Brain-based presentation
- 1. Collaborative Web 2.0 S Tools Workshop: Brain-Based Presentation Courtney King, Lauren Krueger, and Susan Stone EME 6055 University of Central Florida
- 2. Terminal Objective S Learners will evaluate the impact of Web 2.0 Tools and their effects on student motivation and incidental learning
- 3. Enabling Objectives As a result of this workshop students will be able to... S Define collaborative Web 2.0 tools and incidental learning. S Identify areas in which incidental learning may occur when using Web 2.0 tools. S Select collaborative Web 2.0 that enhance collaboration across different learning environments including K-12, higher education and adult training platforms. S Demonstrate understanding of how incidental learning can impact social collaboration, motivation and the use of Web 2.0 tools.
- 4. Introduction Web 2.0 Tools S Collaborative S Develop sense of community S Add a sense of belonging S Addresses Maslow’s hierarchy of needs Clemons, 2005; Maslow, 1943
- 5. Best Practices S Create a stimulating environment S Safe way to socially interact with peers S Allow learners to apply critical thinking skills S Engage and motivate learners Clemons 2005; Aziz-Ur-Rehman, 2011; Larruson, J. A., & Alterman, R.,2009 Photo from Mens Ministry Catalyst, 2014
- 6. Motivation S Increases student participation S Allows for student interaction S Incidental learning also occurs Hartnett, M., St. George, A., & Dron, J., 2011
- 7. Incidental Learning S Learning that is not directly related to objectives S Web 2.0 Incidental Learning: S Newness of the technology S Learning to interact online socially S Time management online S Technology skills improve Hurst, D, M. C.-I., 2013; Konetes, G. D., 2011
- 8. Incidental Learning and Motivation Glahn, 2009; Emerson, L., & MacKay, B., 2011; Sansone, C., Fraughton, T., Zachary, J., Butner, J., & Heiner, C., 2011
- 9. Why is this Important? S Increase student engagement in online courses S Promote incidental learning without compromising intentional learning S Personalize instruction S Add real world, hands-on applications S Encourage self-directed learning Glahn, 2009; Riber, 1991; Tunks, K.W. 2012
- 10. Examples S Blogs: Wikispaces, PBWiki and edublogs S Collaborative Documents: Google Docs and Crocodocs S Collaborative Presentations: Prezi and SlideShare S Collaborative Discussions: VoiceThread and Padlet
- 11. Getting Started S Choose one or two Web 2.0 tools that you are familiar with S Choose tools that will motivate learners and add to your content S Get feedback from students Christie, M. M., & Garrote Jurado, R. R., 2009
- 12. Conclusion S Collaborative Web 2.0 Tools: S Increase motivation S Have occurrences of incidental learning S Engage learners S Add value to curriculum
- 13. References Christie, M. M., & Garrote Jurado, R. R. (2009). Barriers to Innovation in Online Pedagogy. European Journal Of Engineering Education, 34(3), 273-279. Emerson, L., & MacKay, B. (2011). A comparison between paper-based and online learning in higher education. British Journal Of Educational Technology, 42(5), 727-735. Glahn, C. (2009). Contextual support of social engagement and reflection on the Web. Doctoral thesis. September, 18, 2009, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. Hartnett, M., St. George, A., & Dron, J. (2011). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent. International Review Of Research In Open And Distance Learning, 12(6), 20-38. Hurst, D, M. C.-I. (2013). Online graduate student identity and professional skills development. Canadian Journal of Higher Education, 43(3), 36- 55. Retrieved from http://files.eric.ed.gov/fulltext/EJ1018271.pdf Konetes, G. D. (2011). The effects of distance education and student involvement on incidental learning. Indiana University of Pennsylvania. Retrieved from www.proquest.com Larruson, J. A., & Alterman, R. (2009). Wikis to support the ‘‘collaborative’’ part of collaborative learning. Computer Supported Collaborative Learning, 4, 371–402. Rieber, L. P. (1991). Animation, incidental learning, and continuing motivation. Journal Of Educational Psychology, 83(3), 318-328. doi:10.1037/0022-0663.83.3.318 Sansone, C., Fraughton, T., Zachary, J., Butner, J., & Heiner, C. (2011). Self-regulation of motivation when learning online: the importance of who, why and how. Educational Technology Research & Development, 59(2), 199-212. Tunks, K.W. (2012). An introduction and guide to enhancing online instruction with web 2.0 tools. Journal of Educators Online. V9 n2. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ985402 Wang, H. (2008). Exploring educational use of blogs in U.S. education. US-China Education Review, 5(10), 34-37. Retrieved from Education Research Complete.