Web 1.0: Research aka webquests
Educational webquests involve students spending time on the web, seeking answers to a series of pre-set questions. They are a great way of making use of the internet's vast resources and can help to develop student autonomy (as students work independently), information literacy skills (as students learn to evaluate the information found) and multiliteracies (since students are often dealing with multimodal documents involving text, still images, sound and video). Such webquests can also be used to foster collaboration if students are asked to work in pairs or groups.
With web 1.0 students take in the media. The media they take in can be used to enhance learning both through reading information and viewing images.
Find Information: *Research
View... *Graphs *pictures *Maps
What is TPCK?
Technological Pedagogical Content Knowledge
A framework to categorize the types of knowledge needed by an educator to effective include technology
To be effective an educator needs to understand how to use and implement the relationships between technology, pedagogy, and content.
Example of TKCP with web 1.0