Teaching Web 2.0 technologies using Web 2.0 technologies

Rethlefsen, Melissa L.; Piorun, Mary E.; Prince, J. Dale

doi:10.3163/1536-5050.97.4.008

Cited by 13 publications

(9 citation statements)

References 5 publications

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“…In this study, participants reported that the lessons on blogs, wikis, and social bookmarking were the most useful. Furthermore, although the study showed that participants learned the most new information about the mash-up technologies, they did not report it would be very useful to them (Rethlefser, Piorun, & Prince, 2009).…”

Section: Social Bookmarkingmentioning

confidence: 91%

Web 2.0: Read, write, create, connect, and learn—opportunities for online learning

Parscal

2010

J Psych Issues Organ Cult

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This article examines the uses of Web 2.0 technologies in online education: blogs, wikis, social networking, social bookmarking, and virtual gaming environments. It also presents research on the pedagogical uses of Web 2.0 in online education and training; the theoretical underpinnings of this pedagogy; implications for colleges, universities, and organizations that adopt Web 2.0 technologies; and future trends and the systemic impact of Web 2.0. According to Thompson (2008, p. 22), "Web 2.0 offers educators new teaching and learning tools. Web 2.0 can change the way teachers interact with students and how students interact among themselves."

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Section: Social Bookmarkingmentioning

confidence: 91%

Web 2.0: Read, write, create, connect, and learn—opportunities for online learning

Parscal

2010

J Psych Issues Organ Cult

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“…A educação permanente por meio das ferramentas da TIC, por vezes reduz os custos, é rápida, eficaz e democratiza a qualificação entre os trabalhadores e profissionais da saúde. 3,7,10,18,22,25,27,44 Dicotomicamente ao debate da relação uso da máquina e humanização, estudos sinalizam que a tecnologia, quando bem utilizada pode favorecer a humanização da assistência, pois pode contribuir para qualificação da assistência, promover a segurança dos usuários e aumentar o tempo disponível para planejar e assistir. 18 Ainda, as TIC favorecem a globalização do conhecimento, a ampla divulgação do mesmo e o acesso à realidade e a pesquisas que vem sendo realizadas em todo o mundo.…”

Section: Benefícios Das Tecnologias De Informáticaunclassified

A informática na formação e qualificação dos profissionais de saúde: uma revisão integrativa

Vendruscolo¹,

Trindade²,

Prado

et al. 2013

Rev Enferm UFSM

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RESUMO: Objetivo: buscou-se conhecer as tendências das produções científicas sobre tecnologias na área da informática, como recurso para a formação e qualificação dos profissionais da área da saúde. Método: trata-se de uma revisão integrativa, que incluiu artigos indexados na Biblioteca Virtual de Saúde, entre 2007 e 2011. Resultados: identificaram-se 46 artigos que sinalizam para pontencialidade do uso da informática como recurso pedagógico, apontando vantagens, fragilidades e desafios da sua utilização, especialmente na formação na área da saúde. Considerações Finais: os achados sinalizam a necessidade de envolvimento e capacitação dos docentes, mudanças na postura dos acadêmicos e investimentos institucionais, bem como acompanhamento do uso dos recursos que envolvem as Tecnologias de Informação e Comunicação. Descritores: Tecnologia; Ensino; Formação de recursos humanos.ABSTRACT: Aim: to know the trends of scientific production on technologies in the field of information technology as a resource for the training and qualification of health professionals. Method: an integrative review that included scientific articles indexed in the Virtual health Library in 2007 at 2011. Results: 46 articles were identified that signal potentiality in the use of computers as a teaching resource, pointing out advantages and weaknesses, especially in training in healthcare. Considerations: the findings suggest the need for involvement and empowerment of teachers, changes in posture of academic and institutional investments, as well as monitoring the use of resources that involve the Information Technologies and Communication.

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“…The literature is replete with articles on librarians teaching the fundamentals of using social media tools to their staffs and colleagues. [1][2][3][4][5][6][7] The most prominent teaching model in the library world is the so-called ''Learning 2.0'' method, created by Helene Blowers for the Charlotte Mecklenburg Library. 1 The Learning 2.0 method is based on the concept of active learning; participants have to actively use blogs, wikis, and other Web 2.0 or social media tools to accomplish course objectives.…”

Section: Introductionmentioning

confidence: 99%

“…1 The Learning 2.0 method is based on the concept of active learning; participants have to actively use blogs, wikis, and other Web 2.0 or social media tools to accomplish course objectives. 6 Though libraries were among the first major groups of Web 2.0=social media adoption, the clear utility and importance of these technologies quickly made them hot topics in other industries and arenas, including education and health care. In health care, particularly, social media is both lauded as the new way to engage patients, donors, staff, and students and decried for its potential for violation and harm.…”

Section: Introductionmentioning

confidence: 99%

Teaching Web 2.0 Beyond the Library:Adventures in Social Media, the Class

Farrell

Mayer

Rethlefsen

2011

Medical Reference Services Quarterly

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Librarians at the Mayo Clinic developed customized Web 2.0 courses for library staff, health science faculty, and nurse educators. As demand for this type of training spread across the institution, a single, self-paced class was developed for all employees. The content covered the typical Web 2.0 and social media tools (e.g., blogs, really simple syndication [RSS], wikis, social networking tools) emphasizing the organization's social media guidelines. The team consulted with the public affairs department to develop the class and coordinate marketing and advertising. The eight-module, blog-based course was introduced to all employees in 2010. Employees completing each module and passing a brief assessment receive credit on their employee transcript. Libraries staff provided support to participants throughout the duration of the course through chat widgets, e-mail, and blog comments. The results show that even though a high number of learners accessed the course, the completion percentage was low since there was no requirement to complete the course. Deploying a single, self-paced course for a large institution is an enormous undertaking, requiring the support of high level administration, managers, and employees.

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Teaching Web 2.0 technologies using Web 2.0 technologies

Abstract: Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.

Cited by 13 publications

References 5 publications

Web 2.0: Read, write, create, connect, and learn—opportunities for online learning

Web 2.0: Read, write, create, connect, and learn—opportunities for online learning

A informática na formação e qualificação dos profissionais de saúde: uma revisão integrativa

Teaching Web 2.0 Beyond the Library:Adventures in Social Media, the Class

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