E-tivities for Web 2.0 tools
From iProjekt
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| - | In this section the e-tivities (online learning activities) for students are grouped into categories according to their ''potential function''. It must be noted that one specific e-tivity may serve various functions and be performed with more than one Web 2.0 tool. Also, more traditional Internet tools like ''e-mail, instant messaging, forum, chat, and videoconferencing'' may also be used for the implementation of e-tivities, but the focus of our project was to present ideas and solutions that predominantly use Web 2.0 tools. | + | In this section the '''e-tivities (online learning activities)''' for students are '''grouped into categories''' according to their ''potential function''. It must be noted that ''one specific e-tivity may serve various functions and be performed with more than one Web 2.0 tool''. Also, more traditional Internet tools like ''e-mail, instant messaging, forum, chat, and videoconferencing'' may also be used for the implementation of e-tivities, but the focus of our project was to present ideas and solutions that predominantly use Web 2.0 tools. |
| + | Besides this wiki page, more than 30 e-tivities were designed for language learning and tested in classroom by out team member '''''Andreja Kovačić'''''. The e-tivities for language learning were divided into predominantly '''[http://e.foi.hr/engwiki/index.php/Extensive_e-tivities extensive e-tivities]''', predominantly '''[http://e.foi.hr/engwiki/index.php/Intensive_e-tivities intensive e-tivities]''', and '''[http://e.foi.hr/engwiki/index.php/Session_openers session openers]'''. | ||
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| + | The term '''[http://edutechwiki.unige.ch/en/E-tivity e-tivity]''' was introduced in a [http://www.atimod.com/e-tivities/intro.shtml book written by G. Salmon]. The e-tivities that are presented here are adapted for the use of Web 2.0 tools and in most cases substantionally redesigned having in mind the e-tivities proposed by [http://edweb.sdsu.edu/Courses/ET650_OnLine/MAPPS/Strats.html Janac et al. (1997)] and [http://faculty.roosevelt.edu/iverson/ Iverson (2005)]. | ||
== Attention and motivation / Session openers == | == Attention and motivation / Session openers == | ||
| - | Novelty | + | [[Novelty]] |
| + | |||
| + | [[Citation or interview]] | ||
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| + | [[Anecdote]] | ||
| - | + | [[Self-introduction]] | |
| - | + | [[Funny Nobel prize / Better without it]] | |
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---- | ---- | ||
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== Directing / Focusing / Guidance == | == Directing / Focusing / Guidance == | ||
| - | Overview of earier learning | + | [[Overview of earier learning]] |
| - | Guided discovery | + | [[Guided discovery]] |
| - | Guided reading | + | [[Guided reading]] |
| + | |||
| + | [[At the top]] | ||
| + | |||
| + | [[Goal definition]] | ||
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---- | ---- | ||
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== Concept development / Cognitive learning == | == Concept development / Cognitive learning == | ||
| - | Analogies old-new | + | [[Analogies old-new]] |
| - | Examples and non-examples | + | [[Examples and non-examples]] |
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| + | [[Photo / video illustrations]] | ||
| + | |||
| + | [[E-clippings / Copy-paste]] | ||
| + | |||
| + | [[Activity analysis]] | ||
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---- | ---- | ||
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== Knowledge acquisition / Practice == | == Knowledge acquisition / Practice == | ||
| - | Organizational activity | + | [[Organizational activity]] |
| - | Situation background | + | [[Situation background]] |
| - | Questions for review | + | [[Questions for review]] |
| - | Demonstration | + | [[Demonstration]] |
| + | |||
| + | [[Chronicles or Timeline]] | ||
; | ; | ||
---- | ---- | ||
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== Constructivist teaching and learning == | == Constructivist teaching and learning == | ||
| - | Project | + | [[Project]] |
| + | |||
| + | [[Lie or truth]] | ||
| + | |||
| + | [[Field trip / Internship report]] | ||
| + | |||
| + | [[Case study]] | ||
| + | |||
| + | [[Virtual or imaginary world]] | ||
; | ; | ||
---- | ---- | ||
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== Group conversation / Idea generation == | == Group conversation / Idea generation == | ||
| - | Discussion | + | [[Brainstorming / Brainwriting]] |
| + | |||
| + | [[Discussion]] | ||
| + | |||
| + | [[Role-playing]] | ||
| + | |||
| + | [[Debate]] | ||
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| + | [[Focused dialogue / Storytelling]] | ||
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---- | ---- | ||
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== Collaborative learning / Peer learning == | == Collaborative learning / Peer learning == | ||
| - | Introspection | + | [[Introspection]] |
| + | |||
| + | [[Individual or team research]] | ||
| + | |||
| + | [[State of the art]] | ||
| - | + | [[Personal diary / Documentation of learning]] | |
Current revision as of 06:38, 16 November 2010
In this section the e-tivities (online learning activities) for students are grouped into categories according to their potential function. It must be noted that one specific e-tivity may serve various functions and be performed with more than one Web 2.0 tool. Also, more traditional Internet tools like e-mail, instant messaging, forum, chat, and videoconferencing may also be used for the implementation of e-tivities, but the focus of our project was to present ideas and solutions that predominantly use Web 2.0 tools.
Besides this wiki page, more than 30 e-tivities were designed for language learning and tested in classroom by out team member Andreja Kovačić. The e-tivities for language learning were divided into predominantly extensive e-tivities, predominantly intensive e-tivities, and session openers.
The term e-tivity was introduced in a book written by G. Salmon. The e-tivities that are presented here are adapted for the use of Web 2.0 tools and in most cases substantionally redesigned having in mind the e-tivities proposed by Janac et al. (1997) and Iverson (2005).
Contents |
Attention and motivation / Session openers
Funny Nobel prize / Better without it
Directing / Focusing / Guidance
Concept development / Cognitive learning
Knowledge acquisition / Practice
Constructivist teaching and learning
Field trip / Internship report
Group conversation / Idea generation
Focused dialogue / Storytelling
