Webslides: education lives on the Web
Slides with the power of websites
Educational content 2.0
- Webslides use the same technology as websites.
- offers an infinite amount of multimedia possibilities
- embed YouTube, Twitter, interactive webtools
- Linking to other courses is simple.
- Webslides can be viewed and edited on each device
- no need to install additional plugins
- flexibel: teaching on location, at a museum, etc.
Co-creation via open-source
Open Webslides are not a tool but a mindset.
![[tools picture]](http://madra.com/wp-content/uploads/2015/10/online-marketing-tools.jpg)
Explore data through time
Embedding multimedia: our experiences so far
- Less is more: choose one or two fitting tools per presentation and take your time.
- Interactive tools help understanding difficult concepts.
- Avoid e-pollution by gathering all content in the slide deck.
- Avoid e-fatigue by creating Web content, which is a relatively stable medium.
- Excellent environment for flipped classroom
and interactive workshop applications.
Webslides: education lives on the Web
“Open” is a word with multiple layers
“open” can imply:
Presenters are absolutely free
in how they implement “open”.
The Web consists of open technologies
- for all to use free of charge
- choice among several browsers
- choice among several editors
Closed technologies on the Web
-
Closed or open?
- closed Facebook groups or
university log-in walls
-
reduced benefits for non-members
- creation of knowledge silos
-
we choose open
- even compatible with closed systems
- people will prefer open in the end
Slides can easily be published publicly
- The presenter determines who can see the slides:
- e.g. only UGent students through CAS
- everyone, just like a typical website
-
Leverage content as online networking tool.
- Increased recognition for teaching efforts, research, message ...
- Be careful with intellectual property rights.
Opening up slides for analytical feedback
- Real time feedback (clicks, views, analytics)
![[analytics]](images/analytics.jpg)
Opening up slides for audience feedback
Dear Professor,
I suspect that in chapter 3 on slide 107 (version of October)
the word “indirect” should be replaced by “direct”?
Kind regards,
John Johnson
Opening up slides for audience feedback
List of suggestions
Suggestion from John Incognito:
Indirect Direct effects of climate change are listed below.
view slide –
accept –
reject
Importance of active input in education
In a world of echo chambers, source verification is a crucial skill to acquire
Webslides: education lives on the Web
Content consumers are increasingly becoming creators
![[influence picture]](http://www.tubefilter.com/wp-content/uploads/2015/06/Pixability-Beauty-on-YouTube-2015-Infographic.jpg)
Lessons to learn from social media
- They create a level playing field and generation Z is used to chiming in
- The conversation has shifted from a one-to-many to many-to-many paradigm
- Many social media platform actively support their content creators
- Professional social media users rely strongly on analytics
- Professional social media users respond quickly to their audience
Social media are not necessarily collaborative
- We take it one step further: co-creation in small or large collaborative networks
- Current development: webslides editor for general use
- Current development: social layer to support collaboration
- Future development: leverage data through learning analytics for all parties
More info: openwebslides.github.io
![[foto van een diaprojector]](images/projector.jpg)
