Web 2 0 social services for teaching and learninig (pdf document) free file download at fliiby.com

"E. D. Patarakin Social services of Web 2.0 for teaching and learning Moscow 2006 1 UDK 373.5.02:004.738.5 BBK 74.202.4 P20 P20 Patarakin E D Social Services Web 2.0 for teaching and learning/ E.D. Patarakin – М: Intuit.ru, 2006. – 64 с. : il. - (Teaching methods handbook) ISBN 5-9556-0088-4 This handbook describes ways of using modern network services, in particular WikiWiki. WikiWiki is full of topics, programmes and articles which give us a new insight and help to instil tolerance, balanced judgement and environmental awareness. Various uses of WikiWiki in teaching are considered, the rules of editing and creating Wiki-documents are described, together with examples of typical mistakes. Supplementary add-ons are presented which allow you to calculate, create graphs, and fill the hypertext vacuum with graphics and audio material. The practical guidance given is based on material created by an educational network community of schoolchildren, students, school teachers and teachers of higher education institutes. In 2006 this community has been working on a hypertext-rich encyclopaedia of Russian towns and cities. This hypertext encyclopaedia, Letopisi.ru is being created uder the sponsorship of the Intel corporation and the joint-stock company “TransTeleKom”. Their task is to give schoolchildren, students and teachers an opportunity to work (and play) collectively and to experiment with new social services. Letopisi is a teaching project, within the framework of which teachers, students and schoolchildren learn not only how to use new technology but also different ways of working. Above all we are playing a game of educational Wikipedia and are learning to create a collective hypertext which the collective authors collate and use to describe the historical events in Russian cities, towns, villages and settlements during 2006. We are counting on the active support of all those who think seriously about the role of science and education in the modern world, or who are engaged in the development of research activity for pupils across the curriculum. The author of this handbook, Yevgeniy Dmitriyevich Patarakin, is an expert in setting up collaborative netbased educational groups, and the author of the monograph “Network communities and education". In 2006 he defended his doctoral dissertation "Exploiting creative and educational opportunities offered by IT to net-based groups". The handbook is intended for those who work in educational establishments and for all those who want to use technology to help us think and work together. Intel Corporation Intel © 2006. All rights reserved. Intel® and the trade mark «Intel» are trade marks or the registered trade marks of the Intel Corporation and its divisions in the USA and other countries. Other names and trade marks are the property of the lawful owners. ISBN 5-9556-0088-4 2 Table of contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Networking communities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Teaching and learning within network communities. . . . . . . . . . . . . . . . . . . 6 Social services of Web 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . …………….. . .7 Web services and the herd mentality . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 8 Hypertext – a means of collective activity . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Examples of networking communities based on web services.. . . .. . . . .. . 12 Delicious (social bookmarking). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Flickr (photo management & sharing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Blog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 WikiWiki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 The Wiki project letopisi.ru («Time to return home») . . . . . . . . . . . . . . 21 Reading letopisi (annals/chronicles). . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 22 Special features of MediaWiki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Registration of participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Creation and discussion of articles. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 26 Assorted mistakes in the naming of articles . . . . . . . . . . . . . . . . . . . . . . . . . 27 Writing of articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Assorted mistakes in the writing of articles . . . . . . . . . . . . . . . . . . . . . . . . . 29 Syntax and marking rules in MediaWiki. . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 On-line editing of articles in MediaWiki . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Categories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Templates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Adding to MediaWiki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Audio recordings of Letopis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Insertion of graphs into Letopis using GraphVis . . . . . . . . . . . . . . . . . . . . . 36 Displaying links between articles in Letopis. . . . . . . . . . . . . . . . . . . . . . . . . 37 Letopis at 1st November 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Discussions of project Letopis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 3 Introduction ”The most important thing is that the human spirit, irrespective of the vast diversity of its physical embodiment, reveals its distinct and comprehensible structure, just as the process of two-way thinking, parallel thoughts influencing each other, develops, either of which could be the wick or the spark and bringing the two together creates ignition. And if the resulting flash breaks out beyond the darkness,there will be no need for executors of the law to share out property, since from the very beginning it was deemed inalienable and not for sharing." Claude Lévi-Strauss 20th Century Anthropologist Computer communications today form a new field of information culture in which the life of contemporary society operates. Networks create a new social definition of our communities, the spread of “network logic” significantly affects the changes in developments and outcomes in manufacturing, daily life, culture and authority. The job of education is developing a personality,which is competitive and knowledgeable about the electronic information arena.This is fully justified, if in seeking to do these things we turn to computer and network disciplines to help us. One of the main trends in educational development in this regard consists in updating the way educational activity is organised. In educational practice today the formation of networked, decentralized, training models has a low profile, but it is precisely these network technologies that will prepare the ground for these models. In 2005 an educational network community of school teachers and lecturers in teacher training and higher education colleges— participants1 in the Intel ® programme “Training for the future”, worked on the creation of a digital map of Russian cities. The project assumed open-access use of publicly available network services and a variety of games and educational programmes using mobile technology. Such devices as handheld computers, GPS navigators, mobile telephones, video cameras, digital cameras and other systems with integrated functionality. In 2006 the efforts of the educational community are being concentrated on the creation of the hypertext encyclopedia open and accessible for all interested participants at http://Letopisi.ru. The Letopisi.ru project is based on the technology of WikiWiki, which has received widespread popularity thanks to the worldwide encyclopedia Wikipedia. Letopis uses the same principles and the same WikiEngine – MediaWiki (http://www.mediawiki.org). For the first time in Russia’s cyberspace a project is going ahead, inconceivable without this network or IT support. This project is based on modern theories of collective knowledge acqusition and teaching. 1 Patarkin E.A., Bikhovskiy Ya.S., Yastrebseva E.N., Geocaching, Geotagging, flickr, Wiki-Wiki, Webblogs and LiveJournal in education: A new generation of training projects of city streets and networked societies. Moscow Institute of Development of Educational Technologies, 2005, 36 c 4 Networking communities A network community is a group of people in contact with each other, carrying on some joint activity by means of computer networks. The computer network (the Internet), the network of documents (the worldwide web) and the software (web services) link not only the computers and documents but also the people who use these documents and services. Thanks to these network communications new social entities are spontaneously formed. Such communities cannot be specially planned, organised or created to order. We can only create the conditions to facilitate the formation of such communities. Thanks to networking support these communities, dedicated to exchanging knowledge, have new opportunities for presenting their digital archives and for attracting new members. With the development of computer technologies, these communities which exchange ideas develop new forms of information storage and new programme services making manipulation of this knowledge easier and helping beginners on the periphery of the community to use this knowledge. Networking community = the actions of individual participants + communication exchange + web services The network communities world is full of items, on-line users and situations which help us to think in a new fashion and to develop within ourselves tolerance, and a critical and ecologically sound viewpoint. Network communities can assist in teaching the following skills: • Common Viewpoints. Everything we think, create or learn has fundamentally a collective, interlinked basis. The transition from an egocentric position to understanding the roles and values of other people and other ways of perceiving reality is an important stage in the psychological development of a person. • Tolerance. It is important for us to educate people, so that they are capable of looking at events from other points of view, and under standing not only other people, but also other ways of being. The widening of our horizons through information technologies, means that we communicate more and more with people from previously unfamiliar social backgrounds and strata. More and more we find ourselves working alongside on-line users in these network activities. We should be ready to understand them and to talk to them. • Development of decentralized models and an environmental strategy. Participating in a joint venture does not mean being in the same place at the same time. Every member of the community can make his, or her, specific contribution to the job . This new pattern of network interaction can be used to teach students ideas of decentralization and ecological strategy. • Criticality of thought. Collective inter-communication with lots of on-line users ready to criticise and radically change an idea, is critical in identifying mistakes, checking hypotheses and debunking theories. We can teach students about critical thinking, and then we can put them in an environment where critical discussion is obligatory. 5 Teaching and learning within network communities There are sufficient grounds to assert that the reason so much time is devoted at school to external "discipline”, marks and awards, the transition from class to class or lagging behind, is so that attention should not linger on the really hard stuff - creating situations in life where facts, ideas, principles and problems can be put into perspective.” John Dewey “Democracy and Education” The teaching aspect of network communities is a rapidly developing branch of educational theory. This is based on the following key assumptions: The training is defined by the tools and objects which the pupil uses. Work on any topic requires communication. This communication in terms of the work and the topic being worked on has crucial training value for learning. Just how important the means are which we use to do the work we do has been written about, most notably by John Dewey, and he has given this notion the name “instrumentalism”.. The ideas of instrumentalism, developed by this American philosopher and the teacher, are often enough represented only by the phrase “learning through action”, forgetting that John Dewey always reflected on actions within the context of human culture. The most important component of learning for Dewey was seen as activity, which would be directed towards the achievement of real, concrete results through the use of appropriate materials, means and technologies. Learning is defined by the environment, in which there is a development of new knowledge. Ivan Illich was the first to formulate a concept of teaching at the local community level using local data systems. He was not so much interested in the aims of education as in the content of the educational environment. I. Illich has listed, and examined in detail, the resources and the services necessary for successful functioning of an educational network community within a city: teaching resources, which include books, environmental activities, educational games, resources for encouraging the activity concerned; setting examples to be copied and a system which supports an exchange of practical skills and abilities; partners with which it would be possible to compete, cooperate, argue and speak the same sort of language. The notion of friendly working links is closely associated with the idea of a teaching web as a medium for communal, collective learning. For an individual it is vital not simply to understand and use information, but to act upon it, regarding the end result as a reward for one’s actions. Learning occurs within a community of knowledge exchange, where beginners gradually become experts through practical participation in the resolution of problems within a specific field of knowledge. The terms “community of practice” and “community of knowledge exchange” were used for the first time by J Lavas and E.Venger to designate a group of people involved in joint activity. Knowledge acquisition cannot be separated off from the conditions and situation in which it occurs. To achieve 6 mastery, it is not enough simply to receive the knowledge and to start to use it. It is also necessary to appreciate the culture in which this knowledge is used. Teaching, to a significant extent, is a process of socialisation during which people study to speak, read, write, become schoolboys, employees of office, researchers, etc. The activity, fundamental ideas and culture are in mutual coexistence. They form the three sides of a triangle. Not one of the sides can be understood without the other two sides. Social services of Web 2.0 Web 2.0 is the second generation of network services operating on the Internet. Unlike the first generation of services, Web 2.0 allows users to work jointly using these services, to exchange information, and also to work with mass publications (on the basis of web add-on’s of these services). The term Web 2.0 is conventionally linked to Tim O’Reilly’s article “What Is Web 2.0” dated 30th September 2005, published in Russian for the first time in the magazine "Computerra" (37 (609) and 38 (610)) and then laid out under the heading “What is Web 2.0” on the web-site “Computerra online” In this article Tim O’Reilly connected the occurrence of the large number of sites linked by certain common principles, with the overall developmental trend of the Internet-community, and has named this phenomenon Web 2.0, as opposed to the "old" Web 1.0. (Source: Article “Web 2.0” in Wikipedia.ru. Web services of Web 2.0 — These are modern methods, with the network software supporting group interactions. These group activities include: • personalised actions of the participants: the recording of ideas and thoughts (Blog or WikiWiki); notes and annotation of somebody else’s texts (Blog, del.icio.us); storage of media files – flikr (photos), uTube (videoclips), podcasts (radio broadcasts) • creation of thematic sites based on the geonavigation system Google Maps. • communication between participants: messenger, email, chat, forums, blog commentaries, video Skype conferencing. The software supports spontaneous development of communities which are not set up under instruction from above, but developed from below through the efforts of a group of completely independent participants. Members of a social network can, through their own modest efforts, create or choose a selection of the most interesting articles, photos or audio recordings. Web services + the modest activities of participants + communication exchange = networking community Membership of a community is voluntary, its reputation is based on the trust of individual participants of the community, and the direction and tasks of the community are determined by the behaviour of its constituent members. It is not to the benefit of the 7 community if somebody uses their powers of reason and the information services exclusively for personal ends. In such a case that person is merely cataloguing his own ideas, records and bookmarks to which others do not have access. It is even worse if someone uses these IT opportunities only for chattering. In this case he wastes his own and others’ intellect and time on chat. Web services and activity within network communities provide the following teaching opportunities: • the use of open, free and independent electronic resourses. As a result of the expansion of Web services, there is a huge quantity of materials available on the Web which can be used for educational purposes. Network knowledge exchange communities can share collections of digital items and educational programmes. • independently created networked teaching materials. New public utility services have considerably simplified the process of creating materials and their publication in a network. Now everyone can not only get access to digital databases, but also take part in the formation of their own network content. Nowadays new content is created by millions of people. Working like ants in an ant hill they bring in new texts, photos, figures and musical files to a network. • Developing IT familiarisation, knowledge and skills. The world of websites and their derivatives provides new opportunities for activity in which people without any special knowledge in the field of computer science can become very easily involved. New ways of working include searching for information on the web as well as putting together and editing one’s own digital items—texts, photos, programs, musical records, videoclips. Participation in these new forms of activity enables people to people to become skilled IT operators—manipulating texts and codes, using meta tags, etc. • Tracking progress in the work of members of a network. The Internet provides new opportunities for the participation of schoolchildren in professional scientific communities. Digital memory, the network and its users expand enormously not only our powers of thinking, but also the parameters for collective activity and cooperation with other people. Web services and the herd ..."

You need to upgrade your Flash Player , or try to enable javascript in order see this document properly.