Teaching a YouTube™ Course Online

2013 ◽  
pp. 323-344
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

Teaching a YouTube™ Course Online

2015 ◽  
pp. 364-380
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author's work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2016 ◽  
pp. 1348-1379 ◽  
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study. The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2017 ◽  
pp. 715-746
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study . The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

scholarly journals Being an Instructional Designer: A Job requiring Innovation and Trust | Être conseiller ou conseillère pédagogique, un travail d’innovation et de confiance

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Serge Gérin-Lajoie
Keyword(s):  
Web 2.0 ◽  
Faculty Member ◽  
Technological Innovation ◽  
Instructional Designer ◽  
The Internet ◽  
Educational Strategies ◽  
Web 2.0 Tools ◽  
The Relationship ◽  
Copyright Material

This case study deals with the development and implementation of two online art courses. It outlines the concerns of the faculty member responsible for these courses and those of the instructional designer assisting him. The key design issues deal with the management of copyright material available via the Internet, the difficulty of implementing innovative educational strategies, and the use of new Web 2.0 tools. This case study highlights the challenges of the relationship between an instructional designer and a professor in the context of instructional and technological innovation.

scholarly journals Comments on Greenhow, Robelia, and Hughes: Technologies That Facilitate Generating Knowledge and Possibly Wisdom

2009 ◽  
Vol 38 (4) ◽  
pp. 260-263 ◽  
Author(s):  
Chris Dede
Keyword(s):  
Web 2.0 ◽  
Social Supports ◽  
Research Infrastructure ◽  
Quality Of Education ◽  
Web 2.0 Tools ◽  
Video Sharing ◽  
Community Norms ◽  
Different Types ◽  
Virtual Setting

Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community’s purpose of generating and sharing knowledge. The author of this comment article first articulates how a research infrastructure with capabilities for communal bookmarking, photo and video sharing, social networking, wikis, and mash-ups could enhance both the pace and quality of education scholarship, complementing federal investments in cyberinfrastructure. He then argues for a second, more provocative and controversial usage of this research infrastructure: an experimental attempt to generate “wisdom.” An interconnected suite of Web 2.0 tools customized for research would provide three capabilities important for wise advice: (a) a virtual setting in which stakeholders of many different types could dialogue (b) about rich artifacts grounded in practice and policy (c) with a set of social supports to encourage community norms that respect not only theoretical rigor and empirical evidence but also interpersonal, experiential, and moral–ethical understandings.

scholarly journals Academist Perceptions on the Use of Web 2.0 Tools Through Maslow's Needs Hierarchy: A Case Study

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ezgi Pelin YILDIZ ◽  
Keyword(s):  
Web 2.0 ◽  
Human Life ◽  
Digital Technologies ◽  
Cultural Transformation ◽  
Digital Transformation ◽  
Hierarchy Of Needs ◽  
State University ◽  
Data Collection Tool ◽  
Web 2.0 Tools

The theory known as the ‘Maslow Hierarchy of Needs’, which was put forward by Abraham Maslow as a result of scientific studies, describes the basic requirements that guide human behaviour. In this hierarchical order, needs in five groups are physiological needs, safety needs, belonging and love needs, esteem needs and self-actualisation needs. Nowadays, it is not difficult to observe that human life has undergone a radical metamorphosis with digital transformation. With the cultural transformation triggered by digital technologies in the postmodern world, Maslow's theory has been transformed. In light of all this, in this study, based on Maslow's transforming hierarchy of needs pyramid, it is aimed to reveal academician perceptions about the use of Web 2.0 tools. The study was conducted with a case study, one of the qualitative research methods. A case study is an empirical research method used, where more than one source of evidence or data is available. The study group of the research consists of 20 academicians working in different departments of a government state university. Academist perceptions’ interview form for ‘Use of Web 2.0 tools through the needs hierarchy of Maslow, which was developed by the researcher as a data collection tool’, was used in the research. The relevant form consists of demographic and open-ended questions. As a result, it has been observed that the views obtained from academics generally meet Maslow's Digital Needs Pyramid.

Exploring the Adoptions by Students of Web 2.0 Tools for E-Learning in Higher Education

2019 ◽  
pp. 128-149 ◽  
Author(s):  
Liliana Mata ◽  
Georgeta Panisoara ◽  
Silvia Fat ◽  
Ion-Ovidiu Panisoara ◽  
Iulia Lazar
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Large Scale ◽  
Developed Countries ◽  
Education Quality ◽  
The European Union ◽  
Web 2.0 Tools ◽  
E Learning ◽  
Sustainable Economic Growth

Optimal public policies, including education, have been applied for the sustainable economic growth of the European Union. In European countries, the use of Web 2.0 tools for increasing the education quality is constantly expanding, even if it is divided into two categories. One category consists of developed countries, Organization for Economic Cooperation and Development (OECD) members where there are the strongest of computing tools companies. Another category consists of OECD partner countries which hopes to fulfill the OECD requirements. The main study aim is the exploration of Web 2.0 tools adoptions for e-learning in one OECD candidate. A case study details how behavioral perceptions have been applied. Thus, a survey containing questions about socio-demographic characteristics alongside respondents' perceptions related to Web 2.0 tools for e-learning in higher education was applied. The research outcomes confirm the students' limited knowledge of Web 2.0. Authorities must indicate what measures are necessary for large-scale adoption of all Web 2.0 tools useful for education.

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