Reflections on Blogging

This was my first attempt at creating a blog, posting regularly, and following others' blogs.  My topic has been Web 2.0.  I found the whole experience very beneficial.  As this blogging activity was one of our main assignments for IDE 611, it really forced me to take time to research and reflect on my topic (Web 2.0) then develop a personalized written communication on the topic on a regular basis.  Without the specific requirement of being a class assignment, I would not have explored blogging to this extent.  I would not have even set up my own blog.  Blogging has allowed me to "try on" this specific Web 2.0 tool.   Because my topic was so broad, I had the luxury of researching and exploring additional Web 2.0 tools and technologies discussed in class.  Blogging allowed me to go more in-depth on various topics and also to present my opinions on those topics.  I really enjoyed how technology has enhanced what used to be journaling in a notebook....now it's on-line, interactive journaling with an opportunity to link to various resources and set up your own personalized blog site.    Which brings me to the interactive part.  It was fun to see various blog responses.  Most tended to be general agreement.  What would have been fun would be more responses that challenged my opinions or made me provide more rationale.  Also, I found "following" other blogs to be a good opportunity to quickly get into various topics and hear others' opinions.  By following others', I could grow my knowledge very quickly and also get a flavor of others' thoughts, interests, and styles.  I could also comment.  Prior to this experience, I had never taken the opportunity to comment on anything on the web, other than customer service surveys!

From my experience blogging, I think it would be a great opportunity for professional development and networking for many - pre-service teachers, educators, and in my world, various groups of employees at Syracuse University, such as the managers or even specific departments that share a common purpose (such as Residence Life, HR, etc.). I think it would be a great component to the K-12 curriculum.  I like the fact that it's fairly self-directed, even for younger children, and it allows for some creativity, innovation, and best of all, ownership as what you say and share gets posted as part of a personal blog for followers to see.  I also like the fact that you can blog at any time of day, allowing for flexibility in scheduling of the activity.  What I need to research more is how you find blogs....I assume there are tons out there...how do I search for those I may wish to follow?  And how would others (not in our class) find mine?  It appears I've given myself one last homework assignment related to blogging!

Interesting Statistics All Right!

As our class is wrapping up, this is our last week of blogging (for class, anyway).  I wanted to go back to something that caught my eye in the Teachers for Tomorrow Blog that was introduced to us in class.  It's Gary Hayes' Social Media Counts and the numbers are just fascinating.  I'm not sure why the numbers are moving and it says October 2010, but regardless of the actual numbers, the point has been made - the vast usage of social media sites and tools is amazing, considering they didn't exist just a few years ago.  I really enjoyed looking at the +1 year tab...now that is mind boggling to me!  It's the numbers behind the whole discussion of Web 2.0 tools and technology in education.  We have a plethora of opportunities available to us as educators and our challenge will be to understand and use the technology in a manner that enhances the learning process.  Just take a look at those numbers!

Source:  Teachers for Tomorrow Blog, Retrieved on December 8, 2010 from:

http://www.teachersfortomorrow.net/1/post/2010/10/interesting-staticstics-to-think-about.html

Critical Consumption (or crap detection) - A Social Media Literacy

Last week, I facilitated our group's discussion on the topic of social networking.  As the topic is still fresh in my mind, I found an article I liked that focuses on five social media literacies:

• Attention
• Participation
• Collaboration
• Network awareness
• Critical consumption

I hadn't heard of the term "critical consumption".  Per the author,"Critical consumption, or what Ernest Hemingway called "crap detection," is the literacy of trying to figure out what and who is trustworthy—and what and who is not trustworthy—online."(Rheingold, 2010).  This is truly a critical literacy for all of us in the digital age.  The Educause article entitled, Attention, and Other 21-st-Century Social Media Literacies, gives some good information on all five of these social media literacies and challenges us as educators to explore these interconnected literacies and we attempt to engage ourselves and our students in our current networked society.  My favorite part of the article is indeed the discussion of "crap detection" which I think is a critical skill for all of us to develop as we journey through the massive information on the web.  I know for myself, I've spent too much time reading "crap" on the web or trying to source accurate information.  Using a couple of the techniques described in the article may help me weed through all the junk and find useful, accurate information.  I guess I'll be honing my "on-line detective" skills.  How about you?

Source:  Rheingold, H (2010).  Attention, and Other 21st Century Social Media Literacies.  Educause.
Retrieved on November 30 from: http://www.educause.edu/EDUCAUSE%2BReview/EDUCAUSEReviewMagazineVolume45/AttentionandOther21stCenturySo/213922

Did You Know?

As I was a bit freaked out by the vision of the future in the Web 3.0 world (as discussed in my last post), I wanted to find something a bit less scary but still focused on Web 2.0 (or 3.0) this week.  I viewed a few of the "Did You Know" videos and really liked this one.  It's from 2009 so some statistics may have changed, but it gives some interesting facts about such things as the decline of traditional media and advertising versus the rapid growth of on-line media and advertising.  And did you know that Wikipedia launched in 2001 and now contains over 13 million articles in over 200 languages?  How about that 90% of the 2 billion e-mails sent each day are spam?  Anyway, this video is a fun way to look at how technology has truly changed the world.  What this says to me is that the educational system - K through 12 and higher education - must change in order to keep up with the students who are served by this system and prepare our future generations to effectively and appropriately use these technology-based tools.  What are your thoughts?

Think About What's Coming - Web 3.0

As we all know, technology is rapidly advancing.  So what does this mean for us?  Web 1.0 evolved to Web 2.0 and Web 3.0 is next...  Take a look at this short video, Evolution Web 1.0, Web 2.0 to Web 3.0, by clicking on the title.

I enjoy using and learning about the various Web 2.0 technologies and services, but I've got to admit that Web 3.0 sounds a bit scary.  I don't currently use all the Web 2.0 technologies and services.  But Web 3.0 sounds like everything is integrated so using various technologies will no longer be an option but a required way of live.  Why must my washing machine ever be connected to the Web?!!  Really, I don't understand (yet).  Also, the idea that Web 3.0 is "intelligent and omnipresent" is a bit scary, too.  What outright alarmed me is the idea that the computer will come close to or surpass human intelligence.  Reminds me of one of those horror movies when high-tech machines overtake the humans and the world.  However, I do like how Amazon.com functions - and more of that would be fine to me.  It'll be interesting - and perhaps scary - to see how Web 2.0 evolved to the next generation of the Web.

What are your thoughts about the potential of Web 3.0?  Does it scare you, like it does me, or no?  Why?

Online Learning Can Even Change Those Boring Lecture Halls

Our discussion topic this week is on-line learning so I took the opportunity to find and share an article I like on the topic.  The article, from The Chronicle of Higher Education, is YouTube U. Beats YouSnooze U.  Feel free to click on the title/link to view the article.  The author talks about the tradition of 300-person lecture halls in higher education in which the students sit passively listening to lectures as the professors pontificate (ok, so that was my word) on a topic and stare at a sea of blank faces.  He says there was nothing that could be done with this "broken learning model" until recently..."We can now deliver on-demand content to any student for nearly zero incremental cost.  The video content can be paused and repeated as needed.  Content producers can get real-time data on use, including student attention and efficacy.  Students can focus on exactly what they need to know." (Khan, p.3)  His solution then, to the traditional "broken learning model" is that student watch lectures on their own, in their rooms or wherever they would like and at their own pace.  The  300-person former lecture room becomes "an opportunity for active peer-to-peer instruction rather than a passive, one-size-fits-all lecture."(Khan, p. 3).    Khan also makes a bold prediction that ten years from now "the current (broken) paradigm of lecture, homework, and snapshot assessments" will shift to "students learning at their own pace...and grades and transcripts replaced with real-time reports and analytics on what a student actually knows and doesn't know."(Khan, p. 3).  Per Khan, the classroom will be interactive and the role of teacher will be that of mentor or coach.

Khan paints a great picture of the possibilities in higher education, using technology and on-line learning as a way to enhance learning and allow the face-to-face instructional time, which currently can be all lecture-style, to be a time of interactive problem-solving for the students.  Per Khan, many current aspects of learning in higher education would change.  I, for one, think it would be an incredible transformation.  I really do think it's a better model to allow students to learn at their own pace (through taped lectures, videos, etc.) and then collaborate during class time.   However, I really don't think that we'll see it in a large-scale way in just 10 short years from now.   I think the changing expectations for the professors would take a bit longer to make a reality.  What are you thoughts on the potential transformation of college classes (especially lecture classes)? If you think that those traditional lecture-style classes will change, when do you think it might happen?

Source:
Khan, S. (October 31, 2010).  YouTube Beats YouSnoozeU, The Chronicle of Higher Education.
Retrieved from:
http://chronicle.com/article/YouTube-U-Beats-YouSnooze/125105/

TeacherTube a Letdown

In the article I discussed in last week's post, the author says that TeacherTube.com is a great Web 2.0 resource for teachers.  This evening I thought I'd take a look around the TeacherTube site and give my impressions.  Well, I was underwhelmed.  My focus was mainly on the videos and each one I checked out was boring and fairly uninformative.  In one video that I looked at, the objectives were not written correctly, the speaker read directly word-for-word from the PowerPoint slide and the pace was really slow.  The irony was that the facilitator was talking about her 5th grade students - Next Geners - and how they are self-directed learners who enjoyed multi-tasking, high tech collaboration, and a quick pace.  Another video that caught my attention (given my topic of Web 2.0) was one entitled Web 2.0 Workshop and listed in category of professional development.  I've provided a link and I'd ask you to take a look but that would waste your time.

I have been fairly impressed and at times, even mesmerized by the various Web 2.0 resources and learning materials out there, but the resources posted on TeacherTube just didn't seem that robust or high-tech.  However, I am not a K-12 teacher and perhaps many of the resources are geared toward the lower grades.  I'm curious what others may think about the TeacherTube site and the resources posted there - please feel free to share your thoughts.

www.teachertube.com

Don't Use Web 2.0 Tools As a Really Expensive Encyclopedia!

So, I am keeping Web 2.0 as a topic for the second-half of our class as it is one HUGE topic.  Today I write about the trap that teachers sometimes fall into when they attempt to use Web 2.0 tools and technologies - the trap of using these tools as expensive encyclopedias with focus on lower-level learning...find information then repeat it (read and copy).  I think teachers need extensive training on how to use Web 2.0 tools and technologies in an efficient and useful manner.  They also need some additional planning time in order to prepare lessons that utilize these tools. 

This week I actually did a library journal search (and what fun it was - I didn't even have to GO to the library to find and download most of the journal articles).  I found several great articles - one that speaks to using the web for participatory and collaborative learning activities and also provides specific examples of using Web 2.0 tools. Finally, the author provides a good list of Web 2.0 sites for teachers.

The article - Beyond Google by Jen Curwood - talks about focusing on both the technical stuff and the "new ethos" stuff, which Ms Curwood describes as "the nature of learning and participation that they (new digital tools) make possible. Simply put, new literacies are more participatory and collaborative. Here, students can work with others across time and space to learn more about themselves and the world around them. As schools work to integrate new technical stuff into the curriculum, they need to promote the new ethos stuff, too." (pg 49).  I love the idea of "new ethos" stuff...that's what makes all this technology work as learning tools for students.  That is also what our educators need to think about as they begin the journey of developing learning materials which harness the capabilities of the web.  Technology changes have come fast and furious to our new generation of students.  It'll be fun to see how education (especially K-12) changes as we know it.  It's imperative that teachers are provided with a great deal of training on the tools and potential application for collaborative learning.  Not just one inservice day or an e-mail directive.  Anyway, I think it'll be interesting to see how and when education (K-12) changes. Want to make any predictions?

Now one more highlight from the article:

Web 2.0 Sites for Teachers (many of which we may have already explored via our class)

• Classroom 2.0 (http://www.classroom20.com/)
• EdTechTalk (http://www.edtechtalk.com/)
• TeacherTube (http://www.teachertube.com/)
• School 2.0 (http://www.school20.ning.com/)

Source: 
Curwood, Jen (2010).  Beyond Google.  Instructor, 119 no5 Mr/Ap 2010, 49-53.
 Retrieved from:

http://libezproxy.syr.edu/login?url=http://proquest.umi.com/pqdweb?did=1998413271&sid=1&Fmt=6&clientId=3739&RQT=309&VName=PQD

Bloom's Taxonomy Goes High-Tech

Hi, all.  Our team was recently discussing Bloom's Taxonomy and associated instructional activities.  I was surfing the net this weekend (I wonder if people still say "surfing the net" or if that expression is outdated?) and ran into a great article called Bloom's Taxonomy Blooms Digitally.  Check it out if you have a few minutes.  In the article, the author discusses Bloom's Taxonomy of cognitive objectives, developed by Benjamin Bloom in the 1950s.  Think back to the 1950s...hmmm.....many of us cannot because it was before our time.  Now think about the technology back then (or the stories about the technology at least).  From ComputerHope.com:
1950 - the first electronic computer is created in Japan; 1953 - IBM introduces the first IBM computer, the 701; 1954 -  the first commercially-produced transistor radio is announced. 
No computer usage.  No Web 1.0 or Web 2.0....how times have changed.   So back to the article...the author, Andrew Churches, has mapped digital technology to Bloom's Revised Taxonomy.  So next time you are uploading and sharing an article, you may be applying knowledge.  When you are mashing, you are analyzing, and when you are posting to our discussion board, you are most likely evaluating.  Now Bloom's Taxonomy has gone high-tech!

Reference:
Churches, Andrew (2008).  Bloom's Taxonomy Blooms Digitally.
Retrieved on October 19 from:

http://techlearning.com/article/8670

 

Reference:

Computer History 1940 - 1960

Retrieved on October 19 from:

http://www.computerhope.com/history/194060.htm

This Week - Explore Web 2.0 Tools and Processes in Higher Education

As we participate in IDE 611 class activities, we are becoming immersed in Web 2.0 technologies and processes.  We are able to collaborate in a virtual environment in ways I never knew existed.  This week, I wanted to focus my blog discussion on our world - specifically, Web 2.0 applications in higher education.  I found a good article I'd like to share:  Web 2.0 Tools and Processes in Higher Education:  Quality Perspectives.  By the way, per the article, did you realize that the term Web 2.0 was first used in 2004?  That was six short years ago. 

I'd like to touch on several points in the article that really resonated with me.  First, the article talks about the fact that there is great potential for application of Web 2.0 technologies in higher education and the students are ready - and already using it without institutions of higher education promoting it.  Specifically, the authors talk about a study of students in UK higher education institutions:

 In a recent study of students in UK higher education institutions (the JISC LXP Study; Conole, de Laat, Dillon, & Darby, 2006) the conclusions were that students already, on their own initiative, make the Web the “first point of call” for their self-regulated study activities where they, in sophisticated ways, find and synthesize information, integrated across multiple sources of data. Their use of Web 2.0 tools is “pervasive and integrated” and “personalized”. They are members of several Web-based communities of practice, sharing resources and asking one another for help and assistance. They are developing “new forms of evaluation skills and strategies (searching, restructuring, validating) which enable them to critique and make decisions about a variety of sources and content” … “The use of these tools is changing the way they gather, use and create knowledge … shifting from lower to higher regions of Bloom's taxonomy … to make sense of their complex technologically enriched learning environment” (p. 6). Parallel to these sophisticated informal uses of Web 2.0 technology, the students are “frustrated … because of the mis-use or lack of use of the tools” in the technology practices formally supported by their institutions (p. 95)" (Collis, B and Moonen, J, p.95).

Another point of interest for me was the authors' discussion of various barriers to Web 2.0 tools becoming embedded in formal higher education instructional processes - two of which include the technology infrastructure and and the experience and skill gap between students and instructors in regard to Web 2.0 tools and processes. 

Finally, I'd like to point to a portion of the authors' conclusion:
"The rapid uptake of Web 2.0 tools and dynamics in society at large is no predictor of a similar uptake in formal learning practices in higher education. Given the many mismatches in quality perspectives, as well as the difficulties in carrying out new pedagogies in higher education, it can, unfortunately, be predicted that the empowerment offered by Web 2.0 tools and processes will not be able to overcome the inertia in higher education institutions when it comes to the mainstream uptake of new views of learning facilitated by new technologies."...."But there is hope. The suggestions offered related to instructional, institutional, and technical perspectives on quality are based on implementation research and with planning and leadership can be acted upon in the university. But most fundamentally, a mindset change is needed." (Collis, B and Moonen, J, p. 104).

Very interesting article.  And good to see that our IDE curriculum has overcome the "inertia in higher education institutions".  Prior to this class, I did not use all of the various Web 2.0 technologies like my classmates may have, and I'm learning quite a bit about how learning in a Web 2.0 world can be very different from the past.

Resource:

Collis, Betty and Moonen, Jef (2008) “web 2.0 tools and processes in higher education:  quality perspectives”, Educational Media International, 45: 2, 93-106

Retrieved on October 11, 2010 from:

http://pdfserve.informaworld.com/869682_731207594_793858056.pdf

Integrating Web 2.0 Technologies into Workplace Training

Well, it's week five of blogging and this is getting fun!  This week I'd like to look at Web 2.0 technology as it affects my world - and yours, if your employer offers learning and development opportunities.  In my role as organizational development specialist, one of our team's goals is to assess training needs of those employed at SU and then determine, based on our resources, what specific training we provide to the community.  Another key determination is how we provide specific training.  My colleague, Jenn, shared a great article with me that I'd like to discuss today.  The article, Blending Web 2.0 Technologies with Traditional Formal Learning:  A Guide for CLOs and Training Managers, gives a number of specific examples of how companies might blend Web 2.0 with formal learning.  Take a look and let me know your thoughts on the article.  Meanwhile, I'll share my thoughts.

In thinking about this article, it's important to understand the definition of formal learning.  Per the article, "Formal learning is learning that occurs based on a set curriculum and through a well-defined learning event.. (and) generally requires that you stop what you are doing - stop your regular work activities - and dedicate time to the learning experience"(Stone, 2009, p. 3).  Just a few years ago, workplace training meant live, instructor-led training on a specific topic.  That is one example of formal learning.  Then new technologies allowed for more common approaches to formal learning, that include self-paced e-learning and synchronous virtual classroom learning.  Now let's think about informal learning.  Per the article, "you can generally consider  informal learning to be any learning that occurs outside of the planned, and structured formal learning events" (Stone, 2009, p. 3).  Informal learning can be huge - the article notes that "70 -80% of the learning in a corporation is informal" (Stone, 20009, p.3).  A great way for companies to increase informal learning is to promote the use of Web 2.0 technologies, including blogs, discussion forums, wikis, social networking, social bookmarking, and podcasting.  This article not only gives the definitions of these specific activities but also discusses potential uses by corporations.  Imagine a discussion board for managers on how they handle various employee relations issues.  Imagine this as a supplement to formal training on the topic of managing others.  This could be very impactful and very helpful to participants (managers) as well as the people they supervise.  Of course, in this example, it's key that the forum be monitored by a SME to make sure information being provided is correct (or at least aligns with the company's policies).

There is a great chart in the article which lays out a possible matrix for various learning programs.  For example, new employee orientation could incorporate ILT, e-learning self-paced courses, discussion forums, and wikis.  Has any one used all of those learning modalities in your new employee orientation?!  If not, you might just see these in the future.

Anyway, I hope you find the article interesting.  Let me know what you think - and also what you have seen or heard in regard to companies utilizing various Web 2.0 technologies to enhance employee learning.

Resource:
Stone, T (2009).  Blending Web 2.0 Technologies with Traditional Formal Learning:  A Guide for CLOs and Training Managers.  Element K Corporation.
Retrieved from:

http://www.elementk.com/c/document_library/get_file?uuid=e9a061c1-2694-4fda-abfb-56565b07a783&groupId=2814201

How Cloud Computing and Web-Based Technologies Can Benefit School Districts

I was watching the local news station the other night (YNN) and they had a short segment on using web-based technologies in New York State school districts....well, that got my attention...I replayed the segment and watched again.  They mentioned a study and showed the letters NYSSBA on the television screen. It was almost too easy to do a Google search with those letters and find a report by the New York State School Boards Association (NYSSBA) and the New York State Association for Computers and Technologies in Education (NYSCATE) called "Hey, You, Get Onto My Cloud".  The report contains information based on results from a survey that went out to school district and BOCES "technology directors" in New York State and interviews with several school district technology directors. Per the report, there are a number of factors that drive the use of web-based technologies in NY, including:
"In a digital age when kids are communicating via Facebook and Twitter, school districts understand that    one way to make technology relevant is to employ the same types of technologies in the classroom.  Web-based technologies can help students learn at their own pace and knowledge level by tailoring instruction to their individual needs, giving them access to instructional content and resources 24 hours a day, and preparing them for careers in a global economy." (p.2)
The report contains survey data results and, what I liked most...a list of examples from the school districts of using cloud computing to enhance learning.  Some of those examples include using videoconferencing to conduct virtual field trips, creating wikis, and using Moodle (a free, web-based instructional program) to create websites where students may access for information, to join chat rooms, and to join discussion groups.

I think it's great that schools are beginning to (or continuing to) embrace and use Web 2.0 for instructional purposes.  Seems like the sky is the limit with cloud computing and Web 2.0 functionality!

Social Networking for Educators

Hello, all.  It's week 3 of blogging and I'd like to introduce an article, Educational Networking:  The important role Web 2.0 will play in education, by Steve Hargadon.  I realize the author is selling a product (a new platform his company is offering), but I still think it was a good read...especially for a newbie to the formal definition of web 2.0 like myself.  Hargadon explains Web 2.0 as follows:
"Web 2.0 has moved the Internet from our traditional one-way information flow to a two-way conversation in which the 3 R's have been supplanted by the 3 C's:  Contributing, Collaborating, Creating - through mediums like blogs, wikis, and twittering." 

Hargadon uses the term educational networking, which is social networking in the context of education.  Hargadon says "Web 2.0 plays to the strengths of educators - curiosity and love of learning - by opening the doors to collaboration and participation".  So that is what I'd like to focus on in this blog.  We realize that Web 2.0 technology has already changed the lives of students, as it's how they now approach technology and learning (even if banned in the schools), but what about the educators?  There is a real need - and opportunity - for educators to use what Hargadon calls "educational networking" (I might prefer the term social networking) to learn about the technology themselves and collaborate among a large network.  In order to teach something, you have to first understand it, correct?  Same can go with using new technologies and I think it's a great idea for educators to use Web 2.0 for professional development and collaboration.  Does anybody have experience with this?  What are your thoughts?  BTW, Hargadon says LearnCentral is free - so anybody use it?

Reference:
Hargadon, Steve.  Educational Networking:  The Important Role Web 2.0  Will Play in Education.

A Key Aspect of Web 2.0 - Interpersonal Computing

Hi, all! I watched the You Tube video again from my last post and am laughing out loud by what the facilitator, Christopher Barnatt, says about defining Web 2.0: "Defining exactly what is meant by Web 2.0 is about as difficult as nailing jelly to the wall".  Whew - that makes me feel a little bit better about not being an expert on the topic.

This week I'm going to focus on one key aspect of Web 2.0, interpersonal computing.  Examples include social networking, wikis, blogs, and on-line video.  I know that many students are really into using social networks like Facebook or MySpace.  I am wondering at what age it starts?  I'm thinking teenage years and up but perhaps some children are interested and allowed to join social networks at an earlier age?  My oldest daughter is ten and she is interested in social networking but we have not allowed her an account or even explored the opportunity to see if any rules or guidelines regarding age apply.  I'd like to explore how social networks can be used for educational or training purposes.  Many K-12 schools have rules banning the access of social networks during school hours.  However, there is an opportunity for application.  I found a good article from an Ohio newspaper, Schools Get on the Web 2.0 Bandwagon. This article talks about how some schools and some teachers are now using the technology rather than cracking down on its use, as they may have done in the past. This sparks a block or teach debate in the schools and also brings up issues around keeping students safe in cyberspace.  I especially like the example of students communicating with pen pals from across the world via blogging.  When I was in middle school, I had a  pen pal from England but had to communicate via good 'ole snail mail.  I can imagine how much more interesting it would have been to communicate via blogs and include links, photos, and videos.  This article also has a nice, basic glossary of Web 2.0 terms and examples.  Anybody want to Twitter about that glossary? If so, you'll have to teach me how!

Introduction to my topic - Web 2.0

Hello, all.  My assigned blog topic is web 2.0.  All I knew about web 2.0 before this assignment was that it had something to do with various new features of the web.  So, I went out to google and searched for a good definition.  According to Techterms.com., web 2.0 is the second generation of the World Wide Web and is characterized by new features and new functionalities. View Techterm's Web 2.0 definition  if you'd like to read more.  The internet has really grown from the "old days" of simply finding a website and reading information on that site and I think I'm a fan of at least some of the new functionalities.  In the coming weeks, I'll explore specific features and functionalities but for now, let's get back to my search for a good overview....

Next, my search brought me to You Tube, where I found a video that I believe gives a nice introductory overview.  Take a look if you get a chance:
Explaining Web 2.0 video (from ExplainingComputers.com)
For future posts, I'm going to look at what the video notes as the 3 key aspects of Web 2.0:  Interpersonal computing, Web services, and Software as a service.  I look forward to the journey!