Project Title

K12 Web 2.0 Consortium

Revisions since Report 1

Addition of Rationale:
Web 2.0 represents a more collaborative, interactive Internet where individuals can easily share and contribute to global conversations. This new web offers so many opportunities for educational applications, but schools are challenged by resistance to change, the rate at which new tools are emerging, network security issues, and Internet safety concerns. Despite this challenges, research indicates that K12 students have embraced Web 2.0 and are active using these tools in their private lives.

It would be impossible for just one or two teachers to stay abreast and evaluate all of these resources alone. By establishing a consortium, more individuals are available to assess these tools, examine options, and consider their potential use in the classroom. In addition, the consortium will provide a relatively safe and non-threatening learning environment where teachers and administrators can work collaboratively. Consideration of potential threats to network security and Internet safety is built into the evaluation process.


Design Report 2

Goals Statement

Create a consortium of teachers and administrators who will research new Web 2.0 resources, evaluate their appropriateness at different levels, and collaborate on innovative curriculum design.

Procedural Task Analysis

1. Review related literature and resources to become familiar with the tool or site.
2. Research and Post additional resource links.
3. Conduct a SWOT analysis (Brainstorm Strengths, Weaknesses, Opportunities, Threats)
4. Post individual response to SWOT analysis in bulleted form on Teach Web 2.0 Wiki
5. Post concerns/ideas/questions to the discussion tab on the wiki
6. Regroup and evaluate educational validity of the site or tool
7. If yes, continue to next step. If no, proceed to next tool or site. Note: Any site or tool can be revisited at a later time.
8. Research existing curricular applications of the tool or site. Brainstorm potential curricular applications of the tool or site.
9. Post these ideas to the wiki. Share with faculty.
10. Regroup to summarize and debrief the site or tool before moving on to another evaluation.

Instructional Objectives


Objective 1:
Given a social networking resource, the consortium participant will:
1. Use web search strategies to locate at least two related resources relevant to K12 applications of the tool or site.
2. Post two relevant K12 resources to the Resource Links section of the Teach Web 2.0 Wiki.

Objective 2:
Given a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis table, the consortium participant will:
1. Evaluate resource links for the social networking resource to identify strengths, weakness, opportunities, and threats.
2. Post individual results of the SWOT analysis to the table on the Teach Web 2.0 Wiki.
3. Conduct periodic review of SWOT analysis table to view other participant input.
4. Post additional comments or questions to discussion tab on the Teach Web 2.0 Wiki.

Objective 3:
Upon completion of SWOT analysis by all participants, the consortium will discuss the strengths and risks of the social networking resource.
a. If the strengths outweigh the risks, further consideration will be given to educational applications.
b. If the risks outweigh the strengths, the social networking resource will be tabled for future discussion.

Objective 4:
Given a list of reference links, strengths and opportunities formally collected by the group, the participants will brainstorm potential classroom application of the social networking resource.

Objective 5:
Post brainstorm ideas and additional references to existing teacher application to the Teach Web 2.0 Wiki and share with faculty.

Instructional Sequence


steps2.jpg

Strategies for objectives


Learner Centered Sequencing
Simple to Complex:

The consortium will begin when facilitators (instructors) lead participants through the process outline in the flow chart above. The first social networking resource that will be evaluated will be a wiki, as it will serve as a repository for the research data. Ultimately, participants will suggest resources to evaluate.

Concept Centered Approaches
Propositional Relations:

Consortium participants will initially view examples of the social networking resource. Through the research and SWOT analysis process, they will then apply the resource to an educational setting.

Sophistication: In the beginning, the social networking tools and sites presented to the consortium will be easy to navigate and apply. For example, we will start with a wiki. As the participants become more comfortable with the process, we will investigate more complex resources such as Second Life.

Details on objectives

Lessons will be focused on the effective use of the Teach Web 2.0 Wiki. Each of the five objectives will be introduced as a lesson designed to teach participants how to search and input relevant information into each section of the wiki.

Practice for objectives

Practice for objectives will be the actual input of information into each of the topic areas. The wiki history tab will provide a means for tracking participation. Expectations and one-on-one feedback can be adjusted at face-to-face meetings held once every two weeks. Additional support will be available via email.

Pre-instructional activities

At the start of the school year, the facilitators will present the goals of the consortium along with the rationale behind it to the entire school community. The thirty minute presentation will begin with a screening of the video Shift Happens, highlighting 21st century shifts in education, population, and the global economy. A comparison will then be made between what teachers are already familiar with, Web 1.0, and the changes that have come since the advent of Web 2.0. Examples of current social networking tools and those using them (Harvard, IBM, etc.) will also be shared. Finally, the objectives and requirements for participation will be explained and an invitation to the entire faculty will be presented.

Groupings and media

Details of groupings will be refined once we know how many participants will be joining the consortium. Participation will be on a volunteer basis. Teachers and adminsitrators will be invited as part of a back-to-school presentation during pre-school week. Initially, teachers will be grouped together. But, future groupings may emerge depending upon the size of the consortium. Potential groupings may be by division, grade level, subject area, or comfort level with technology. Media will include the Internet and the Teach Web 2.0 Wiki.

Sample assessments

Not applicable

Relevant current references

Articles reflecting a need for teacher training on Web 2.0 tools and sites

Fisch, K. and McLeod, S. (2007). Shift Happens. Available from Teacher Tube.

Fryer, Wesley. (2007). Top-Level Bloggers: Social technologies move into the office. Interactive Educator. 3(3). pg. 40-41.

Jakes, David. (2007). Professional Development and Web 2.0. Technology and Learning. 27(9). pg 20.

New Media Consortium and EduCause Learning Initiative. (2007). 2007 Horizon Report. Retrieved July 10, 2007 from http://www.nmc.org/horizon/2007/report.

November, Alan. (2007). Banning Student Containers. Technology and Learning. 27(11) retrieved July 10, 2007 from http://www.techlearning.com/showArticle.php?articleID=196604487

Richardson, Will. (2007). Networks of Learning: Should schools promote online networking? Interactive Educator. 3(3). pg. 20-21.