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Web 2.0" is a term used to describe an apparent second generation o of the World Wide
Web that emphasizes collaboration and sharing of knowledge and content among users.
With the growing popularity of Web 2.0, there has been a burgeoning interest in
education. Tools such as blogs, wikis, RSS, social networking sites, tag-based
folksonomies, and peer-to-peer (P2P) media sharing applications have gained a
prominence in teaching and learning. With Wired for Learning: An Educators Guide to
Web 2.0 there is tremendous potential for addressing the needs student, teachers,
researchers, and practitioners to enhance the teaching and learning experiences through
customization, personalization, and rich opportunities for networking and collaboration.
The purpose of this text is to clarify and present applications and practices of Web 2.0 for
teaching and learning to meet the educational challenges of students in diverse learning
setting. This text will bring teachers and university education into a bold new reality and cause them to move to think
differently about technology's potential for strengthening students' critical thinking, writing, reflection, and interactive
learning.
Web 2.0" is a term used to describe an apparent second generation o of the World Wide
Web that emphasizes collaboration and sharing of knowledge and content among users.
With the growing popularity of Web 2.0, there has been a burgeoning interest in
education. Tools such as blogs, wikis, RSS, social networking sites, tag-based
folksonomies, and peer-to-peer (P2P) media sharing applications have gained a
prominence in teaching and learning. With Wired for Learning: An Educators Guide to
Web 2.0 there is tremendous potential for addressing the needs student, teachers,
researchers, and practitioners to enhance the teaching and learning experiences through
customization, personalization, and rich opportunities for networking and collaboration.
The purpose of this text is to clarify and present applications and practices of Web 2.0 for
teaching and learning to meet the educational challenges of students in diverse learning
setting. This text will bring teachers and university education into a bold new reality and cause them to move to think
differently about technology's potential for strengthening students' critical thinking, writing, reflection, and interactive
learning.
Acknowledgements. Preface.; PART I: INTRODUCING WEB 2.0: TRENDS, SI GNS, AND USER DESIGN. The Trend of Web 1.0, Web 2.0, Web 3.0, and Beyond, Te-Ping Kang, Jengchung V. Chen, and Terry T. Kidd. Web 2.0: How Signs, Symbols, and Podcasts Affect Elearning, Ruth Gannon Cook. User Generated Design: Teaching and Learning with Web 2.0, Jeremy I. Tutty and Florence Martin.; PART II: SOCIAL LEARNING, NETWORKING, AND THE WEB 2.0. Designing Collaborative Communities of Inquiry through the Application of Web 2.0 Tools, Norm D. Vaughan and D. Randy Garrison. Instructional Design and Pedagogical Issues with Web 2.0 Tools, Amelia W. Cheney, Robert L. Sanders, Nita J. Matzen, and John H. Tashner. Incorporating Web 2.0 Into Education: Instructional Design and Pedagogical Issues, Elena Qureshi and Phillip Olla. Web 2.0 in Academia: Blogs and Wikis as Instruments for Learning and Teaching, Stefanie Panke.; PART III: WEB 2.0 ENVIRONMENT AND USER CENTER DESIGN. Wiki Environments for Learning, Johann Ari Larusson and Richard Alterman. Reflective Learning for the Net Generation, John Sandars, Christopher Murray, and Maggie McPherson. SimSpaces: Collaboratively Designed Virtual Learning Environments, Brendan Calandra and Stephen W. Harmon. Course Co-Creation vs. Course Management: Wikis as a Potential Alternative to Traditional Learning Management Systems, Michael L. W. Jones and David Gelb.; PART IV: LEARNING MANAGEMENT WI TH WEB 2.0. Meaningful Learning with Wikis: Making a Connection, Yufeng Qian. You've Got to See This: Looking Back On/Forward from On-Line Hypermediated Art Criticism and Collaborative Digital Technology, B. Stephen Carpenter, II and Pamela G. Taylor. Web 2.0 Affordances for Literacies: Using Technology as Pedagogically Strong Scaffolds for Learning, Julie McLeod and Sheri Vasinda. Semester Without End: Keeping the Class Connection Open via RSS, Ray Schroeder.; PART V: WEB 2.0: CASE STUDIES AND IDEAS FOR EDUCATORS.
Terry T. Kidd is a PhD candidate from the Texas A&M University and is the Director of the Office of Instructional Development & Support Services at the University of Texas Health Science Center School of Public Health. Kidd has presented at international conferences on designing technology rich learning environments, web based instruction, and issues dealing with faculty and staff development. His research interests include technology adoption and change, technology leadership, instructional design strategies for eLearning and socio-cultural aspect of information communication and technology as they relate to social change empowerment and community building.
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