Testing
This link has been bookmarked by 180 people . It was first bookmarked on 30 Aug 2008, by Milton Ramirez.
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27 Feb 17
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we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect
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26 May 16
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we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect.
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the current complexity of the digital environment requires us to develop 'schema' or approaches to thinking about how we can best harness the benefits these new technologies confer.
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my primary interest is to focus on the educational aspects of new technologies and in particular what might be appropriate 'schema' for describing the ways in which technologies are being used.
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ust as there has been a backlash against 'fast food' with the 'slow food' movement, some are arguing for the need to a return to 'slow learning' as a counter to the speed and immediacy that digital learning appears to offer.
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Web 2.0 is user participation – the 'wisdom of the crowds', the 'architecture of participation' – mash-ups, remixing and co-construction are fundamental and widespread practices in Web 2.0.
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My own use of a blog has caused me to reflect on and rethink the nature of academic discourse and the relationship between how I develop and convey my ideas through traditional media such as journal publications and conference proceedings compared with my use of blogs.
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I have been surprised at how liberating and useful blogging has been, as a 'stream of consciousness' of the development of my ideas, through being part of an evolving collective of other thinking in the community and increasingly as my main reflective research journal and repository of ideas and resources.
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Education is still predicated on a striated structure – crudely put with 'teacher' as 'privileged expert', this is despite the rise in pedagogies such as social constructivism, which emphasise the need for co-construction of knowledge and support a more learner-centred approach.
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Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective. So there are huge tensions between the potential of Web 2.0 and our current educational systems.
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- Feedback through e-assessment tools
- Peer feedback
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interactive materials
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asynchronous and synchronous communication
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Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning.
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Web 2.0 tools very much emphasise the collective and the network.
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The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication:
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The emphasis on the social and collaborative characteristics of these new tools is very prominent, as is the shift from desktop tools to Web services - emphasising the assumption that there is near-ubiquitous access to the Internet.
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i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.
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The first is the dimension of learning on one's own, individually through to learning socially. The second dimension is learning through information versus learning through experience. The third dimension is learning passively versus actively
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The framework can be used as a means of mapping tools in use. For example consider two different uses of a blog; as a reflective diary or as a class-based, collective resource repository. This emphasises that using a blog as a reflective diary is primarily individual, active and experience-based; whereas a class blog is more social, still active but now primarily information-based. An e-portfolio used as part of a nurse-practitioner's course as evidence of the students' work-based experience, would be individual, active and experience-based. Collaborative construction of a project report on a review of the literature would be active, social and probably mid-way between information and experience. Of course any one individual using this schema would map particular instances differently, depending on their interpretation of the framework and the context of use of the tools; the point is this framework provides a useful schema to think about tools in use and how they map to different characteristics of learning.
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Harnesses the Internet (social scale, user generated content, etc.)
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Uses metaphors and simple approaches to impart pedagogy
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Wraps learning around an individual's interests
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Supports different subject areas and styles
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Provides support for learners adopting independent learning
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Aggregates learning opportunities, resources & opportunities
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The term 'Personal Learning Environments' (PLEs) has been in circulation for a number of years now and although exact interpretations of what a PLE is vary, crudely they are offered by many as an alternative to institutionally controlled Virtual Learning Environments (VLEs).
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In it Martin argued that the plethora of freely available, and often functionally better, tools now available is challenging the notion of an institutionally developed and controlled VLE.
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25 May 16
Darren Rees"Even where the pedagogy is learner-centred, current educational systems are not"
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12 May 16
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today's digital environment is characterised by speed and immediacy; the ability to access a vast amount of information at the click of a mouse, coupled with multiple communication channels and social networks. This seems contradictory to traditional notions of education; the need to reflect, to build cumulatively on existing knowledge and develop individual understanding over time.
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if information is abundantly available, surely assessment processes which focus primarily on knowledge recall are inappropriate?'
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Realigning New Technologies to Pedagogy
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Therefore in order to counter a primarily technological drive, where, educationally, use is shaped by the tools, rather than the other way round, I want to put forward some ideas for matching the affordances of the tools to what they offer for learning. In particular I want to suggest two new schema/approaches, which we might adopt to make sense of this and harness the potential of new technologies.
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15 Feb 16
elnamortensen1In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect.
pedagogy web2.0 education technology teaching learning Elearning e-learning
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26 Apr 15
Victoria HewittThis article argues that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect
pedagogy web2.0 elearning educational_technology socialmedia
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15 May 14
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24 Jan 14
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18 Dec 13
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26 Nov 13
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19 Sep 13
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there is a tension between personalised tools verses institutional tools
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issue of what we should control and what students should control
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we need new ways of thinking, not just to map tools to pedagogy, but to think about institutional structures and processes, to map changing roles, and to guide new thinking on strategic policies to guide the direction of change
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providing more engaging, personalised learning opportunities for our students
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08 May 13
Steven ParkerGoo artcile for bring in the activei learning idea
Figure 1: Pedagogy framework for mapping 'tools-in-use'" -
12 Mar 13
Fatima Rahiman"New Schemas for Mapping Pedagogies and Technologies"
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31 Jan 13
Patrick LynchGrainne Conole 2008
Maps behaviourism, cognitive constructivism, social constructivism and situated learning -
19 Sep 12
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20 Jul 12
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matching the affordances of the tools to what they offer for learning
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looking at existing learning theories and reflecting on how they align with Web 2.0 practices through use of a pedagogical framework against which to map tools.
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ideas to help us to map Web 2.0 better to the kinds of pedagogical practices we want to promote, through use of a matrix mapping key learning principles to the pedagogies they promote.
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17 Jul 12
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we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect.
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For example, today's digital environment is characterised by speed and immediacy; the ability to access a vast amount of information at the click of a mouse, coupled with multiple communication channels and social networks. This seems contradictory to traditional notions of education
-
the need to reflect, to build cumulatively on existing knowledge and develop individual understanding over time.
-
Similarly a key characteristic of Web 2.0 is user participation – the 'wisdom of the crowds', the 'architecture of participation' – mash-ups, remixing and co-construction are fundamental and widespread practices in Web 2.0. In contrast, despite the general increase in group-collaboration in recent years, fundamentally educational systems revolve around individual testing – evidencing of attainment of a level of knowledge and understanding against a set of pre-defined criteria.
-
The 'wisdom of the crowds' notion argues that user-generated content and mass participation enable new ways of co-constructing ideas. Education is still predicated on a striated structure – crudely put with 'teacher' as 'privileged expert', this is despite the rise in pedagogies such as social constructivism, which emphasise the need for co-construction of knowledge and support a more learner-centred approach.
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It is no longer possible for any individual to be an expert in their field, with an understanding of the full scope of their domain.
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undamental to Web 2.0 practice is that no one individual is expert, rather they are part of a social network of others;
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administrative processes and assessment practice remain firmly bound to hierarchical, differentiated educational structures.
-
Will the changes in social practice we have seen generally through adoption of Web 2.0 happen automatically or is there something fundamentally different about education?
-
Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective. So there are huge tensions between the potential of Web 2.0 and our current educational systems.
-
I have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies.
-
Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning.
-
communication
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emphasising the assumption that there is near-ubiquitous access to the Internet.
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i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies
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This difference is due to a complex set of factors – technological, organisational and pedagogical.
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Educational systems are slow to change; the practice and process of teaching and learning are embedded in these systems
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There are cultural issues as well, not least the need for a changing mindset of teachers in terms of their role.
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Note that passive is not meant to be negative in this context – immersive language or music learning is a good example).
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An e-portfolio used as part of a nurse-practitioner's course as evidence of the students' work-based experience, would be individual, active and experience-based.
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So, for example, a learning activity that enabled learners to reflect on their experience, say for example, in a work-based learning context – would map to 'thinking and reflection' and 'evidence and demonstration'.
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It is evident that the new technologies now enable individuals to personalise the environment in which they work or learn, appropriating a range of tools to meet their interests and needs.
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Martin Weller has written a lot about this and has blogged about what he sees as his current working environment or 'PLE', namely a mixture of tools to meet the different aspects of his job [8].
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Research looking at how students are appropriating technologies points to similar changes in practice: students are mixing and matching different tools to meet their own personal needs and preferences, not just relying on institutionally provided tools and indeed in some instances shunning them in favour of their own personal tools
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I have put forward some models here that provide a starting point to enable us to take a more constructive and focused approach to thinking about new tools and their implications for learning. However we need new ways of thinking, not just to map tools to pedagogy, but to think about institutional structures and processes, to map changing roles, and to guide new thinking on strategic policies to guide the direction of change.
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16 Jul 12
Ralph Spijkernew schamas for mapping pedagogies and technologies.
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15 Jul 12
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25 May 12
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16 May 12
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23 Jan 12
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It is no longer possible for any individual to be an expert in their field, with an understanding of the full scope of their domain.
-
I have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies.
-
- Guided and adaptive instruction through interactive materials
- Access to resources and expertise offers the potential to develop more engaging and student-centred, active and authentic learning environments
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Multiple forms of asynchronous and synchronous communication
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vicarious learning
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ifferent online communication tools and learning environments and social fora o
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Take, for example, assessment – the primary model in place is still one based on summative, individual assessment; although formative and more collaborative assessment is possible, it is more difficult in the current educational infrastructure
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06 Jan 12
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18 Dec 11
Thomas BrandtWe need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect.
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17 Dec 11
John PearceIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer.
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16 Dec 11
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15 Dec 11
Shannon FieldIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer.
pedagogy web2.0 education technology teaching learning Elearning e-learning
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kim ekeNew schemas for mapping pedagogies & technologies http://t.co/wh7N44LM
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Howard RheingoldEven where the pedagogy is learner-centred, current educational systems are not – administrative processes and assessment practice remain firmly bound to hierarchical, differentiated educational structures. For those espousing more radical and innovative pedagogical approaches, Web 2.0 seems to have much to offer through equity of participation and mutual negotiation – the question is ‘will simply letting "Web 2.0" loose on education be enough to bring about such changes or is something more needed’? Will the changes in social practice we have seen generally through adoption of Web 2.0 happen automatically or is there something fundamentally different about education?
Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective. So there are huge tensions between the potential of Web 2.0 and our current educational systems. -
07 Dec 11
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10 Oct 11
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09 Oct 11
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27 Sep 11
lcolomboConole -Pedagogies and technologies
e-learning education learning pedagogy pedagogy2.0 teaching technology theory web2.0
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28 Jul 11
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speed and immediacy
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tension
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contradictory to traditional notions of education
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build cumulatively on existing knowledge and develop individual understanding over time.
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many have argued for a need for changes in assessment practices
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cut and pasting, combining different sources, and editing other peoples’ work
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knowledge recall are inappropriate
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plagiarism
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iberating and useful blogging
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being part of an evolving collective of other thinking in the community
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Web 2.0 practice is that no one individual is expert, rather they are part of a social network of others
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co-constructed and hence continually change as needed
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Will the changes in social practice we have seen generally through adoption of
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Web 2.0 happen automatically or is there something fundamentally different about education?
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Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective.
-
deterministic drive, rather than one based on sound pedagogies
-
what we need are means to realise and harness this match.
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ideas for matching the affordances of the tools to what they offer for learning
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Firstly, looking at existing learning theories and reflecting on how they align with Web 2.0 practices through use of a pedagogical framework against which to map tools.
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Secondly, I want to suggest some ideas to help us to map Web 2.0 better to the kinds of pedagogical practices we want to promote, through use of a matrix mapping key learning principles to the pedagogies they promote
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21 Jul 11
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The framework can be used as a means of mapping tools in use. For example consider two different uses of a blog; as a reflective diary or as a class-based, collective resource repository. This emphasises that using a blog as a reflective diary is primarily individual, active and experience-based; whereas a class blog is more social, still active but now primarily information-based
-
My own use of a blog has caused me to reflect on and rethink the nature of academic discourse and the relationship between how I develop and convey my ideas through traditional media such as journal publications and conference proceedings compared with my use of blogs. I have been surprised at how liberating and useful blogging has been, as a ‘stream of consciousness’ of the development of my ideas, through being part of an evolving collective of other thinking in the community and increasingly as my main reflective research journal and repository of ideas and resources.
-
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19 Jul 11
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10 Jul 11
Carole HunterIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
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01 Jun 11
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16 May 11
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18 Mar 11
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14 Mar 11
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31 Jan 11
Kathryn WoodsumArticle about web2.0 Rather technical but has some good info, some usable graphics.
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30 Jan 11
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There is an inherent tension between the rhetoric of Web 2.0 and current educational practices. For example, today’s digital environment is characterised by speed and immediacy; the ability to access a vast amount of information at the click of a mouse, coupled with multiple communication channels and social networks. This seems contradictory to traditional notions of education; the need to reflect, to build cumulatively on existing knowledge and develop individual understanding over time.
-
Similarly a key characteristic of Web 2.0 is user participation – the ‘wisdom of the crowds’, the ‘architecture of participation’ – mash-ups, remixing and co-construction are fundamental and widespread practices in Web 2.0. In contrast, despite the general increase in group-collaboration in recent years, fundamentally educational systems revolve around individual testing – evidencing of attainment of a level of knowledge and understanding against a set of pre-defined criteria.
-
Ever since the advent of the Internet and access to information, many have argued for a need for changes in assessment practices – ‘if information is abundantly available, surely assessment processes which focus primarily on knowledge recall are inappropriate?’
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Even the nature of academic referencing is being challenged in the fluid way in which ideas are developed, transformed and transferred through the blogosphere. Yes there is an inherent practice of cross-referencing sources in the blogosphere, however the speed with which ideas are taken up and transferred across blogs is such that it is almost impossible to identify ‘a source’ for many ideas.
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The ‘wisdom of the crowds’ notion argues that user-generated content and mass participation enable new ways of co-constructing ideas. Education is still predicated on a striated structure – crudely put with ‘teacher’ as ‘privileged expert’, this is despite the rise in pedagogies such as social constructivism, which emphasise the need for co-construction of knowledge and support a more learner-centred approach.
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Web 2.0 by its nature copes seamlessly with a complex and changing knowledge domain; fundamental to Web 2.0 practice is that no one individual is expert, rather they are part of a social network of others; the power of the Web enables knowledge to be co-constructed and hence continually change as needed.
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Even where the pedagogy is learner-centred, current educational systems are not – administrative processes and assessment practice remain firmly bound to hierarchical, differentiated educational structures.
-
Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective. So there are huge tensions between the potential of Web 2.0 and our current educational systems.
-
I have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies. However I will also show that there has never been a closer alignment between the current practices of Web 2.0 technologies and what is put forward as good pedagogy – what we need are means to realise and harness this match. Therefore in order to counter a primarily technological drive, where, educationally, use is shaped by the tools, rather than the other way round, I want to put forward some ideas for matching the affordances of the tools to what they offer for learning. In particular I want to suggest two new schema/approaches, which we might adopt to make sense of this and harness the potential of new technologies
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- Trial and error learning
- Learning through association and reinforcement
- Presentation of content, use of multiple media to convey information
- Feedback through e-assessment tools
- Peer feedback
- Focus on the processes by which learners build their own mental structures when interacting with an environment
- Task-orientated, favour hands-on, self-directed activities orientated towards design and discovery
- Guided and adaptive instruction through interactive materials
- Access to resources and expertise offers the potential to develop more engaging and student-centred, active and authentic learning environments
- Emphasis on interpersonal relationships involving imitation and modelling and joint construction of knowledge
- Multiple forms of asynchronous and synchronous communication offer the potential for more diverse and richer forms of dialogue and interaction between students and tutors and amongst peers
- Archive materials and resources provide ample opportunity for vicarious learning
- Different online communication tools and learning environments and social fora offer the potential for new forms of communities of practice or facilities to support and enhance existing communities
- Learning as social participation
- Shift from a focus on the individual and information-focused learning to an emphasis on social learning and communication/ collaboration
- Networking capabilities of the Web enable more diverse access to different forms of expertise and the potential for the development of different types of communities
- Online communication tools and learning environments offer the potential for new forms of communities of practice or can facilitate and enhance existing communities
Theories Main focus Map to technologies Behaviourism Cognitive constructivism Social constructivism Situated learning -
Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning. What is striking is that a mapping to the technologies shows that recent trends in the use of technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very much emphasise the collective and the network
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The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication:
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It is significant that many of the post 2005 tools are available as free, online services. What is also noticeable about these new tools is that many are multifaceted in nature.
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It is significant that many of the post 2005 tools are available as free, online services. What is also noticeable about these new tools is that many are multifaceted in nature. Their use in combination has led to a new paucity in the system, information can be transmitted seamlessly between systems and functionality created in one tool can be embedded or made available in another. For example the ‘embed’ function enables slideshare presentations or Youtube videos to be incorporated into blogs and run in situ in that environment. This enables users to create their own personal environment and to consume information at a location and in a format they choose/control. The emphasis on the social and collaborative characteristics of these new tools is very prominent, as is the shift from desktop tools to Web services - emphasising the assumption that there is near-ubiquitous access to the Internet.
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This enables users to create their own personal environment and to consume information at a location and in a format they choose/control.
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Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects.
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There are cultural issues as well, not least the need for a changing mindset of teachers in terms of their role. Therefore, I want to suggest that we need new ways of thinking about how to map different pedagogies to the use of tools
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A Pedagogical Framework for Mapping Tools in Use
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Mapping Pedagogical Principles
The second example focuses not so much on the tools and how they are being used, but on how the particular principles of a learning situation maps to characteristics of learning. With this approach the learning principles for a particular learning situation are mapped against four key characteristics of learning
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Blogs act as valuable barometers of change, and so to illustrate the above I want to draw on some recent discussions in the blogosphere, which to my mind exemplify some of the core issues. It is evident that the new technologies now enable individuals to personalise the environment in which they work or learn, appropriating a range of tools to meet their interests and needs. The term ‘Personal Learning Environments’ (PLEs
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such a personal working environment and mixture of institutional and self-selected tools are increasingly becoming the norm. Research looking at how students are appropriating technologies points to similar changes in practice: students are mixing and matching different tools to meet their own personal needs and preferences, not just relying on institutionally provided tools and indeed in some instances shunning them in favour of their own personal tools [9].
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have put forward some models here that provide a starting point to enable us to take a more constructive and focused approach to thinking about new tools and their implications for learning. However we need new ways of thinking, not just to map tools to pedagogy, but to think about institutional structures and processes, to map changing roles, and to guide new thinking on strategic policies to guide the direction of change. We are only at the start of unpacking what this will mean for the future of all aspects of education. If we constructively embrace the potential of new technologies, I believe they have much to offer in terms of providing more engaging, personalised learning opportunities for our students; we ignore them at our peril.
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13 Jan 11
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10 Nov 10
Amalie WeltmanThe impact of new technologies on organisations, individuals and practices
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09 Oct 10
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23 Sep 10
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27 Aug 10
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14 Aug 10
Pauline RooneyWeb 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching’
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10 Aug 10
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02 Aug 10
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11 Jun 10
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30 May 10
dolors reigIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
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10 May 10
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24 Apr 10
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22 Apr 10
KPI_Library BookmarksBy Gráinne Conole in Ariadne, issue 56, July 2008. Conole looks at the implications of Web 2.0 in terms of education.
GSCC pedagogy kpidel conole journal_article 2.0 education e-learning
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17 Apr 10
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08 Apr 10
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07 Apr 10
Maria TannantGráinne Conole reflects on the implications of Web 2.0 for education and offers two new schemas for thinking about harnessing the potential of technologies.
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Just as there has been a backlash against ‘fast food’ with the ‘slow food’ movement, some are arguing for the need to a return to ‘slow learning’ as a counter to the speed and immediacy that digital learning appears to offer
-
Therefore in order to counter a primarily technological drive, where, educationally, use is shaped by the tools, rather than the other way round,
-
learning theories and reflecting on how they align with Web 2.0 practices through use of a pedagogical framework
-
ideas to help us to map Web 2.0 better to the kinds of pedagogical practices we want to promote
-
This enables users to create their own personal environment and to consume information at a location and in a format they choose/control.
-
Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary
-
The same lag was evident with the impact of Web 1.0 tools: whereas businesses transformed their systems and practices through embracing the potential of technologies, educational systems did no
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his emphasises that using a blog as a reflective diary is primarily individual, active and experience-based; whereas a class blog is more social, still active but now primarily information-based.
-
Blogs act as valuable barometers of change, and so to illustrate the above I want to draw on some recent discussions in the blogosphere
-
The term ‘Personal Learning Environments’ (PLEs) has been in circulation for a number of years now and although exact interpretations of what a PLE is vary, crudely they are offered by many as an alternative to institutionally controlled Virtual Learning Environments (VLEs
-
Research looking at how students are appropriating technologies points to similar changes in practice: students are mixing and matching different tools to meet their own personal needs and preferences
-
So clearly there is a tension between personalised tools verses institutional tools, between having integrated institutional systems and loosely coupled systems, and the issue of what we should control and what students should control. The implications are profound, for institutional structures and processes, for individual roles and identities, for the way in which we view learning and teaching
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27 Feb 10
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01 Feb 10
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28 Jan 10
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27 Jan 10
Mathieu Plourde"Gráinne Conole reflects on the implications of Web 2.0 for education and offers two new schemas for thinking about harnessing the potential of technologies."
GrainneConole pedagogy web2.0 education technology teaching learning paper research OpenUniversity
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25 Nov 09
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29 Oct 09
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Christine JacobsenResearch on the paradigm shift in education from recall based learning to the constructivist model
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21 Oct 09
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14 Oct 09
Carol FurchnerProvides very useful frameworks for evaluating both pedagogy and web2.0 tools - what pedagogy the tool supports, and different ways in which it may be used.
"In this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer."-
matching the affordances of the tools to what they offer for learning
-
learning on one’s own, individually through to learning socially
-
learning through information versus learning through experience
-
learning passively versus actively
-
this framework provides a useful schema to think about tools in use and how they map to different characteristics of learning.
-
-
13 Oct 09
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25 Sep 09
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16 Sep 09
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28 Jul 09
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I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer.
-
There is an inherent tension between the rhetoric of Web 2.0 and current educational practices.
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This seems contradictory to traditional notions of education; the need to reflect, to build cumulatively on existing knowledge and develop individual understanding over time.
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many have argued for a need for changes in assessment practices – ‘if information is abundantly available, surely assessment processes which focus primarily on knowledge recall are inappropriate?’
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such practices in the current educational climate constitute plagiarism.
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Yes there is an inherent practice of cross-referencing sources in the blogosphere, however the speed with which ideas are taken up and transferred across blogs is such that it is almost impossible to identify ‘a source’ for many ideas.
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Education is still predicated on a striated structure – crudely put with ‘teacher’ as ‘privileged expert’, this is despite the rise in pedagogies such as social constructivism, which emphasise the need for co-construction of knowledge and support a more learner-centred approach. Traditionally education and the way in which it is taught, is divided into subject fields with knowledge on the whole static and unchanging.
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It is no longer possible for any individual to be an expert in their field,
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have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies.
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also show that there has never been a closer alignment between the current practices of Web 2.0 technologies and what is put forward as good pedagogy – what we need are means to realise and harness this match.
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I want to suggest two new schema/approaches, which we might adopt to make sense of this and harness the potential of new technologies.
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I want to consider this from a number of perspectives. Firstly, looking at existing learning theories and reflecting on how they align with Web 2.0 practices
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Secondly, I want to suggest some ideas to help us to map Web 2.0 better to the kinds of pedagogical practices we want to promote,
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Multiple forms of asynchronous and synchronous communication offer the potential for more diverse and richer forms of dialogue and interaction between students and tutors and amongst peers
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Networking capabilities of the Web enable more diverse access to different forms of expertise and the potential for the development of different types of communities
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Online communication tools and learning environments offer the potential for new forms of communities of practice or can facilitate and enhance existing communities
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It is significant that many of the post 2005 tools are available as free, online services
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functionality created in one tool can be embedded or made available in another.
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as is the shift from desktop tools to Web services - emphasising the assumption that there is near-ubiquitous access to the Internet.
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This difference is due to a complex set of factors – technological, organisational and pedagogical. Educational systems are slow to change; the practice and process of teaching and learning are embedded in these systems.
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although formative and more collaborative assessment is possible, it is more difficult in the current educational infrastructure. There are cultural issues as well, not least the need for a changing mindset of teachers in terms of their role.
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We argued that any particular instance of learning lies somewhere along a combination of the three dimensions shown in the figure.
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SocialLearn and Openlearn. Social:Learn is a relatively new initiative attempting to apply the best of Web 2.0 principles to an educational context [5][6]. The aim is to provide an enabling learning architecture along with a series of exemplar learning applications that demonstrate how Web 2.0 principles can be applied in an educational context.
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OpenLearn began as an initiative more from a content perspective. Funded by the Hewlitt Foundation, the OpenLearn Project is making ca. 10% of the OU’s educational resource freely available as Open Educational Resources (OERs).
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Blogs act as valuable barometers of change, and so to illustrate the above I want to draw on some recent discussions in the blogosphere, which to my mind exemplify some of the core issues.
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crudely they are offered by many as an alternative to institutionally controlled Virtual Learning Environments (VLEs)
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such a personal working environment and mixture of institutional and self-selected tools are increasingly becoming the norm.
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students are mixing and matching different tools to meet their own personal needs and preferences, not just relying on institutionally provided tools and indeed in some instances shunning them in favour of their own personal tools [9
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We are only at the start of unpacking what this will mean for the future of all aspects of education. If we constructively embrace the potential of new technologies, I believe they have much to offer in terms of providing more engaging, personalised learning opportunities for our students; we ignore them at our peril.
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20 Jul 09
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21 Jun 09
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19 Jun 09
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I have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies. However I will also show that there has never been a closer alignment between the current practices of Web 2.0 technologies and what is put forward as good pedagogy – what we need are means to realise and harness this match.
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Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning. What is striking is that a mapping to the technologies shows that recent trends in the use of technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very much emphasise the collective and the network.
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Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects.
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Educational systems are slow to change; the practice and process of teaching and learning are embedded in these systems. Take, for example, assessment – the primary model in place is still one based on summative, individual assessment; although formative and more collaborative assessment is possible, it is more difficult in the current educational infrastructure.
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08 Jun 09
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05 Jun 09
Joachim NiemeierI want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer.
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17 May 09
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24 Mar 09
Graham AtttwellThere is an inherent tension between the rhetoric of Web 2.0 and current educational practices. For example, today’s digital environment is characterised by speed and immediacy; the ability to access a vast amount of information at the click of a mouse, coupled with multiple communication channels and social networks. This seems contradictory to traditional notions of education; the need to reflect, to build cumulatively on existing knowledge and develop individual understanding over time.
pedagogy education web2.0 technology teaching learning social software
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01 Mar 09
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26 Feb 09
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01 Feb 09
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04 Jan 09
janetmbIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
web2.0 teaching pedagogy online learning elearning uts013966 framework for:talelinks
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12 Dec 08
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Add Sticky NoteEver since the advent of the Internet and access to information
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John DermoIn this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
Education learning web2.0 e-learning technology teaching Elearning article research online Pedagogy Connectivism constructivism LearningTheory mapping ariadne schemas conole
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10 Dec 08
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The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication
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Therefore, I want to suggest that we need new ways of thinking about how to map different pedagogies to the use of tools.
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We argued that any particular instance of learning lies somewhere along a combination of the three dimensions shown in the figure.
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that learning in any situation is some combination of learning through
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Social:Learn
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Open University
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OpenLearn
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09 Dec 08
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30 Nov 08
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22 Nov 08
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21 Nov 08
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19 Nov 08
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16 Nov 08
Boris Jaegerreflects on the implications of Web 2.0 for education and offers two new schemas for thinking about harnessing the potential of technologies.
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15 Nov 08
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04 Nov 08
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Will StewartIn this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
Education learning web2.0 e-learning technology teaching Elearning article research online Pedagogy Connectivism constructivism LearningTheory mapping ariadne schemas conole
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today’s digital environment is characterised by speed and immediacy; the ability to access a vast amount of information at the click of a mouse, coupled with multiple communication channels and social networks. This seems contradictory to traditional notions of education; the need to reflect, to build cumulatively on existing knowledge and develop individual understanding over time. Just as there has been a backlash against ‘fast food’ with the ‘slow food’ movement, some are arguing for the need to a return to ‘slow learning’ as a counter to the speed and immediacy that digital learning appears to offer.
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There is an inherent tension between the rhetoric of Web 2.0 and current educational practices.
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Add Sticky NoteSimilarly a key characteristic of Web 2.0 is user participation – the ‘wisdom of the crowds’, the ‘architecture of participation’ – mash-ups, remixing and co-construction are fundamental and widespread practices in Web 2.0. In contrast, despite the general increase in group-collaboration in recent years, fundamentally educational systems revolve around individual testing – evidencing of attainment of a level of knowledge and understanding against a set of pre-defined criteria. Even where group work is encouraged, more often than not there are strategies to ensure recognition of individual contribution to some extent.
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This issue of individual testing is one of the main barriers to change. It is used as much to validate an institution as it is to measure student achievement.
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Even the nature of academic referencing is being challenged in the fluid way in which ideas are developed, transformed and transferred through the blogosphere. Yes there is an inherent practice of cross-referencing sources in the blogosphere, however the speed with which ideas are taken up and transferred across blogs is such that it is almost impossible to identify ‘a source’ for many ideas. My own use of a blog has caused me to reflect on and rethink the nature of academic discourse and the relationship between how I develop and convey my ideas through traditional media such as journal publications and conference proceedings compared with my use of blogs. I have been surprised at how liberating and useful blogging has been, as a ‘stream of consciousness’ of the development of my ideas, through being part of an evolving collective of other thinking in the community and increasingly as my main reflective research journal and repository of ideas and resources.
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Add Sticky NoteEven where the pedagogy is learner-centred, current educational systems are not – administrative processes and assessment practice remain firmly bound to hierarchical, differentiated educational structures.
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Web 2.0 certainly provides the means to adopt a truly learner-centred approach, allowing learners the opportunity not only to negotiate their curriculum but also their mode of assessment.
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Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective. So there are huge tensions between the potential of Web 2.0 and our current educational systems.
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The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication:
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Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects.
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- thinking and reflection
- conversation and interaction
- experience and activity
- evidence and demonstration.
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Harnesses the Internet (social scale, user generated content, etc.)
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Public Stiky Notes
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