1. Web 2.0 Final Project Web 2.0 Final Group Assignment MSTI 131 Introduction to Educational Technology Fall 2010 Prof. Nichole Heinsler What is Web 2.0? Web 2.0 is a term that was created by Tim O’Reilly at a conference regarding next generation web concepts. Web 2.0 is a popular term for advanced Internet technology and applications including blogs, wikis, RSS, and social bookmarking. The two components of Web 2.0 are the technological advances enabled by Ajax and the other new applications such as RSS and Eclipse and the user empowerment that they support. The most significant difference between Web 2.0 and the traditional World Wide Web is the collaboration that occurs among Internet users and other users, content providers, and enterprises. The use of Web 2.0 in the classroom has changed education. Classrooms now have the opportunity to draw ultra- current information in any form of media into the learning environment,. And send it back out to other users. Additionally, there are so many resources out there to help create a more engaging and efficient learning process. Project Requirements For this project you will work in a group of 4-5 people. Together you will come up with a presentation to share with our class as your final. Within your group you must complete the following items: Topic – As a group you must choose a Web 2.0 application that you feel benefits the learning process. Handout – You must create a handout to provide to your audience. Please see the attached sheet for handout specifications. Visual Presentation – You must come up with some type of visual presentation to be projected onto the screen in our classroom. This can be a prezi, PowerPoint, PhotoStory3, etc. Please see the attached sheet for visual specifications. Knowledge – During your presentation, people will be asking you questions. Each member of your group must be very knowledgeable about your application. You must be able to answer their questions and provide with resources for more information.

2. Project Specifications Handout Specifications Your group must create a handout using Microsoft Publisher. The handout must include the following information Title: Your handout must include an appropriate title/slogan, the url where you can find your application, course name and date, all group member names. Description: You need to write a brief description of your application telling it’s capabilities. Educational Implication: You need to describe how the application can be beneficial to teachers, students, and or parents. Highlight Capabilities: Be sure to highlight the capabilities that the application has. Provide text and images to highlight what it can do. Images: Your handout must contain professional images from the website where you found the application. A viewer should be able to recognize the website just from reading your brochure. Visual Presentation Specifications Your group must come up with a visual presentation that will be projected onto the screen in our classroom. The visual must be at least 3-5 minutes in length and hook the viewer in to want to use this application. Your visual presentation must have the following information: Title – Your must provide an appropriate title/slogan, the url where you can find your application., and the names of your group members. Description: You must describe what your application is and it’s capabilities. Highlight Capabilities: Create a step by step guide of how to use the application. It doesn’t need to be so specific to teach how to use it, just get the point across to the viewer of how easy it is to use and show it being used. This can be done in a video, in a Prezi, in a PowerPoint, etc. Images; You must includes images from your application that will assist the viewer in learning what it can do.

3. Web 2.0 Grading Rubric Presentation 5321 Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Group Members: ___________________________________________ ____________________________________________ Topic: _____________________________________________________ Handout: ___/5 Visual: ___/10 Presentation: ___/10 Total Score: ________ Grade: ___ Comments:

4. Visual Aid Rubric (10 pts) CATEGORY5310 Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. Background does not detract from text or other graphics. Choice of background is consistent from card to card. Background does not detract from text or other graphics. Background makes it difficult to see text or competes with other graphics on the page. Text - Font Choice & Formatting Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Font formatting makes it very difficult to read the material. Content - Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing or contains more than one factual error. Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. Most information is organized in a clear, logical way. One card or item of information seems out of place. Some information is logically sequenced. An occasional card or item of information seems out of place. There is no clear plan for the organization of information. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Presentation shows an attempt at originality and inventiveness on 1-2 cards. Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought. EffectivenessProject includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. Project is missing more than two key elements. It would make an incomplete study guide. Project is lacking several key elements and has inaccuracies that make it a poor study guide.

5. Presentation Rubric (5 pts) Handout5310 Graphics/ Pictures Graphics go well with the text There is a good balance between text and graphics. Graphics are of the highest quality. Graphics go well with the text. There are so many graphics that they distract from the text. Graphics are mostly of high quality. Graphics go with the text. There are too few pictures and the handout appears “text-heavy” or “empty”. Some graphics are blurry or contain copyright information. Graphics do not go with the accompanying text. Graphics appear randomly chosen to fill space. Graphics are of poor quality as they are blurry, stretched, unprofessional, or contain copyright information. Writing/ Content The handout is complete and meets the project specifications and more. The handout exceeds the amount of information required and is presented in an creative way. The handout is complete and meets the expectations in the assignment sheet. The handout contains exactly what the assignment sheet asked for. The handout is missing some of the required items listed on the assignment sheet. The handout appears as though it was not double-checked for completeness. The handout is missing several items listed on the assignment sheet. The handout was completed with little effort and appears to have be “slapped together”. Spelling & Proofreading There are no spelling errors in the handout. There are no grammatical mistakes in the handout. It is obvious that the handout was proofread by more than one person. No more than 1 spelling error in the handout. No more than 1 grammatical error in the brochure. Then handout appears to have been proofread. No more than 3 spelling errors in the handout. No more than 2 grammatical errors in the handout. The handout appears to not have been proofread. There are several spelling and grammar mistakes throughout the handout. The handout appears to not have been proofread. Organizatio n The handout appears to be well organized through the use of headings, shapes, and graphics. Each section in the handout has a clear, beginning, middle, and end. The handout appears to be organized using headings. Almost all sections have a clear beginning, middle, and end. The information is randomly placed throughout the handout. Most of the sections have a clear beginning, middle, and end The information is not organized on the handout as it is randomly placed. Less than half of the sections have a clear beginning, middle, and end.