Inquiry Learning in a Web 2.0 World - WordPress.com · 2012-05-28 · 5/28 LYN HAY - Inquiry...

Inquiry Learning in a Web 2.0 World

LYN HAY Lecturer in Teacher Librarianship School of Information Studies

Charles Sturt University

5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 1

Most powerful learning tools

Questions And the process to uncover answers

Problems and the inventing of possible solutions


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Navigating the

Web 2.0 landscape

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Functionality of Web 2.0 technologies

information collection & ‘repository’ function a communication function a project management function a data collection & analysis a knowledge construction function a publishing function a self-reflection function

(Hay PhD research, 2012)


WEB 2.0 PORTAL SITES Consider these your Web 2.0 supermarket


Centre for Learning & Performance Technologies

http://c4lpt.co.uk/directory-of-learning-performance-tools/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 7

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http://c4lpt.co.uk/directory-of-learning-performance-tools/social-bookmarking-tools/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 8

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Joyce Valenza’s New Tools Guide

http://sdst.libguides.com/content.php?pid=192765&sid=1616356 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 9

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Ebook of Web tools for educators

http://issuu.com/richardbyrne/docs/super_book_of_web_tools_for_educators


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Michael Zimmer’s blog http://edutechintegration.blogspot.com.au/p/elective-subjects-resources.html


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https://digitalresearchtools.pbworks.com/w/page/17801672/FrontPage 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 12

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Jackie Gerstein’s Tools to infuse 21stC learning

http://jackiegerstein.visibli.com/share/EpM9yf


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http://www.livebinders.com/play/play/110805 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 14

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TOOLS FOR PLANNING

capture brainstorming, mapping & resourcing


http://www.text2mindmap.com/

Mind mapping


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Mind mapping

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Mind mapping


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http://www.mindomo.com/view?m=64721287c6564c97adba0d89861dbc31

Mind mapping


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http://www.delicious.com/lyn_hay/

Social bookmarking


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Students collecting & curating


NetVibes

Check out http://www.netvibes.com/buffyjhamilton#iPads%2FKindles%2FeReaders and http://www.netvibes.com/buffyjhamilton#Reading%2FCommonplace_Texts%2FeBooks%2FeReading

Netvibes


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http://groups.diigo.com/group/teacher_librarians/content/tag/%22cool+tools%22 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 22

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ScoopIt!


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http://pinterest.com/tesResources/technology-in-the-classroom/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 24

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http://springfieldlibrary.wikispaces.com/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 25

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Customised resource support

http://theunquietlibrary.libguides.com/bradford-9th-honors 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 26

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Power of persistent search Persistent search allows you to enter a search term once and receive real-time updates whenever there’s a new result for that term, saving you time and ensuring you’re always on the pulse of what’s going on. “If ur gonna use Google...” Google Alerts for searches Google Reader as an aggregator iPhone/iPad apps


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http://springfieldlibrary.wikispaces.com/Google+Search+Options 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 28

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Broaden searches beyond Google

http://toolsforsearch.wikispaces.com/


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Project management tools

http://www.rememberthemilk.com/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 30

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Project management tools

http://www.producteev.com/features.php 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 31

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TOOLS FOR DATA GENERATION

collection & analysis


http://www.zoomerang.com/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 34

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http://polldaddy.com/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 36

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Sticky note & collaborating apps

http://en.linoit.com/ to collect student feedback, capture data and publish as is

Wallwisher http://wallwisher.com/ Thoughtboxes https://www.thoughtbox.es/ Google Docs (Drive) https://docs.google.com/ Etherpads http://typewith.me/ Zoho http://www.zoho.com/ Edmodo http://www.edmodo.com/


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Blogs & wikis & pics

Edublogs http://edublogs.org/ Wordpress http://wordpress.com/ Blogger http://www.blogger.com/ Wikispaces http://www.wikispaces.com/ Glogster http://www.glogster.com/ Pbworks http://pbworks.com/ Flickr http://www.flickr.com/ Photobucket http://photobucket.com/


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Wikis track student progress and knowledge construction


Record of instructional intervention


TOOLS FOR REPORTING presentation & publication


slideshare

http://www.slideshare.net/jlagarde/mgms-annual-report-2010-11 by Jennifer LaGarde 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 43

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issuu.com

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Infograp

hics

http://mashable.com/2011/12/08/typeface-font-history-infographic/

http://piktochart.com/ http://visual.ly/


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Animoto

http://animoto.com/play/YiJ8WTEzkSi4k2311LG7jQ

http://animoto.com/play/jaHkk2I4MxyG6ou4gRD25Q


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Video presentations

http://www.schooltube.com/organization/169123/ 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 47

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Personal Technology Toolkit


“that suite of information and communication technologies an individual uses on a regular basis to complete specific tasks, whether for personal or school use. The toolkit consists of an individual’s own personal collection of ‘preferred’ technology tools, where each of the technologies in this collection have been trialed, evaluated and then selected as the preferred tool over other tools available to complete the same task.”




include techniques

“Student’s individual, customised collection of preferred technology tools and techniques that he or she uses on a regular basis to complete a range of school and/or personal information, communication and learning tasks.”




Personal learning environments

PLEs refer to student-designed learning approaches that encompass different types of content — videos, apps, games, social media tools, and more — chosen by a student to match his or her personal learning style and pace...

The goal is for students to have more control over how they learn, and for teachers to set expectations that their students will be more engaged in understanding and applying their learning strategies....

many educators see PLEs as having considerable potential to engage students in ways that best suit their individual learning needs. (p. 8)

http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 52

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Reasons for choosing a technology

Accessibility Ease of use Familiarity Return on

investment (ROI) Convenience

(combo of some or all of the above)

Utility Time pressures Experience Previous Successful Regular


A combination of factors can underpin a student’s decision to use a particular technology… “And it’s also why, because the wiki, because I’d used it before, I knew how to set it up quickly, I just did it really fast, and I had it all there. So I suppose that’s what, with technology I’m used to, or the technology anyone’s used to, it’s so much easier when they hit, I don’t know, a pressure situation you could call it, or a situation where they need to work fast, you’ve got it all set up, you don’t want to have to go through new technology and then discover all the glitches, you want to work with something that’s familiar.” 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 54

Student’ can be critical users in terms of the functionality of a particular technology tool… “I’d used a wiki before… But in my opinion, it didn’t really help. Like, I could have just used Word and stuff, like I always have, and I would have been fine.”


Technology experience & levels of use Three levels of use emerged as a dimension of technology

experience:

Previous use of a technology (whether successful or not) can be a major determinant for future use of that technology

“the reason I chose it was because we’d previously done something with the wiki in History, and I knew how to use it” or “I didn’t know what a blog is, so I just used a wiki”

Successful use (and unsuccessful experiences) has as impact on a student’s future use of a particular technology

“we had used it [wiki]… on the project before and I found it really easy to navigate and use. So you know, I thought it best to go with that. I hadn’t really heard of what blogs were, what you could do, but I was really happy with before, how useful the wiki was, I decided to go with that.”


Regular use Student preferences for using existing technologies rather than adopting a new, Web 2.0 tool or technique to complete a task:

to save web resource titles/URLs using the bookmarking function of a web browser or to copy/paste titles and URLs of web resources into a Word document rather than using a social bookmarking tool

to collect ‘chunks of information’ from web resources and paste these into a Word document rather than using a wiki as a repository and knowledge construction tool

to present sections of a PIP report as an essay in a Word document rather than presenting each section as a separate webpage in a wiki

to record learning log entries into a Word document rather than record them as posts on a blog, or entries in a calendaring plug-in within a wiki 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 57

Willingness to explore ‘the new’

“…when you’re trying to write your bibliography as you’re going along, and just so you can keep sites that you’ve used that you might want to come back to [referring to del.icio.us]. You know, I usually just put them into a Word document, like copy and paste and that doesn’t get all the information. Like it doesn’t get when you used them and stuff. And I always forget to do that. So it was good and it’s just good to come back to, they’re all there…and also Miss [TL], a couple of times she had good sites and so she’d do this ‘Links for You’ thing, you click on ‘Links for You’ and they come up.” 5/28 LYN HAY - Inquiry Learning in a Web 2.0 World 58

Types of tools in a PTK

Email – used for communication between student/teacher/TL, transferring files to/from school/home

Instant messaging – used to communicate with other students individually or in groups (viewed as more immediate than email).

Web browsers – used to locate and collect web resources and websites as bookmarks (eg. Internet Explorer Favourites, Firefox Bookmarks)

Search engines – used to search for information and websites (students used Google used as their ‘default’ SE – supported by numerous studies)

Library catalogue/databases – used to locate school library collection and full-text databases


Types of tools in a PTK Web proxies – used to access web resources and websites

blocked from the school's filtering system Microsoft Office tools – used Word, Excel and/or Powerpoint

as information collection, knowledge building and presentation tools

Presentation software – used to create presentations to supplement Office tools, eg. Microsoft Photostory, Moviemaker

Printer – used to print work out for editing purposes, seeking feedback from others, and to publish final project documentation

Online survey tools – used to design surveys and polls Other Web 2.0 tools – for either educational or personal use,

eg. MySpace, Facebook, Bebo, YouTube


Tech

nolo

gies

use

d

for

PIP

s


Implications and recommendations


While not exhaustive, teachers & TLs can use the 7 broad functions as a framework to discuss the complexities associated with Web 2.0 tools, ie. many of these have more than one function

Build on this framework to help articulate the complexity of additional Web 2.0 tools with regard to breadth of functionality and utility

When explaining this potential, refer to reasons for student choice or preference for technology use – you need to think of these reasons as a form of ‘currency’ (ie. tap into what students value) in terms of ease of use, convenience, accessibility, utility, ROI etc

Do we have to use a wiki, Miss?


Acknowledging existence of students’ PTTs Just because the learning across curriculum areas is

segregated, does this mean that students’ use of technology tools has to be too

PTT implies a level of critical evaluation, personal ownership and explicit preference in adopting and using those technologies that an individual student has in their toolkit

Teachers and TLs need to respect student preference and gain an understanding of the reasons behind student choice in adopting or eliminating a particular technology

However, we also need to find ways to help some students consider expanding or revising their PTTs


Expand focus of ICT integration We need to shift our approach to ICT integration in schools

beyond curriculum planning, and assessment and reporting levels in terms of students’ skill development that are controlled, or generated by the system and teachers

Findings of this study have highlighted technology use and adoption at the individual student experience level

It shows that employing an inquiry learning process & guided inquiry approach allows us to focus on individual student experience

When introducing new technology tools to a student or class, teachers and TLs need to be mindful of students’ existing, complex mix of tools in their PTT – the utility of the new technology needs to be considered when it is being introduced to students


Reconceptualising mapping of ICT integration in schools

We need to include students in this approach to ICT integration, ie. taking responsibility for their own mapping in terms of the development of their PTT

The concept of developing students as independent learners needs to be made more explicit in practice, eg. when looking at the development of an individual student’s PTT, this requires student input at the inquiry project planning level to ensure student’s needs are being addressed

Diagnosis becomes a point of critical intervention at the curriculum planning level to support the development of a student’s PTT


And as digital citizens, they are now beginning to develop their own personal technology toolkit at a young age…


Building digital citizenship capacities in students

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Web 2.0 requires a culture of

play

Teachers need to be fearless,

playful, connected… empowered


‘Rethink Possible’

INNOVATION It’s a definite possibility


Inquiry Learning in a Web 2.0 World

LYN HAY Lecturer in Teacher Librarianship School of Information Studies

Charles Sturt University


Slide Number 1Most powerful learning toolsSlide Number 3Slide Number 4Functionality of Web 2.0 technologiesWeb 2.0 portal sitesSlide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Tools for planningSlide Number 16Slide Number 17Slide Number 18Slide Number 19Slide Number 20NetVibesSlide Number 22Slide Number 23Slide Number 24Slide Number 25Slide Number 26Power of persistent searchSlide Number 28Slide Number 29Slide Number 30Slide Number 31Slide Number 32Tools for data generationSlide Number 34Slide Number 35Slide Number 36Slide Number 37Sticky note & collaborating appsBlogs & wikis & picsSlide Number 40Slide Number 41Tools for reportingslideshareissuu.comInfographicsAnimotoVideo presentationsSlide Number 48Slide Number 49include techniquesSlide Number 51Personal learning environmentsReasons for choosing a technologySlide Number 54Slide Number 55Technology experience & levels of useRegular useWillingness to explore� ‘the new’Types of tools in a PTKTypes of tools in a PTKTechnologies used�for PIPsImplications and recommendationsDo we have to use a wiki, Miss?Acknowledging existence of�students’ PTTsExpand focus of ICT integrationReconceptualising mapping of ICT integration in schoolsSlide Number 67Slide Number 68Web 2.0 requires a culture of play��Teachers need to be fearless, playful, connected… empoweredSlide Number 70Slide Number 71

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