Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING

2013 ◽  
pp. 671-687 ◽  
Author(s):  
Kelly L. Unger ◽  
Monica W. Tracey
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
Networking Tool ◽  
K 12 ◽  
The Web

The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING

2012 ◽  
pp. 233-249 ◽  
Author(s):  
Kelly L. Unger ◽  
Monica W. Tracey
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
Networking Tool ◽  
K 12 ◽  
The Web

The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

OLnet

2010 ◽  
pp. 123-144 ◽  
Author(s):  
Gráinne Conole ◽  
Patrick McAndrew
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Research Work ◽  
User Participation ◽  
Open Educational Resources ◽  
Face To Face ◽  
Research Activities ◽  
Form Part ◽  
Networking Tool ◽  
The Web

The web 2.0 practices of user participation and experimentation have created models for social networking that influence the way people communicate and interact online. This chapter describes an initiative, OLnet, that is creating a technical environment based on web 2.0 principles to support the sharing of experiences around the design and use of Open Educational Resources (OER) in order to facilitate closer links between researchers and users. The aim is to combine online functionality, face-to-face events and research activities so that research outputs can inform users and users can help steer future areas for research work. This chapter sets out the challenges and background that have motivated OLnet before looking at two of the tools that form part of the initial OLnet technical infrastructure; a tool for visualising OER designs – CompendiumLD, and a social networking tool for exchange of ideas – Cloudworks.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2010 ◽  
pp. 137-155
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

Social Networking, Adult Learning Success and Moodle

2010 ◽  
pp. 68-80 ◽  
Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Web Content ◽  
Online Learners ◽  
The World ◽  
To Come ◽  
The Web

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.

Social Networking, Adult Learning Success and Moodle

2010 ◽  
pp. 980-992 ◽  
Author(s):  
Margaret Martinez ◽  
Sheila Jagannathan
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Web Content ◽  
Online Learners ◽  
The World ◽  
To Come ◽  
The Web

We know that technology is rapidly changing the world and it is hard to keep up. Social networking is the latest online trend we need to learn about. This chapter will consider the enormous changes that impact learners of all ages and offer some insights and resources for those professionals who want to provide more than just another lonely online learning experience. Social networking activities – including sites, blogs, chats, forums and wikis - are emerging to facilitate collaboration and knowledge sharing among adult online learners. The loneliness of the Web 1.0 is passé and the read-only, passive mode of adult learning is fading away. The term Web 2.0 has been used to describe all the new applications useful for a new collaborative or social approach to sharing and repurposing Web content to learn. Just as communities were important in prehistoric times, today online communities are an inherent and critical part of the Web learning experience. Implicit in most Web 2.0+ applications are social activities which help users network, share, create content, seek or research information, or contribute and interact with others. Youthful online learners are a driving force in this new social change, a change that adults can learn from and embrace. Our young Web users find technology is second nature and are unconsciously changing the paradigm of online learning as they communicate and socialize in a variety of new ways on the Web. Many adults are already following this trend. However, these ways of learning can only become mainstream only when many more adults who are responsible for adult learners learn to use the host of networking tools available. Moodle is an example of a popular open source application used successfully by many around the world. Understanding how to support collaborative online learning activities successfully can offer a huge leap towards greater online learning confidence, contribution and achievement. More is yet to come to change the paradigm of online learning and social networking in the future.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2011 ◽  
pp. 2115-2133
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2010 ◽  
pp. 316-334 ◽  
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

Penggunaan Permainan Edukasi pada Pembelajaran Daring Mata Pelajaran Geografi Kelas XII di MA PPPI Miftahussalam Banyumas

2021 ◽  
Vol 1 ◽  
pp. 20-22
Author(s):  
Faris Salman Faza
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Educational Games ◽  
Learning Activities ◽  
Qualitative Description ◽  
Learning Goals ◽  
Face To Face ◽  
Average Value ◽  
Geography Teaching ◽  
The Right

The existence of the COVID-19 outbreak has an impact on all sectors of life, one of which is in the education sector, many schools are forced to dismiss their students and teaching and learning activities are carried out online. the transition of Geography teaching and learning activities at MA PPPI Miftahussalam Banyumas from face to face to online creates new problems in learning so that a special strategy is needed in this learning. Although online learning is not effective for achieving learning goals, the teacher must be able to make new innovations so that learning objectives can be achieved. This study uses a qualitative description method by observing the behavior of students when online learning takes place. Learning online Geography class XII at MA PPPI Miftahussalam Banyumas uses educational games. This study aims to find out the right media in learning Geography class XII during the COVID-19 pandemic at MA PPPI Miftahussalam Banyumas. The results of this study showed that 76 students of class XII MA PPPI Miftahussalam Banyumas who had taken the test showed an average value> 8.00. This shows satisfactory results.

scholarly journals Development of teaching materials based on learning video using movavi education set at Yayasan Perguruan Tunas Karya Batang Kuis

2021 ◽  
Vol 6 (1) ◽  
pp. 16-21
Author(s):  
Ivan Jaya ◽  
Mahyuddin K. M. Nasution
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Sector ◽  
Learning System ◽  
Learning Material ◽  
Teaching Materials ◽  
Face To Face ◽  
Creative Learning ◽  
E Mail

The COVID-19 pandemic that has recently hit various countries including Indonesia has resulted in major changes in various fields, including in the development of the education sector. The teaching and learning process has turned from face-to-face into an online method. However, there are several obstacles experienced by schools that implement an online learning system, one of them was the ability of teachers who do not understand various learning application platforms. In addition, the material provided by the teacher is not maximally acceptable to students because most teachers provide learning material from the pages of textbooks or teacher writings (scans, photos, or presentation files). For this reason, it is necessary to have variations in the provision of teaching materials to students by making interesting and creative learning videos using the Movavi Education Set. With learning videos, students can do lessons at home, repeat it, and can ask the teacher some points from it if they don't understand. By using Movavi Education Set, teachers are also free to be creative in making learning videos that can be shared through commonly used communication applications such as e-mail, WhatsApp, line, google classroom and other applications.

Sign in / Sign up

Export Citation Format

Share Document