Google Docs
My Experiences - I have used this frequently for Open University Study.
The learner is empowered. They can create the document initially and as a
community can build up content. As it is an online word processor it is
limited to text so although it is strong in terms of real-time
collaboration it is limited in its engagement due to lack of imagery or
sound.
This weakness is strengthened by the availability of Google For Education. More details here: https://www.google.com/edu/products/productivity-tools/ TED-Ed
It covers the four key areas of:
1. Watch - the video
2. Think - multiple choice questions and open questions
3. Dig Deeper - links to other useful recources
4. Discuss - encouragement through forum discussion
Many of the learning objects are Big OER's with animation and
'experts' in the field. This acts as a nice combination with more small
OER's on other platforms such as YouTube. Combined they deliver content
from different angles and emphasis. The same process could be used
within a VLE by linking to a video, then leading to a test of some kind,
links to others resources and then activity on forums and threads in
asynchronous activity.
EduBlogs
Blogs for learners
Blogging can offer an opportunity of reflection. It is one thing
accessing lots of information and content, be it video, audio, written
text or other presentations but with a blog it allows the learner to
reflect upon this content and form some meaning to it. This meaning may
have no brief to attach it to, or it may be a response blog to an
activity to complete once reviewing a particular learning object, or it
may be an informal learning activity.
Beyond that, blogs can also offer debate and connections as learners can
read each-others blogs and share and debate comments. With Edublogs the
security of content is high on the agenda so the access, visibility,
editorial and comments can all be managed to ensure safeguarding of the
learner
Review of three Web 2.0 tools used in Education
Google Docs
My Experiences - I have used this frequently for Open University Study. The learner is empowered. They can create the document initially and as a community can build up content. As it is an online word processor it is limited to text so although it is strong in terms of real-time collaboration it is limited in its engagement due to lack of imagery or sound.
This weakness is strengthened by the availability of Google For Education. More details here: https://www.google.com/edu/products/productivity-tools/
TED-Ed
It covers the four key areas of:
1. Watch - the video
2. Think - multiple choice questions and open questions
3. Dig Deeper - links to other useful recources
4. Discuss - encouragement through forum discussion
Many of the learning objects are Big OER's with animation and 'experts' in the field. This acts as a nice combination with more small OER's on other platforms such as YouTube. Combined they deliver content from different angles and emphasis. The same process could be used within a VLE by linking to a video, then leading to a test of some kind, links to others resources and then activity on forums and threads in asynchronous activity.
EduBlogs
Blogs for learners
Blogging can offer an opportunity of reflection. It is one thing accessing lots of information and content, be it video, audio, written text or other presentations but with a blog it allows the learner to reflect upon this content and form some meaning to it. This meaning may have no brief to attach it to, or it may be a response blog to an activity to complete once reviewing a particular learning object, or it may be an informal learning activity.
Beyond that, blogs can also offer debate and connections as learners can read each-others blogs and share and debate comments. With Edublogs the security of content is high on the agenda so the access, visibility, editorial and comments can all be managed to ensure safeguarding of the learner