An introduction to Web 2.0
What is Web 2.0?
Are the following comments more likely to be about Web 2.0 or Web 1.0? Write ‘1’ or ‘2’ next to the comments.[1]
1. The Internet is mainly for reading only.2. The content on the Internet is controlled by the users.
3. Web content is available through a variety of media.
4. Content on the Web is mostly text based.
5. It is easy for users to publish content.
6. Web content can be delivered to the user when it is published.
7. It is possible to leave comments on other peoples content.
8. Web users can work collaboratively regardless of time and distance.
9. You need to register and sign into websites.
10. There are few content creators on the Web.
11. Users’ profiles are available for other users to see.
12. Content can be shared easily between websites.
13. It is not possible to tag content, i.e. give content keywords which makes the content easier to be found when using search terms.
What is Web 2.0? – Answer sheet
Are the following comments more likely to be about Web 2.0 or Web 1.0? Write ‘1’ or ‘2’ next to the comments.[2]
1. The Internet is mainly for reading only. / 12. The content on the Internet is controlled by the users. / 2
3. Web content is available through a variety of media. / 2
4. Content on the Web is mostly text based. / 1
5. It is easy for users to publish content. / 2
6. Web content can be delivered to the user when it is published. / 2
7. It is possible to leave comments on other peoples content. / 2
8. Web users can work collaboratively regardless of time and distance. / 2
9. You need to register and sign into websites. / 2
10. There are few content creators on the Web. / 1
11. Users’ profiles are available for other users to see. / 2
12. Content can be shared easily between websites. / 2
13. It is not possible to tag content, i.e. give content keywords which makes the content easier to be found when using search terms. / 1
Practising tenses with Bubblr
Overview of technology
Bubblr (http://www.pimpampum.net/bubblr) is a tool that allows users to create strips of photos and add text through the addition of speech bubbles. The images are all from Flickr (http://www.flickr.com), an online photo-sharing website where users can upload their photos and tag them so that they are easily searchable.
Lesson plan
This lesson plan would be used as a revision of tenses.
1. Show students three pre-prepared sentences on a Bubblr strip and ask a student to read the sentences out.
See http://www.pimpampum.net/bubblr/?id=13297 for an example of the verb jump.
2. Elicit the tenses used in the sentences.
3. Explain to students that they need to think of a verb and come up with their own strip showing the use of the verb in three different tenses.
4. Ask students to go to Bubblr (http://www.pimpampum.net/bubblr) and enter their verb into the Search flickr images by…Tag box.
5. Ask students to find three suitable pictures that could be used with three different tenses: one in the present simple, one in the past simple and one in the present continuous.
6. Ask students to write their three sentences in speech bubbles – one speech bubble per picture. Ask students to consider carefully which type of speech bubble best illustrates their tense.
7. Ask students to share their set of pictures with each other by sharing the name of their strip on the whiteboard. Students can then see each other’s strips in the archive.
Justification
Allowing students to choose their own pictures helps to show whether they have a good understanding of the semantic differences between the verb structures.
Using Bubblr
1. Go to Bubblr at http://www.pimpampum.net/bubblr2. Enter a key word into the Tag box and click Go. /
3. Scroll through the thumbnails at the top of the page. The thumbnails scroll automatically when you place the mouse curser near the right side of the screen. Click on show next for more. /
4. Choose an appropriate image and drag it into the middle /
5. Drag a speech bubble onto the image and enter text into the speech bubble. /
6. More images can be dragged into the centre, either onto the previous image to replace it or either side of the image to add to the strip.
7. Click Publish and enter your details (note – you do not need to enter any personal information) and click Done. /
8. Click on View Archive to see the strip in the archive (listed by name). Click on it to get the unique URL. /
9. If you can’t see your strip, sort the list by date. /
Creating collaborative stories with Writeboard
Overview of technology
Writeboard (http://www.writeboard.com/) is a web-based tool that allows users to create a shared document. The document can be edited by other users and different versions can be compared.
Lesson plan
In this lesson plan students finish a short story after being given the opening paragraph.
Before the lesson create a number of Writeboards each containing a different opening paragraph. (As an example see http://123.writeboard.com/d981e6d56d242f081 (password = Passw0rd [with capital P and zero]).
- Ask students to work in groups, give each group a different Writeboard – see – see Using Writeboard for instructions on setting this up.
- Give students enough time to complete the story in any way they see fit.
- Remind students to Save their story frequently with their name.
- Ask students to move to a new computer and read the story their classmates have written. While they are reading the story they must edit the story for grammatical and lexical errors. Tell them to save their work with their name.
An English global product
© The British Council, 2008
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
/An introduction to Web 2.0
- Ask students to go back to their original computer and compare versions (select two versions in the Versions bar on the right and click quick compare).
An English global product
© The British Council, 2008
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
/An introduction to Web 2.0
- Students now can produce a final version taking into account what their peers have suggested.
Justification
Proof reading is a valuable real-world skill as is the ability to work together to produce a text. By comparing versions students are made to look at their own grammatical and lexical choices.
Using Writeboard
1. Go to http://www.writeboard.com/2. Enter the details in the Create a writeboard box.
· Name your writeboard.
· Choose an easy to remember password and enter an email.
· Check the terms box.
· Click Create the Writeboard. /
3. Enter your text and click Save. /
4. Make a note of the URL (copy this to a document you can share with your students).
The text in this example is the opening paragraph from Roald Dahl’s The Landlady available from http://www.teachingenglish.org.uk/files/teacheng/landlady_text.pdf
Practising directions with Google Maps
Overview of technology
Google Maps is a free mapping service accessed at http://maps.google.com. As well as zooming in on any corner of the world it allows users to create directions between any two locations.
Lesson plan
- Choose an area of your town and print off a map from Google maps that contains two landmarks.
- In class give students this map and read aloud directions from point A to point B. Students must follow your instructions and say where they are.
- Ask students to choose two points on the same map and decide how they would provide these directions.
- Ask students to locate this route on Google Maps and check against the directions provided by Google.
- Ask students to revise their directions accordingly, then work in pairs giving their partner directions from A to B without showing their partner their map. Their partner must follow the directions on their own map.
An example route, from Trafalgar Square to Piccadilly Circus in London can be seen at: http://maps.google.com/maps?f=d&saddr=Trafalgar+Square,+Westminster,+London,+UK&daddr=Piccadilly+Circus+Station,+London+Underground+Ltd.,+Piccadilly+Circus,+London,+W1V+9LB,+UK+(Piccadilly+Circus)&hl=en&geocode=%3BCWTyIYbnOmOJFQr7EQMdivT9_yHElVVFUFb9ew&mra=pe&mrcr=0&dirflg=w&sll=51.512715,-0.132606&sspn=0.022595,0.055275&ie=UTF8&ll=51.508945,-0.1314&spn=0.01226,0.02708&z=15
Justification
Using real maps provides a realistic task for learners. By using Google Maps learners can choose any maps from around the world, providing this choice provides extra motivation for learners.
Using Google Maps
1. Go to http://maps.google.com/.2. Click Get Directions. /
3. Enter the departure and destination points. /
4. Select Walking from the drop down menu and click Get Directions.
If you have not provided enough information on the locations you will be provided with a selection of alternatives from which to choose. Either select one of the alternatives or enter a refined location (e.g. by adding the town name to the street name).
5. You will then see a map of the route. Make sure that Map is selected rather than Satellite or Terrain. /
6. You can then Print or Link to this map. /
7. The printed version provides a couple of choices:
· the ability to include a large map of the total journey
· the ability to provide small maps of each stage of the journey alongside the directions.
An English global product
© The British Council, 2008
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
[1] Based on Cormode, G. & Krishnamurthy, B. "Key differences between Web 1.0 and Web 2.0" First Monday [Online], Volume 13 Number 6 (25 April 2008). Online at http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2125/1972, last accessed November 2008
[2] Based on Cormode, G. & Krishnamurthy, B. "Key differences between Web 1.0 and Web 2.0" First Monday [Online], Volume 13 Number 6 (25 April 2008). Online at http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2125/1972, last accessed November 2008