Warlick's CoLearners

Harnessing the New Shape of Information

Web 2.0

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Articles

Presentation Slides

  1. An Educator's Guide to Web 2.0
  2. New Set of Slides

Session Notes

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Terry Freedman, an independent education consultant in London, coraled some pretty forward thinking educators, and me, to write a little something about Web 2.0. The contributors are listed below. I think that the project came out very well, and it’s free, as a downloaded PDF file.
Coming of Age provides a set of stories, describing the ways in which Web 2.0 technology can be used in schools, particularly as a way of supporting social, collaborative learning, and a more individualised curriculum. I am flattered to be amongst some really thoughtful (and cool) educators and adventurers in the Web 2.0 world, including Miles Berry, John Bidder, Mechelle de Craene, John Evans, Peter Ford, Terry Freedman (Ed), Josie Fraser, Steve Lee, Ewan McIntosh (ahem, that’s me), Alan November, Chris Smith, Dai Thomas, David Warlick, Shawn Wheeler
There will be a wiki in the longer term to allow changes and contributions to the book from elsewhere. In the meantime, head over the look at the SuprGlu feed coming from some of the contibutors’ blogs and bookmarks.

Print Handouts

Session Description
The nature of information has changed in just the last 10 years, and this change has accelerated over the past two. Content continues to flow through the networks, but it is connecting and reconnecting in new and valuable ways, and people are finding new ways to connect with each other through their content — through their ideas.
Learn about the new Web from blogger, podcaster, Web 2.0 programmer, and 30 year educator David Warlick. See how information now travels on many different levels, and how educators seek out new connections, shaping new and valuable information documents, and creating customized roadmaps on the Information highway.
Session Slides
Presentation for the ISTE Leadership Symposium
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A Video Produced by a Friend of Mine in Shanghai
(:youtube nsa5ZTRJQ5w:)

Underlying Concepts around Web 2.0

  • Content is increasingly conversationright?
In the published print world and even, to some degree, with Web 1.0, content arrived as a result of process. Information was received or solicited, evaluated, selected, published, and distributed by gatekeepers with the resources to accomplish the task. Today, nearly anyone can publish their ideas with only a minimum of technical skills.</small>
  • Content seemingly organizes itself
Thanks to RSS and tagging, it has become possible for educators (and students) to construct dynamic information resources that actually grow and evolve, almost on their own. As an example, my online handouts for the CUE address were published with a wiki. Therefore, the attendees, with their password, can actually add their ideas and insights to the handouts -- and one already has. There is a list of web resources on the handouts, and they come automatically from my online bookmarks.
  • People are now connecting to each other through their content -- through their ideas
This one, for the time being, is for the teachers. George Seimens talks a great deal about Connectivism, the life long learning that happens when people connect themselves to other people and resources that help them do their jobs.
*Warlick, David. "Three more Bullets about Web 2.0." TechLearning Blog. 13 Mar. 2006. Technology & Learning Magazine. 19 Mar. 2006 <http://techlearning.com/blog/main/archives/2006/03/three_more_bull.html>.

Links to Web Sites

  • Blogs -- A blog is a user-generated website where entries are made in journal style and displayed in a reverse chronological order. (Wikipedia)
  • Podcasting -- A podcast is a media file that is distributed by subscription (paid or unpaid) over the Internet using syndication feeds, for playback on mobile devices and personal computers.[1] Like 'radio', it can mean both the content and the method of syndication. The latter may also be termed podcasting. (Wikipedia)
  • RSS -- RSS is a family of web feed formats used to publish frequently updated digital content, such as blogs, news feeds or podcasts. (Wikipedia)
  • Wikis -- A wiki is a website that allows the visitors themselves to easily add, remove, and otherwise edit and change available content, typically without the need for registration. (Wikipedia)
  • Mashups -- A mashup is a website or application that combines content from more than one source into an integrated experience. It is sometimes created as a critique or commentary on an existing work or product. The tactic owes much to previous recombinant forms including: content repurposing, most notably by Kenneth Anger in his 1963 film Scorpio Rising; DJ mixing and culture jamming. (Wikipedia)
  • Wikipedia -- Wikipedia is a multilingual, Web-based, free content encyclopedia project. Wikipedia is written collaboratively by volunteers; with rare exceptions, its articles can be edited by anyone with access to the Web site. (Wikipedia)

Educator's Guide to Blogging


Warlick Blogging in Hotel Lobby
It is a sign of our times that such an awkward term as "blogging" should integrate itself so quickly and so powerfully into our culture.
This session will acquaint educators with the concept of weblogs (blogs), ways that they are affecting many aspects of our culture, and strategies for using weblogs to promote better teaching and learning. Participants will also learn how to provide a safe and secure blogging experience for students.
On July 11, Wesley Fryer hosted a Skypecast discussion involving as many as 26 educators from around the world. Here, you can listen to the podcast and read the blog entries for this very powerful event:

Blog'What Questions
When reading or writing blogs, ask these questions.

  1. What did you or the writer read in order to write this blog entry?
  2. What do you think is important about the blog entry?
  3. What are other sides or viewpoints of issue?
  4. What do you or the writer want the readers to know, believe, or do?
  5. What has not been said in the blog entry?
About 21 million or 87% of those ages 12-17 use the Internet, according to a survey by the Pew Internet & American Life Project. The results highlight that this is a generation comfortable with content-creating technology. Teens are eager to share their thoughts, experiences, and creations with the wider Internet population. Some key findings:
  • 33% of online teens share their own creative content online, such as artwork, photos, stories or videos.
  • 32% say that they have created or worked on webpages or blogs for others, including groups they belong to, friends or school assignments.
  • 22% report keeping their own personal webpage.
  • 19% of online teens keep a blog, and 38% of online teens read blogs.
  • 19% of Internet-using teens say they remix content they find online into their own artistic creations.
- <small>Johnson, Doug. "Pew report on teen-age blogging." Online posting. 4 Nov 2005. WWWEDU. 07 Nov 2005. <http://yahoogroups.com/group/wwwedu>.</small>
- Lenhart, Amanda & Mary Madden. "Teen Content Creators & Consumers." Pew Internet & American Life Project. 2 Nov. 2005. PEW Research Center. 07 Nov. 2005 <http://www.pewinternet.org/report_display.asp?r=166>.

Educator's Guide to Podcasting

What if we could not only access information on demand, but also produce and distribute our own media content richly and compellingly to a global audience when it pleases us.
Video/Audio on demand has long been a standard of the twenty-first century information environment. But what if we could not only access information on demand, but also produce and distribute our own media content richly and compellingly to a global audience when it pleases us.
PodCasting is a rapidly growing practice whereby individuals or small groups can produce and broadcast (podcast) radio programs that include music, talk, interviews, and web-based visual support materials to the world. Learn what PodCasting is, its history, how it is used, how to PodCast your own audio programs, and how podcasting can help students learn.
Just Added: A podcast of Dr. Tim Tyson's presentation at the November Learning, Building Learning Communities conference in Boston, July 2006.
Web Sites

An Educator's Guide to RSS

Only rarely does a technology emerge that we know, out right, is going to change things. RSS is one such innovation.
Only rarely does a technology emerge that we know, out right, is going to change things. RSS is one such innovation. Although it is still evolving, RSS is already helping educators to become better informed on issues of professional and instructional interest and to publish content to students and other classroom stakeholders in powerful new ways. Forget about finding information. We're now training information to find us.
We make daily use of the World Wide Web. We browse around in an information environment that has been constructed and mapped by web masters from around the world. RSS enables us to start mapping our own trips to information, selecting sources that are especially valuable, and then have those sources notive us, when the information has been changed or added to.
Web Sites

An Educator's Guide to Wikis

Wikis have been around for more than 10 years. Yet, as a valuable tool for educators, they have only been on the radar for a 18 months or so. It is a simply technology that provide for easy collaborative web publishing. A wiki page features an edit button that the reader can click, revealing all of the content of the page into a web form, where the content can be edited.
Wikis (The Wikipedia Asside) are typically used by a small community of people who collaborate together to produce a web document of mutual value.
Web Sites

These are the latest 20 blog posting that were published by educators who have attended this session. The list is derived from a Technorati search of blog entries that include the following words or tags: web20, session, and warlick. If you blog about this session, please tag your blog with these words, or including them your blog entry. You can generate blog tags with the Blog Tag Generator

Bloggings about this Session

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