Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAUSE CONNECT

27 Sep 11

Carrie Green

Reasons for social bookmarking

socialbookmarking

01 Nov 10

c bass

web2.0 web articles education elearning

23 Sep 09

Lisa Durff

19 May 09

Julia Wells

Imported Study Social Software and Web 2.0 in Education

30 Mar 09

Andy Howard

Web20

29 Mar 09

Philippe Scheimann

good overview of web 2.0 , education oriented - 2006

web2.0 educause teaching social_software

28 Mar 09

Sara Butterworth

<p>Web 1.0 has demonstrated immense powers for connecting learners, teachers, and materials. How much more broadly will this connective matrix grow under the impact of the openness, ease of entry, and social nature of Web 2.0?</p> EDUCAUSE Review, vol. 41, no. 2 (March/April 2006): 32–44. By Bryan Alexander

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25 Mar 09

Amy Stanley

web2.0 education elearning social

18 Mar 09

Colleen Morgan

socialnetworking connectivism learning delicious

09 Mar 09

Janet Jordan

expanded version from print copy. tried to explain what web 2.0 means and how its use is evolving in education

IRC teaching_learning tools.applications web_2_0

17 Feb 09

Guillaume Janssen

web2.0 elearning learning teaching social_networks

16 Feb 09

Bjorn Behrendt

class

Social software
A leading form of this is a controversial new form of metadata, the folksonomy.
First, users actually use tags

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10 Feb 09

Joe LaFitte

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22 Jan 09

linda_t

web2.0 learning teaching social_software delicious

20 Jan 09

Mandy Burkard

"Web 2.0: A New Wave
of Innovation for Teaching and Learning?"

12 Jan 09

Chih-Hsiung Tu

web2.0 EduCause Learning ETC545 ETC677 Lesson1 Module1 Imported from Delicious

07 Jan 09

Patricia Chin

web2.0

Trudy Sweeney

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01 Dec 08

pagetribe .

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19 Nov 08

cindy_evans

web2.0 technology education teaching socialsoftware socialnetworking articles

12 Nov 08

Mireia Grane

web2.0

11 Nov 08

mourad diouri

web2.0 teaching

07 Nov 08

Pauline Rooney

web2_0

06 Nov 08

Sunčana Kukolja Taradi

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03 Nov 08

June Breivik

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07 Oct 08

sheryl barnes

Social software
microcontent
openness
folksonomy
Tag Cloud
desire to discover, publish, and share

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01 Oct 08

ironpark

web2.0 teaching learning education technology

23 Sep 08

Polly-Alida Farrington

web2.0 technology teaching

14 Sep 08

Brad Peloquin

web2.0 for:porchdragon

07 Sep 08

Birgit Ferran

EDUCAUSE Review, vol. 41, no. 2 (March/April 2006): 32–44.
Bryan Alexander

education web2.0 articles

05 Sep 08

Barbara Lindsey

Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies

web2.0 educause

Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
Social software has emerged as a major component of the Web 2.0 movement. The idea dates as far back as the 1960s and JCR Licklider’s thoughts on using networked computing to connect people in order to boost their knowledge and their ability to learn. The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
It is true that blogs are Web pages, but their reverse-chronological structure implies a different rhetorical purpose than a Web page, which has no inherent timeliness. That altered rhetoric helped shape a different audience, the blogging public, with its emergent social practices of blogrolling, extensive hyperlinking, and discussion threads attached not to pages but to content chunks within them. Reading and searching this world is significantly different from searching the entire Web world. Still, social software does not indicate a sharp break with the old but, rather, the gradual emergence of a new type of practice.
Rather than following the notion of the Web as book, they are predicated on microcontent. Blogs are about posts, not pages. Wikis are streams of conversation, revision, amendment, and truncation. Podcasts are shuttled between Web sites, RSS feeds, and diverse players. These content blocks can be saved, summarized, addressed, copied, quoted, and built into new projects. Browsers respond to this boom in microcontent with bookmarklets in toolbars, letting users fling something from one page into a Web service that yields up another page. AJAX-style pages feed content bits into pages without reloading them, like the frames of old but without such blatant seams. They combine the widely used, open XML standard with Java functions.³ Google Maps is a popular example of this, smoothly drawing directional information and satellite imagery down into a browser.
Web 2.0 builds on this original microcontent drive, with users developing Web content, often collaboratively and often open to the world.
openness remains a hallmark of this emergent movement, both ideologically and technologically.
Drawing on the “wisdom of crowds” argument, Web 2.0 services respond more deeply to users than Web 1.0 services. A leading form of this is a controversial new form of metadata, the folksonomy.
First, users actually use tags.
Third, people tend to tag socially. That is, they learn from other taggers and respond to other, published groups of tags, or “tagsets.”
Social bookmarking is one of the signature Web 2.0 categories, one that did not exist a few years ago and that is now represented by dozens of projects.
This is classic social software—and a rare case of people connecting through shared metadata.
RawSugar (http://www.rawsugar.com/) and several others expand user personalization. They can present a user’s picture, some background about the person, a feed of their interests, and so on, creating a broader base for bookmark publishing and sharing. This may extend the appeal of the practice to those who find the focus of del.icio.us too narrow. In this way too, a Web 2.0 project learns from others—here, blogs and social networking tools.
How can social bookmarking play a role in higher education? Pedagogical applications stem from their affordance of collaborative information discovery.
First, they act as an “outboard memory,” a location to store links that might be lost to time, scattered across different browser bookmark settings, or distributed in e-mails, printouts, and Web links. Second, finding people with related interests can magnify one’s work by learning from others or by leading to new collaborations. Third, the practice of user-created tagging can offer new perspectives on one’s research, as clusters of tags reveal patterns (or absences) not immediately visible by examining one of several URLs. Fourth, the ability to create multi-authored bookmark pages can be useful for team projects, as each member can upload resources discovered, no matter their location or timing. Tagging can then surface individual perspectives within the collective. Fifth, following a bookmark site gives insights into the owner’s (or owners’) research, which could play well in a classroom setting as an instructor tracks students’ progress. Students, in turn, can learn from their professor’s discoveries.
After e-mail lists, discussion forums, groupware, documents edited and exchanged between individuals, and blogs, perhaps the writing application most thoroughly grounded in social interaction is the wiki. Wiki pages allow users to quickly edit their content from within the browser window.¹¹ They originally hit the Web in the late 1990s (another sign that Web 2.0 is emergent and historical, not a brand-new thing)
How do social writing platforms intersect with the world of higher education? They appear to be logistically useful tools for a variety of campus needs, from student group learning to faculty department work to staff collaborations. Pedagogically, one can imagine writing exercises based on these tools, building on the established body of collaborative composition practice. These services offer an alternative platform for peer editing, supporting the now-traditional elements of computer-mediated writing—asynchronous writing, groupwork for distributed members
Blogging has become, in many ways, the signature item of social software, being a form of digital writing that has grown rapidly into an influential force in many venues, both on- and off-line. One reason for the popularity of blogs is the way they embody the read/write Web notion. Readers can push back on a blog post by commenting on it. These comments are then addressable, forming new microcontent. Web services have grown up around blog comments, most recently in the form of aggregation tools, such as coComment (http://www.cocomment.com/). CoComment lets users keep track of their comments across myriad sites, via a tiny bookmarklet and a single Web page.
Technorati (http://technorati.com/) and IceRocket (http://icerocket.com/) head in the opposite direction of these sites, searching for who (usually a blogger) has recently linked to a specific item or site. Technorati is perhaps the most famous blog-search tool. Among other functions, it has emphasized tagging as part of search and discovery, recommending (and rewarding) users who add tags to their blog posts. Bloggers can register their site for free with Technorati; their posts will then be searchable by content and supplemental tags.
Many of these services allow users to save their searches as RSS feeds to be returned to and examined in an RSS reader, such as Bloglines (http://www.bloglines.com/) or NetNewsWire (http://ranchero.com/netnewswire/). This subtle ability is neatly recursive in Web 2.0 terms, since it lets users create microcontent (RSS search terms) about microcontent (blog posts). Being merely text strings, such search feeds are shareable in all sorts of ways, so one can imagine collaborative research projects based on growing swarms of these feeds—social bookmarking plus social search.
Students can search the blogosphere for political commentary, current cultural items, public developments in science, business news, and so on.
The ability to save and share a search, and in the case of PubSub, to literally search the future, lets students and faculty follow a search over time, perhaps across a span of weeks in a semester. As the live content changes, tools like Waypath’s topic stream, BlogPulse’s trend visualizations, or DayPop’s word generator let a student analyze how a story, topic, idea, or discussion changes over time. Furthermore, the social nature of these tools means that collaboration between classes, departments, campuses, or regions is easily supported. One could imagine faculty and students across the United States following, for example, the career of an Islamic feminist or the outcome of a genomic patent and discussing the issue through these and other Web 2.0 tools. Such a collaboration could, in turn, be discovered, followed, and perhaps joined by students and faculty around the world. Extending the image, one can imagine such a social research object becoming a learning object or an alternative to courseware.
A glance at Blogdex offers a rough snapshot of what the blogosphere is tending to pay attention to.
A closer look at an individual Blogdex result reveals the blogs that link to a story. As we saw with del.icio.us, this publication of interest allows the user to follow up on commentary, to see why those links are there, and to learn about those doing the linking. Once again, this is a service that connects people through shared interest in information.
The rich search possibilities opened up by these tools can further enhance the pedagogy of current events. A political science class could explore different views of a news story through traditional media using Google News, then from the world of blogs via Memeorandum. A history class could use Blogdex in an exercise in thinking about worldviews. There are also possibilities for a campus information environment. What would a student newspaper look like, for example, with a section based on the Digg approach or the OhmyNews structure? Thematizing these tools as objects for academic scrutiny, the operation and success of such projects is worthy of study in numerous disciplines, from communication to media studies, sociology to computer science.
At the same time, many services are hosted externally to academia. They are the creations of enthusiasts or business enterprises and do not necessarily embrace the culture of higher education.
Lawrence Lessig, J. D. Lasica, and others remind us that as tools get easier to use and practices become more widespread, it also becomes easier for average citizens to commit copyright violations.¹⁹
Web 2.0’s lowered barrier to entry may influence a variety of cultural forms with powerful implications for education, from storytelling to classroom teaching to individual learning. It is much simpler to set up a del.icio.us tag for a topic one wants to pursue or to spin off a blog or blog departmental topic than it is to physically meet co-learners and experts in a classroom or even to track down a professor. Starting a wiki-level text entry is far easier than beginning an article or book.
How can higher education respond, when it offers a complex, contradictory mix of openness and restriction, public engagement and cloistering?

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26 Aug 08

hanne wacher

20 Aug 08

Susan Mackay

web2.0 elearning

09 Aug 08

Sharon O'Toole

scholarly umb611 web 2.0

Web 2.0: A New Wave
of Innovation for Teaching and Learning

08 Aug 08

Steven Smith

web2.0

01 Aug 08

Lotty Larson

Bryan Alexander

web2.0 social media learning teaching and learning

31 Jul 08

Sue Maberry

web2.0

Robin L

<p>Web 1.0 has demonstrated immense powers for connecting learners, teachers, and materials. How much more broadly will this connective matrix grow under the impact of the openness, ease of entry, and social nature of Web 2.0?</p>

imported Bookmarks_Toolbar ITG web2.0