The document discusses technology tools that can be used for teaching and learning, with a focus on collaborative and cognitive tools. It provides examples of various web-based tools for collaboration, including VoiceThread, Twiducate, and Wikispaces. Cognitive tools discussed include Popplet for concept mapping, Padlet for note-taking and mind mapping, and Prezi for presentations. The document also outlines principles for designing collaborative learning activities, such as incorporating subject domains and feedback, and ensuring tasks are contextualized, focus on social interactions, and give students control.

1. Technology in Teaching & Learning
Web 2.0 Tools
By Chuah Kee Man
Email: kmchuah@cls.unimas.my
Centre for Language Studies, Universiti Malaysia Sarawak

2. (Source:
To Collaborate or Not?
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3. Prelude Questions
Reflect and share you views on the following
questions:
 Why do you need to collaborate?
 How do you prefer collaborations to take
place?
 If information is easily available, are “two
heads really better than one”?
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4. (Source:
Part 1 – Technology in Learning
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5. 21st Century Learners
2-minute Buzz
 What are the characteristics of 21st
century learners?
Scholarly Citation
 Are you ready to be a 21st century
educator?
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7. Page  7

8. Technology in T&L
 Technology in teaching & learning is meant
to mediate (if not enhance) the learning and
meaning-making process.
 Not just collaboration around computers
Scholarly Citation
but collaboration through computers
(Haythornwaite,1999)
 It can facilitate or support the collaborative
structures.
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9. Technology in T&L
 Technological tools (be it hardware or
software) provide affordances that can
improve CSCL-based activities.
Scholarly Citation
 affordances are the perceived properties of
a thing in reference to a user that
influences how it is used (Kirschner,
2002).
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10. Part 2 – Collaborative & Cognitive Tools
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11. Tools in Teaching & Learning
 Can be online and offline
 Usually depends the availability of hardware
(e.g. computers, Internet connection).
Scholarly Citation – tools that facilitate
Collaborative tools
collaborations or create collaborative spaces
 Cogntive tools - tools that are intended to
engage and facilitate cognitive processing.
(both are usually not mutually exclusive)
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12. Collaborative Tools
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13. Collaborative Tools
Scholarly Citation
http://www.collaborizeclassroom.com
Complement classroom instruction and
engage students/learenrs in online activities,
assignments and discussions that allow for
deeper participation inside and outside the
classroom.
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14. Collaborative Tools
Scholarly Citation
http://voicethread.com/
Allow collaborative sharing of content. You can upload, share
and discuss documents, presentations, images, audio files and
videos. Over 50 different types of media can be used in a
VoiceThread.
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15. Collaborative Tools
Scholarly Citation
http://biteslide.com
A web-based tool for creating engaging
digital posters, presentations and school
projects.
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16. Collaborative Tools
Scholarly Citation
http://www.twiducate.com/
Create a mini social network for your class.
Rather than having your students sign up and
enter an email address, you sign up and
create a class code.
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17. Collaborative Tools
Scholarly Citation
http://www.scribblar.com/
Real-time multi-user whiteboard. Image
upload and sharing. Userlist and text chat.
Live audio communications. No downloads
required, no user limit
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18. Collaborative Tools
Scholarly Citation
https://www.blendspace.com/
Blendspace or used to be called EdCanvas
is an online tool to deliver content and
support collaborative sharing of ideas
(comments & feedback) – It comes with
built-in assessments and lesson tacking.
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19. Collaborative Tools
Scholarly Citation
http://www.wikispaces.com/
Wikispaces makes managing your class a
breeze, with tools to handle day-to-day work
and features to tackle the special activities
you've only dreamed of.
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20. Cognitive Tools
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21. Cognitive Tools in CSCL
Scholarly Citation
http://popplet.com/
A very useful collaborative-based conceptmapping tool. Allows images, video and text
to be included.
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22. Cognitive Tools in CSCL
http://padlet.com
Padlet.com (used to be called WallWisher) can be
used as a note-taking tool or a mind-mapping tool. It
allows uploading of various media/links as well.
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23. Cognitive Tools in CSCL
Scholarly Citation
http://www.smore.com
Smore is a digital flyer/poster maker which
can function like a mind-mapping tool. It
allows clear presentation of ideas in 1 digital
flyer that can accommodate various media.
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24. Cognitive Tools in CSCL
Scholarly Citation
http://www.twiddla.com
Twiddla is a real-time online tool. Its beauty is in its
simplicity and accessibility: no plug-ins or
downloads, no need to work around complex
firewalls, no advanced scheduling. It’s available 247 and the only requirement is a computer with an
internet connection and a web browser.
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25. Cognitive Tools in CSCL
Scholarly Citation
http://www.prezi.com
Prezi is a web-based presentation
application and storytelling tool that uses a
single canvas instead of traditional slides.
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26. Cognitive Tools in CSCL
https://evernote.com/
Evernote is a suite of software and services
designed for notetaking and archiving. A "note" can
be a piece of formatted text, a full webpage or
webpage excerpt, a photograph, a voice memo, or a
handwritten "ink" note.
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27. Cognitive Tools in CSCL
http://www.slideshare.net
Slideshare is used mainly to share digital content
(mostly slides or PDF documents). It allows
seamless sharing with download functions.
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28. Other useful tools
 Blogs & Microblogging
 Social networks (e.g. Facebook, Twitter)
 PodCast (audio sharing)
Scholarly Citation (depending on network
 Video conferencing
bandwidth and speed)
 Mobile applications
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29. (Source:
Part 3 – Designing Activities
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30. Principles in Designing Activities
 Technological scaffolding in designing CSCLbased activities takes advantage of
Subject domains (Fischer et al., 1991);
Knowledge types and scientific inquiry (de
Scholarly Citation
Jong, 2006);
Presence of others, group awareness, and
social networks (Kreijns & Kirschner, 2004);
Feedback and advice for online
collaboration (Soller et al., 2005).
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31. Considerations in Designing Activities
 Should be contextualised and authentic
(social, psychological, and educational
dimensions)
 Should focus on social interactions as the
Scholarly Citation
driving force of learning process
 Should be complex enough for collaborations to
take place
 Should provide enough control and ownership
of the tasks
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