Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Web 2.0 Typology and Learning Design

No description
by

Matt Bower

on 31 March 2017

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Web 2.0 Typology and Learning Design

Web 2.0 Technologies
Text based tools
Image based tools
Video tools
Multimodal production tools
Digital storytelling tools
Website creation tools
Knowledge organisation & sharing
Data analysis tools
Timeline tools
3D modelling tools
Assessment tools
Social networking systems
Synchronous collaboration tools
Synchronous text discussion
Discussion forums
Note taking and document creation
Image sharing
Image creation and editing
Drawing
Online whiteboarding
Diagramming
Mindmapping
Mapping
Word Clouds
Audio sharing
Audio creating and editing
Video Sharing
Video creation and editing
Video streaming
Digital pinboards
Presentations
Lesson authoring
Online book creation lesson
Comic strip creation
Animated videos
Individually created websites
Wikis
Blogs
File sharing
Social bookmarking
Aggregators
Republishing
Surveying
Online spreadsheets
Infographics
https://www.proboards.com/
https://docs.google.com
https://instagram.com/
https://pixlr.com/
http://creately.com/
http://www.dweeber.com/
http://mind42.com/
http://www.scribblemaps.com/
http://www.wordle.net/
https://soundcloud.com/
http://vocaroo.com/
https://www.flickr.com/
http://www.slimber.com/
http://www.sumopaint.com/
http://www.twiddla.com/
http://soundation.com
http://youtube.com

http://videotoolbox.com
http://livestream.com
http://en.linoit.com
http://prezi.com
http://haikudeck.com
http://lessonlams.org
http://mixbook.com
http://toondoo.com
http://powtoon.com
http://sites.google.com
http://pbworks.com
http://wordpress.org
http://dropbox.com
http://diigo.com
http://feedly.com
http://flipboard.com
http://pinterest.com

http://surveymonkey.com
http://ethercalc.net
http://www.easel.ly
http://tiki-toki.com
http://tinkercad.com
http://quizlet.com
http://edmodo.com
http://zoom.us
Audio tools
http://twitter.com
Conceptualising content
(knowledge type)
Anderson and Krathwohl’s (2001) taxonomy relate to the sorts of subject matter content being addressed and incorporates the following categories:

Factual (declarative) knowledge – discrete pieces of elementary information, required if people are to be acquainted with a discipline and solve problems within it

Conceptual knowledge – interrelated representations of more complex knowledge forms, including schemas, categorization hierarchies, and explanations

Procedural knowledge – the skills to perform processes, to execute algorithms and to know the criteria for their appropriate application

Metacognitive knowledge – knowledge and awareness of one’s own cognition as well as that of other people.
Conceptualising content
(cognitive processes)
Churches (2008) has extended these to incorporate the sorts of cognitive processes that specifically relate to digital learning (Churches’ additional digital processes listed in italics):

Remembering – Recognising, listing, describing, identifying, retrieving, naming, locating, finding, bullet pointing, highlighting, bookmarking, social networking, social bookmarking, favouriting/local bookmarking, searching, googling

Understanding – Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, advanced searching, blog journaling, twittering, categorising, commenting, annotating, subscribing

Applying – Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing

Analysing – Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating, mashing, linking, tagging, validating, reverse-engineering, cracking

Evaluating – Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring, blog/vlog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, alpha/beta testing

Creating – designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, blogging, video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, hacking, uploading, sharing, editing
Conceptualising online pedagogies
Transmissive – transmission based information delivery approaches, where a stream of information is broadcast to learners

Dialogic – centred on discourse between participants, and often involving exemplars followed by periods of activity and feedback

Constructionist – where learning occurs by developing a product

Co-constructive – groups of learners complete a series of goal-related tasks to produce an artefact.
These slides available at http://bit.ly/web2bower
List of tools available at http://bit.ly/web2typology
Full transcript