Web 2.0 Annotated Bibliography

Abdous, M. & Yen, C. (2010). “A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments.” Internet and Higher Education, 13(4), 248-257.

Ustream app permit users to record and stream live video provided they have a smartphone that has video capability. The process of recording and streaming video is very easy and the person streaming the video can see comments made by the audience. Team discussions, speeches and simulations by students can be uploaded through Ustream.

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Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, A., Tamim, R., Surkes, M. A. & Bethel, E. C. (2009). “A meta-analysis of three interaction treatments in distance education.” Review of Educational Research, 79(3), 1243–1289.

Many teachers use blogs to disseminate knowledge as well as avenues for engaging students in writing and publishing. Blogs have an added advantage in that they can used to perform numerous activities. Teachers can develop their own blogs for publishing assignments, lecture resources and online discussion. Blogs require little technical expertise to set up.

Collis, B., & Moonen, J. (2008). “Web 2.0 tools and processes in higher education: Quality perspectives.” Educational Media International, 45 (2), 93-106.

         Stripgenerator makes it possible to integrate pictures and words to narrate a story or dramatize an idea in an online platform. Printed comics and content found in Stripgenerator are similar with the main difference being that images in Stripgenerator are found online. They are easy to use and reach various students in different locations.

Freedman, T. (2010). The Amazing Web 2.0 Projects Book. Retrieved from https://www.farmingdaleschools.org/site/handlers/filedownload.ashx?moduleinstanceid=947&dataid=313&FileName=Web2Projects.pdf

PBworks is a hosted partnership site in which every individual is assigned a 2 GB workspace with an eye-catching wiki and security for coursework. Details of an editor are captured in the app and can be reversed by the administrator. Teachers/instructors remain the administrative controllers and student responsibility whereas students can add content through plugins provided by the app.       

Harris, A. L., & Rea, A. (2009). “Web 2.0 and virtual world technologies: A growing impact on IS education.” Journal of Information Systems Education, 20(2), 137.

There are numerous files that need different programs to open and the students may not have all the programs they need to open all the files. Web 2.0 tools Zamzar enhances students access to information by helping them convert information to a format they can read and understand. Students and the instructor can share files and documents and they shall all be able to access the information.  

Kesim, E., & Agaoglu, E. (2007). “A paradigm shift in distance education: Web 2.0 and social software.” Turkish Online Journal of Distance Education, 8 (3), 66-75

Students’ assessment is an integral part the learning process but the existing forms of assessment are tedious and labor demanding. Google forms simplify the assessment process through enabling teachers to collect responses from students on questionnaires sent through a website or as an email link. The results are usually automatic significantly reducing time taken to analyze results manually.

Lee, M. J. W. & McLoughlin, C. (2011). Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. Hershey, New York: Infromation Science Reference.

The advent of online instructional tools and resources has made it easier for tutors to instruct students. Similarly, they have made it easier for students to communicate with their teachers and fellow students as well as parents. Web 2.0 tools are software tools that can be accessed at ease without demanding high end technology investment.

McLoughlin, C., & Lee, M. J. (2007). “Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In ICT: Providing choices for learners and learning.” Proceedings ascilite Singapore 2007 (pp. 664-675).

Google Sidewiki that comes at free cost permits users to place a wiki on a website they are accessing. Sidewiki users must have a Google account therefore the app creates a social collaboration across the internet. The app enables teacher to bring together a group of students in different locations thus creating perfect environment for effective distance learning.

Solomon, G. & Schrum, L. (2007). Web 2.0 how-to for educators. Eugene, Or: International Society for Technology in Education.

Edmodo offers a perfect and secure online environment for teachers and students to connect and communicate; share content and educational materials, grades, access homework and notifications. The app assists instructors to harness the power of social media and tailor online class room for every student.

 Trexler, S. & Barger, P. (2010). Choosing web 2.0 tools for teaching in a digital world. California: ABC-LLIO.

Though there are a few that come at a cost and may require IT investment, many web 2.0 tools are either free or come at a very low cost. The number of web 2.0 tools keeps on growing on a daily basis but education players have kept up with increase and exploit these apps to enhance the teaching environment.

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