Monday, June 30, 2008
8:30 AM-12:00 PM
Abstract:
While Web 2.0 has received much hype as the “latest and greatest” technology, some attention should be paid to exactly how Web 2.0 tools can be used to create student-centered instruction. This workshop will highlight the differences between industrial-age learning and information-age learning as it relates to Web 2.0’s ability to serve as a platform for creating customizable, student-centered learning environments. The concept of user extensibility will be introduced as the underpinning of Web 2.0. We will focus on Web 2.0’s potential to spawn the creation of learner-centered environments rich in synchronous, immersive interaction. This session will also introduce Web 2.0 tools which can be used to provide students opportunities to create their own knowledge, independently and collaboratively. Participants will explore the user-extensible nature of Web 2.0 technologies through hands-on interactions, discussions, and reflections. Participants will gain a new understanding of the implications of Web 2.0 as it relates to creating student-centered instruction and information-age instruction. Special attention will be paid to Open Source applications.
Objectives:
(1) Compare/contrast the learning paradigms of the Industrial-age and Information-age with respect to technology, learning tools, generational characteristics, and learner expectations and needs.
(2) Describe today’s student, 21st Century learning environments, and the requisite technologies which support them.
(3) Determine what defines an effective learning tool, where they can be found, and how to best use them in creating learner-centered, 21st Century learning environments.
(4) Explore and evaluate the instructional benefits afforded by the following Web 2.0 Applications:
(a) Blogging tools
(b) Wikispaces
(c) Aggregators
(d) WebStart
(e) Task Management
(f) Presentation Tools
(g) WebBased Writing/Spreadsheets
(h) Video
(i) Social Bookmarking
(j) Podcasting/Screencasting
The Web 2.0 Applications that this session will focus on are: Blogging; Wikis; Aggregators; Advanced Searching; WebStart; Task Management; Presentation Tools; WebBased Writing; WebBased Spreadsheets; Social Bookmarking; PodCasting/ScreenCasting
Outline:
1. Learning paradigms: Industrial-age vs. information-age
2. “Today’s student and the significance/impact/influence the “net” has on their lives/learning.
3. Comparison of the industrial age vs. information age
3.1. Key markers that distinguish industrial-age and information-age organizations. (Adapted from Reigeluth, 1999).
4. Evaluating student-centered learning environments
5. User Extensibility
5.1. XHTML
5.2. Why it matters, the impact.
5.3. Implications on learning environments
6. Getting to and managing relevant information
6.1. (Aggregators) Serving oneself the information one needs
6.2. Task Management
6.3. Social Bookmarking
7. Blogging
7.1. User Extensibility, student-centered learning and the nature of blogging
8. Wikispaces
8.1. Shared space, customized space, synchronized space
9. WebStart
9.1. User Extensibility, student-centered learning and WebPages
10. Presentation Tools
10.1. You’ve synthesized the research, now what?
10.2. Sharing research synthesis in effective and creative ways
11. WebBased Writing/Spreadsheets
11.1. Synchronized, collaborative reflection and discussion
12. Podcasting/Screencasting
12.1. The power of spoken word
12.2. The power of video
13. Summary
14. Going further
Prerequisites:
Instructors, Trainers, Designers, Developers, Researchers, and Project Managers
Prerequisites: Familiarity with online software applications. Curiosity about Web 2.0, its instructional uses, applications, and implementations.
Intended Experience Level:
Intermediate
Instructor Qualifications:
EDUCATION
Ph.D., Education, Capella University, School of Education, July 2007
Specialization: Instructional Design for Online Learning (IDOL)
M.S., Computer Information Systems, Regis University, 2002
TEACHING EXPERIENCE
Assistant Professor - Science/Technology
Eastern Washington University – Fall 2007 - present
Courses Taught/Developed:
Undergraduate - Science Methods, Instructional Technology, Instructional Systems Development, Digital Media Literacy
Graduate – Field Based Inquiry (Action Research), Instructional Systems Design
Online Instructor
Douglas County Virtual Academy – Summer 2007
University of California – Santa Cruz, CA, 2005 – 2007
Online Mentor
University of California – Santa Cruz, CA, 2005 – 2007
NSTRUCTIONAL TECHNOLOGY: DESIGN, DEVELOPMENT & IMPLEMENTATION
“Future Learning Now” Blog @ http://futurelearningnow.blogspot.com/
Information Inquiry & Literacy Blog @ http://informationinquiry.blogspot.com/
Laptops for Chemistry Classrooms (Action Research Project)
Implementation of Online Homework and Assessment Tool for Chemistry (Action Research Project)
Creation of Online Chemistry “Text” (Action Research Project)
Ponderosa High School, CO, 2003 – 2007
Created Educational Software – Reaction MasterTM
Scientific Creations, Inc., 2003
Created Educational Software – Formula MasterTM
Scientific Creations, Inc., 2001
PRESENTATIONS (RECENT)
Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). ICT 2007. Singapore. Presentation: Learner performance and attitudes in traditional versus simulated
laboratory experiences.
PUBLICATIONS (RECENT)
Pyatt, K. & Sims, R. (2007). Learner performance and attitudes in traditional versus simulated
laboratory experiences. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore
2007. http://www.ascilite.org.au/conferences/singapore07/procs/pyatt.pdf
Pyatt, K. (2002). Utilizing Fundamental Learning Principles to Design and Develop an Instructional Learning Tool for Chemistry Students, Master Thesis. Regis University, Denver, CO., 2002.