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Web 2.0 Typology and Learning Design

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Matt Bower

on 31 March 2017

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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
Online whiteboarding
Word Clouds
Audio sharing
Audio creating and editing
Video Sharing
Video creation and editing
Video streaming
Digital pinboards
Lesson authoring
Online book creation lesson
Comic strip creation
Animated videos
Individually created websites
File sharing
Social bookmarking
Online spreadsheets
Audio tools
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
List of tools available at
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