Recent Changes

Dawn Webster ( Student No.210638102).
The group project experience of using Web 2.0 tools, and contemplating and researching possible applications, was most enjoyable. It has certainly inspired me to continue to explore all that Web 2.0 has to offer, and to increase and fine-tune my skills in this domain. I am also encouraged to continue to network with other professionals, and to join and/or establish areas on the web where this can take place. I am convinced of the utility of group collaboration. I have learned from my collaborators and I have enjoyed meeting with new minds.
this assignment.
I believe we could describe ourselves as an 'harmonious' group (Oliveira, Tinoca & Pereira 2011) . We agreed from the beginning on the topic, sections and format of the artifact. Our focus as a group and for our individual sections was clear from the outset, we reflected on the produced sections and discussed them via email, we readily agreed on the presentation format, and thought about the assessment requirements, producing contributions in line with these. A lot of time was spent in final revision. (Oliveira, Tinoca & Pereira 2011, p.1352). The only way in which we might be considered to have displayed qualities of a more 'anxious' working group, would be in terms of the hesitation in beginning collaboration on a frequent and regular basis early on, which could be ascribed to our conflicting schedules and, I suspect, our novice status in terms of on-line collaborative learning processes (Oliveira, Tinoca & Pereira 2011, p.1351). Recent research mentions previous experience and, though it does not primarily pursue this line of inquiry, it recognises the implications of this omission in the study and recommends this direction as a component in future research (Oliveira, Tinoca & Pereira 2011, p.1356). There was no struggle between members of the group to have conflicting approaches gain primacy, no 'changing minds and direction' or lack of cooperation (Oliveira, Tinoca & Pereira 2011, p1352.).
the project.
This
This led to process earlier.
The lack of conflict in the group does not suggest that the group would have necessarily improved interaction had the on-line tutor been a presence as a 'social relationships facilitator' (Oliveira, Tinoca & Pereira 2011, p.1356), and while one would not expect post-graduate students to require a mediating presence, recent research does suggest that there is a role for the facilitator in this regard. The research by Oliveira et.al.(2011) also suggests that the construction of groups be taken into account, and there is discussion around group members' 'negotiated identities'. Our group was formed on a 'sign up' basis, and worked well as such a group.
Reference.

http://www.edna.edu.au/edna/go/schooled/school_theme_pages/blogs Free on-line network for educators, Australian site.
http://jcal.info/web2/ Learning Sciences Research Institute, University of Nottingham U.K. Web 2.0 project: http://www.lsri.nottingham.ac.uk/web2.0/ Becta project.
of Nottingham at:**at: http://www.lsri.nottingham.ac.uk/web2.0/ andhttp://jcal.info/web2/
Norton, P. & Hathaway, D. (2008). On Its Way to K-12 Classrooms, Web 2.0 Goes to Graduate School,Computers in the Schools, 25, 3 & 4, pp. 163 – 180
Sanden, S. & Darragh, J. (2011). Wiki use in the 21st century literacy classroom: A framework for evaluation,Contemporary Issues in Technology and Teacher Education, 11, 1. 6-20.

http://www.edna.edu.au/edna/go/schooled/school_theme_pages/blogs Free on-line network for educators, Australian site.
http://jcal.info/web2/ Learning Sciences Research Institute, University of Nottingham U.K. Web 2.0 project: http://www.lsri.nottingham.ac.uk/web2.0/ Becta project.
of Nottingham at:at:** http://www.lsri.nottingham.ac.uk/web2.0/ andhttp://jcal.info/web2/
Norton, P. & Hathaway, D. (2008). On Its Way to K-12 Classrooms, Web 2.0 Goes to Graduate School,Computers in the Schools, 25, 3 & 4, pp. 163 – 180
Sanden, S. & Darragh, J. (2011). Wiki use in the 21st century literacy classroom: A framework for evaluation,Contemporary Issues in Technology and Teacher Education, 11, 1. 6-20.

Group Assignment Web 2.0 : Reflections on the experience of working in a group.
Dawn Webster ( Student No.210638102).
Reference.
Oliveira, I., Tinoca, L. & Pereira, A. (2011). Online group work patterns: how to promote a successful collaboration, Computers and Education, 57, 1, 1348-1357.
John Downie (Student No. 210642976)
Completing this group assignment has been a challenging experience. The diverse range of workplaces that our members represent created the first obstacle of deciding on an appropriate format and outline for our assignment, but this was reasonably easily overcome through discussions on DSO.
The online format of this assignment has been a valuable experience due to its ability to connect people in very different places. As educators, experiencing this method of learning is crucial, as the opportunities that can be created for our students become endless.
John.
Derya OZTAN KABAKOztan Kabak (Student ID: 211252913)No.: 211252913).
I was to work indivudiallyindividually until last unit instructor, Muruel.Muriel. Last week, their support.
DERYA
Dawn Webster ( Student No.210638102).
The group project experience of using Web 2.0 tools, and contemplating and researching possible applications, was most enjoyable. It has certainly inspired me to continue to explore all that Web 2.0 has to offer, and to increase and fine-tune my skills in this domain. I am also encouraged to continue to network with other professionals, and to join and/or establish areas on the web where this can take place. I am convinced of the utility of group collaboration. I have learned from my collaborators and I have enjoyed meeting with new minds.
There is such a vast quantity of knowledge and skills to be acquired that it is necessary to take on board the implications of the concept of Web 2.0 and to 'share'. Future joint projects in which I participate will be informed by what I have learned during this assignment.
I believe we could describe ourselves as an 'harmonious' group (Oliveira, Tinoca & Pereira 2011) . We agreed from the beginning on the topic, sections and format of the artifact. Our focus as a group and for our individual sections was clear from the outset, we reflected on the produced sections and discussed them via email, we readily agreed on the presentation format, and thought about the assessment requirements, producing contributions in line with these. A lot of time was spent in final revision. (Oliveira, Tinoca & Pereira 2011, p.1352). The only way in which we might be considered to have displayed qualities of a more 'anxious' working group, would be in terms of the hesitation in beginning collaboration on a frequent and regular basis early on, which could be ascribed to our conflicting schedules and, I suspect, our novice status in terms of on-line collaborative learning processes (Oliveira, Tinoca & Pereira 2011, p.1351). Recent research mentions previous experience and, though it does not primarily pursue this line of inquiry, it recognises the implications of this omission in the study and recommends this direction as a component in future research (Oliveira, Tinoca & Pereira 2011, p.1356). There was no struggle between members of the group to have conflicting approaches gain primacy, no 'changing minds and direction' or lack of cooperation (Oliveira, Tinoca & Pereira 2011, p1352.).
The major draw-back to our process in the group project was a late start to real interaction in discussion. As John mentions, we faced some obstacles in being able to work collaboratively on the project at the same times. We each found ourselves beleaguered by other commitments at different times throughout the project.
This led to an initial phase where we each worked on our own sections individually more than we shared our content and research (Oliveira, Tinoca & Pereira 2011, p.1354). In hindsight, despite the efficacy of on-line learning in allowing time-tabling to be avoided, I think it would have been valuable to have been on line synchronously, at least some of the time. We did find it easy to agree on what each of us would be responsible for, and each member of the group provided material in good time. In the last week of the project the emails flew thick and fast between John and myself, and I regret that we were not able to begin this process earlier.
The lack of conflict in the group does not suggest that the group would have necessarily improved interaction had the on-line tutor been a presence as a 'social relationships facilitator' (Oliveira, Tinoca & Pereira 2011, p.1356), and while one would not expect post-graduate students to require a mediating presence, recent research does suggest that there is a role for the facilitator in this regard. The research by Oliveira et.al.(2011) also suggests that the construction of groups be taken into account, and there is discussion around group members' 'negotiated identities'. Our group was formed on a 'sign up' basis, and worked well as such a group.
Reference.
Oliveira, I., Tinoca, L. & Pereira, A. (2011). Online group work patterns: how to promote a successful collaboration, Computers and Education, 57, 1, 1348-1357.
Group statement on member contributions.
All members of this group have contributed to the completion of this assignment.
addition of research to Wikispace wiki
Preparation of assignment in Word doc format
multiple emails, daily, in final week to refine submission
Luyue
group discussions on DSO
addition of research to Wikispace wiki
addition of research to Prezi
multiple emails, daily, in final week to refine submission

Introduction and Web 2.0 Introduction (Derya Oztan Kabak, Student No.: 211252913)
Technology in education has about 40 years background and new technologies (especially web 2.0 applications) have a wide application in education. Over the years, technology has advanced to become not only an instructional tool but also a medium of education itself. Throughout the 1980s, a huge number of educational programmes were launched containing some element of interactive technologies (Haugsbakk, 2009). Technology is one of the main tools in the classroom for teachers and they are encouraged to use technology for their instruction. What is more, web or internet applications, referred as web 2.0, such as wikis, blogs, and social networks are the technologies which have a good trend in education are the educational tools which able integrating users (teachers, students, administers etc) to the creative learning environment. The meaning of Web 2.0 and applications of web 2.0 in primary, secondary and tertiary education will be discussed in this essay.
{prezi.png}
WEB 2.0 IN EDUCATION
The internet has begun to spread into the public arena in 1990s as World Wide Web (www) which was the major name of web 1.0 is known as web. On Web 1.0 only the editor of the web page can make the changes, while it is an interactive environment on Web 2.0 which allows to users editing options like on wikis and blogs. To make a webpage on web 1.0, the instructor should know html programming as well. Web 1.0 applications are only for reading such as searching for information. The applications of web 2.0 are huge in these days in education as well. Web 2.0 technologies cover a range of applications, which claim to offer new and improved ways of interacting for community building and networking, but also for knowledge creation and transfer in collaborative endeavours (Hanewald & White, 2008).

The online format of this assignment has been a valuable experience due to its ability to connect people in very different places. As educators, experiencing this method of learning is crucial, as the opportunities that can be created for our students become endless.
John.
Derya OZTAN KABAK (Student ID: 211252913)
I was wondering how to work as a group on DSO, but I found it very easy and helpful. As a group, we discussed the format of our assignment and shared the work on DSO. Then we started to work indivudially until last week. During that time, we tried to be in contact via DSO and WikiMedia which is created by our unit instructor, Muruel. Last week, we posted our parts on WikiMedia to be edit as a last work. John has created a Prezi account and Dawn has created a wikispace for us. During this semester, I learned too much about new Technologies in education especially about web 2.0 applications. I learned to use wiki space and prezi and communicate via DSO as a LMS (learning management system). I would like to thank all my group members and Muruel for their support.
DERYA
Group statement on member contributions.
All members of this group have contributed to the completion of this assignment.

Conclusion (Luyue Wang)Wang,Student No.: 210989717)
At present, many Web 2.0 applications are being integrated into e-learning spaces.
In this assignment, our group has analyzed and learnt from these applications to derive insights about their effectiveness, in order to promote the systematic application of technology in educational contexts, from primary to Ph.D. levels.

There are some activities that adopt in tertiary teaching and learning through Facebook. For example, 1.Add Courses: At the time of writing of this chapter, this is the only application with instructor and course management functionality. 2. Study Groups: This tool allows the creation of online spaces for study groups and project teams which is important for tertiary students. 3. My Documents: Allows students and teachers to upload documents for sharing with other users.4. Make a Quiz: This is an application that can be used by teachers and students to facilitate the creation of simple online quizzes. On the other hand, facebook has an important function that adding friend which is easily to expose your research program to others. Another limited is it cannot be used in some countries like China, So people cannot share their thought and research all over the world.
Many students entering tertiary education are likely to be users of Facebook (Golder et al. 2007). Although most of this activity is hidden to educators, it is significant because it is interlaced with studying and more formal teaching and learning structures. The use of Facebook within tertiary education does represent a new, and so far, tentatively explored landscape for learning.
RefrencesReferences
Wheeler, S., Yeomans, P., & Wheeler, D. (2008).The good, the bad and the wiki: Evaluating student-generated content for collaborative learning.British Journal of Educational Technology, 39(6),987–995.
McWilliam, E. (2008). Unlearning how to teach. Innovationsin Education and Teaching International,45(3), 263–269.