Tag Archives: Flickr

Week 6 Takeaways: Educational Applications of Web 2.0

This week, Group 3 built off of becoming a networked learner and teacher, by looking at educational applications of Web 2.0 technologies. I was amazed at the unique perspectives that everybody brought to the table, while focusing on certain overlapping themes.

We were all able to recognize the benefit of these tools, while emphasizing the importance of understanding not only the strengths, but the weaknesses associated with them. Joe shared a wonderful activity that he picked up from his Rhetoric and Composition Pedagogy professor, where he completes a writing exercise as a learner, before teaching it. This is used to get inside the head of the student, and identify potential faults in the process.

Though this may have been learned in a traditional context, Joe was able to apply this to technology in the classroom, through the adoption of new tools. I can imagine that one of the most frustrating things for a student, is being taught by somebody who talks the talk, but fails to walk the walk.

Zach adds to the concept of understanding these tools as a learner. Rehashing the same content across a different medium, does not help one expand, but rather limits the development of personal learning networks. This is framed nicely by Richardson and Mancabelli in “Becoming a Networked Learner.”

“It’s not enough to employ these tools and technologies with our students; we have to employ them in our own learning practice. Otherwise, nothing changes. The vast majority of classroom uses of blogs, for example, are little more than taking what has already been done on paper for eons and publishing it in a different medium. In these cases, nothing has changed because the person at the front of the room (or in the front office) doesn’t understand that a blog is not simply about publishing; it’s about connecting. The great opportunity these tools provide is that they allow us to interact with others out there, but it’s an opportunity that’s meaningful only if we experience the full potential that exists in those interactions. (34)”

Zach also went so far as to identify the potential limitations of Flickr, by comparing it to the versatility of one of the fastest growing visual discovery tools, Pinterest. Rather than simply relying on the text, he went through the process of creating an account so he could understand first hand, as the learner, where the property may or may not benefit him today.

Within the context of Harris & Park’s article “Educational Uses of Podcasting”, Sam decided to write down what she already knew about podcasts before reading the text. I found this to be such a novel approach, in that it would be possible for ideas that do not coincide with our own, to have a higher likelihood of standing out. Once again, this ties into the responsible adoption of Web 2.0 tools in the classroom, as it is so easy to ignore limitations on processes that have become second nature over time.

Sam also highlighted learning outcomes while leading a preschool classroom. Proper utilization or resources and the opportunity to explore, can expand these experiences into everyday processes, so much so that parents were “mesmerized” by the results they witnessed at home. Crediting peer influence and individual creativity, Sam touches upon another theme in applying Web 2.0 tools to educational settings, that everybody alluded to in their posts, by quoting Chu & Dusen, in “Pedagogical Uses of Flickr.”

“Educators have the ability to give participants the freedom to explore and choose their own self-directed learning in online activities. Participation in social networks will allow learners to use the intrinsic motivation, which lies within all students.” 

By definition, Web 2.0 tools incorporate social dynamics, that have the opportunity to both unite and differentiate through the formation of relationships. In the this way, it is possible to widen the focus of today’s curriculum, by letting students create artifacts that demonstrate what they are learning, ultimately allowing them to take charge of their outcomes. In this way, such tools should not only enhance the capacity of the teacher, but those of the learner as well.

The ability to personalize and customize applications like Flickr and WordPress, provide an inherent sense of ownership, and add incentive for learners to continue to develop content that not only interests them, but engages others. Just as we discussed the importance of creating learning networks, the ability to effectively apply these tactics at a younger age is paramount for success in tomorrow’s classroom.

Just Doing It: Web 2.0 Tools in Learning

We live in a time where a world of information is literally available at our fingertips. While this can be quite convenient, it can also become overwhelming, especially for the uninitiated. With an infinite pool of resources, sites, and apps, it is up to us as educators to pick and choose those that can be understood by our target audience. Whether man, woman, child, or adult – we each interact and respond differently to different tools.

In the case of Flickr, we find inspiring pedagogical application by facilitating interactions that bridge cultural, geographic and language barriers. Through basic interactions, and the internet to act as a guide along the way, students are allowed to take control of their online learning experiences. While Flickr has certainly evolved since 2008, it may not prove to be as functional for a more seasoned group of learners.

I find properties like Flickr to be great for entry level and specialized applications, or to be used as enhancing artifacts. While creative works may possess life outside of the network in which they were created, through blogs and social sharing, the Flickr community appears to be somewhat restricted in its versatility. It provides structure and rules that limit the extent and the means by which one may travel with their learning, forcing the adoption of additional tools in order to facilitate expansion.

The British philosopher Alan Watts once said, “Omnipotence is not knowing how everything is done; it’s just doing it.”

This quote, though certainly not intended, encapsulates the use of Web 2.0 technologies in education. You can use WordPress to set up a blog in minutes, LinkedIn can make you look like a professional overnight, and YouTube can turn your crude cell phone video into the next web sensation. These tools represent a fundamental shift in accessibility, that is granting everybody the ability to “just do it”.

Much like the medieval Latin translation of the Christian Bible could only be understood by yesterday’s elite, who were not only literate, but fluent in Latin (an upper class language at that time); digital learners were not always afforded the same opportunities, due to expensive software or insufficient knowledge. Programs like Adobe Photoshop, Final Cut Pro, and Microsoft Office are slowly being replaced by free, entry-level, web-based solutions that enhance the capacity of learners to succeed in ways that specifically relate to them. These have the potential to raise quality of work, without needing to learn from scratch how the processes work.

Whether you love them or hate them, Google has been shaking things up by redefining the concept of integration and building properties that seamlessly interact with one another. Attempting to bridge the gap between individual and social dynamics, it is clear to see how utilizing their top properties could help one move toward self-directed learning.

If we look at the following chart, we see nine tool categories that Google is part of, more than any other single entity (Blogger, Google+ and Play were added). Albeit, the image was from 2010 and some of those properties have since been discontinued (Buzz and Wave), however we find that several elements have been extracted and reintroduced in newer platforms (even if only by name): Video Calls are now Hangouts, Docs are now Drive, and Buzz is now Google+.

google properties

What I find most interesting is Google’s latest foray into the social realm. Though Google+ is lauded as a failure when compared to Facebook, I do not believe that was the intended goal. However, the ability to use this as a legitimate tool in education should not be ignored, as it ties together all of their satellite properties, and brings personal identity into the equation. This has been met with mixed feelings, as people were forced to change YouTube channel names, and profile pictures are now attached to every outgoing email, however there are some advantages to utilizing Google’s connected product suite.

Such benefits include one unified login and static identity for all properties. There is a certain sense of accountability that comes from this, and it also aids in building more transparent and lasting relationships within social circles. Going back to Flickr, I cannot help but wonder if any of those kids kept up with their accounts, or if there are scores of Bubblr enhanced photos floating around in cyberspace? Not that it necessarily matters, as tools can be outgrown, however Google may have the unique ability to grow with the learner.

With new developments, and a creative community generating volumes of knowledge every hour of every day, there appears to be no limit to what can be done. For example, I know nothing about cars, so when something goes wrong with mine, I turn to Google. In this case, only certain fan settings on my vehicle would work, and after a couple searches I discovered that I needed to replace a blower motor resistor. Not only did I find the part, but also a user-generated YouTube video (for the same make, model, and year), with step-by-step instructions on how to replace the part.

During this entire process, never would I have thought that my searches would lead me to that exact solution, however it tells me that I was not the first to have this problem. Reading the comments, and understanding the challenges that others have faced, provided additional context, actually adding to the relevance of the video.

At the end of the day, I’ll admit that I don’t know what the blower motor resistor actually does, other than blow cool air on settings 1-5, but in the end – does it really matter? Ultimately, Web 2.0 tools should help us get past the things that hold us back, allowing us to take control of our learning by connecting with those who share the same passions.