Case+1


 * Case Title: Teaching with Web 2.0 Technologies: Twitter, Wikis & Blogs - Case Study**


 * Case Description:**


 * **Web 2.0 tools used**

Moodle, Twitter, Wikis, Wordpress and Confluence Wiki


 * **Context: when, where, who, why**

When: from 2009 until mid- 2011 Where: University of Canberra Who: Class comprising of 25 - 30 postgraduate and 3rd year undergraduate students Why: To improve student engagement blending student face-to-face learning during and outside of class with online components. In addition the study was to understand the value of integrating Web 2.0 technologies into the classroom.


 * **Subject and learning objectives**

Social Informatics Informational Science and Engineering. The course intent is to examine the impact of technology upon social behavior and encourage technology integrations.


 * **How Web 2.0 tools were used**

Used to collaborate and make contributions, collaborate and for tutorial purposes to summarize relevant information to populate connections in the content between students. Blogs were employ using Wordpress for tutorial exercises, peer to peer reviews, and to write interpretations and responses to lectures. Twitter was used to share information, due dates, reminders and facilitate debates. Moodle was employed for classroom contributions via their RSS feeds for topic discussion and in-depth independent study. Classroom lectures were delivery via the class Wiki. Students added extra content and references to the lectures supporting the lecture in continuance of the discussion.


 * **Key findings**

Noticeable increase in communication and collaboration amongst students both in class and online. Students became more engaged in discussions and debates. Students developed more independent learning skills and confidences taking ownership in their own and other classmates learning. Students had more support outside the normal classroom time frame from fellow students and teachers. Students were able to validate their learning in a wider context manner by integrating technology into the discussions and assignments. References, links, and resources were more easily accessed and shared among students. Students expressed opinions more openly without cultural or communications barriers.


 * **Other critical information**

Teacher should act as facilitator to guide students in the right direction in a collabrative learning enviorment carefully scaffolded to encourage the construction of knowledge instead of dependent learners. Online security measures are also a consideration and internet safety should be employed.


 * Case Evaluation:**


 * **Evaluate the ways Web 2.0 technologies were used**

Web 2.0 was used to improve student engagement in the coursework and to teach the students the value of the tools. For this university setting, we feel as a group that the tools were used appropriately and based on the comments of the instructor and the input from the students, the goals were achieved. It was obvious that the students were highly engaged and learned the value of the tools. This was an effective use of Web 2.0.


 * **Identify strengths and weakness of the instructional methods and strategies used**

The strengths of the instructional methods and strategies were numerous. First, the use of the Web 2.0 tools provided opportunities for great discussions, collaboration, and interaction. As one student stated, the peer learning that takes place while using these tools is "off the charts." Anytime students interact over a subject matter, the retention level increases immensely. This particular case does come with some weaknesses. The first thing our group would suggest is the fact that a student could get overwhelmed with all of the Web 2.0 tools at the beginning. Fortunately, these are university students. For someone with little or no background with Web 2.0, this case would quickly get overwhelming without some intense help.


 * **Team’s suggestions for improvement**

Things that might be improve upon for this particular use of Web 2.0 is gradually introducing a different tool over a period of time rather than unloading all of the tools at once. It would take someone with a great deal of Web 2.0 savvy to jump into this class without getting snowed under. I would slow it down. Our group agreed it is best not to ooverwhelm students with to much too fast.


 * References:**

McIntyre, S. (February 19, 2011). Teaching with Web 2.0 technologies”: Twitter, wikis & blogs - case study. Retrieved March 5, 2011 from the Future of Education Web site: http://www.futureofeducation.com/video/teaching-with-web-20

Alam, L., (2010). Teaching with Web 2.0 technologies: Twitter, wikis & blogs. Retireved March 5, 2011 from the UNSW Web site: []