Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne ... - The Diigo Meta page

• 21 Oct 09
  

  Christian Czaputa

  conole pedagogy education technology teaching learning ariadne

• 14 Oct 09
  

  Carol Furchner

  Provides 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."

  pedagogy web2.0 education technology teaching learning l2.0

  • matching the affordances of the tools to what they offer for learning
  • learning
    on one’s own, individually through to learning socially
  • 3 more annotations...
  • • 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.
• 28 Jul 09
  

  Mike Betts
  • 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.
  • 27 more annotations...
  • • This seems contradictory to traditional notions of education; the need to reflect,
      to build cumulatively on existing knowledge and develop individual understanding
      over time.
    • 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?’
    • such practices in the current educational climate constitute plagiarism.
    • 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.
    • 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.
    • It is no longer possible for any individual to be an expert in their field,
    • 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.
    • 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.
    • I want to suggest two new schema/approaches, which we might adopt to make sense of this and harness the potential of new technologies.
    • 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
    • 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,
    • 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
    • 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
    • It is significant that many of the post 2005 tools are available as free, online services
    • functionality created in one tool can be embedded or made available in another.
    • as is the shift from desktop tools to Web services - emphasising the assumption that there is near-ubiquitous access to the Internet.
    • 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.
    • 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.
    • We argued that any particular instance of learning lies somewhere along a combination
      of the three dimensions shown in the figure.
    • 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.
    • 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).
    • 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.
    • crudely they are
      offered by many as an alternative to institutionally controlled Virtual Learning
      Environments (VLEs)
    • such a personal working environment and mixture of institutional and self-selected
      tools are increasingly becoming the norm.
    • 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
    • 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.
• 19 Jun 09
  

  Megan Poore

  Conole, Grainne

  change innovation pedagogy technology elearning knowledge

  • 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.
  • 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.
  • 2 more annotations...
  • • 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.
    • 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.
• 08 Jun 09
  

  Tania Sheko

  new schemas for mapping pedagogies and technology

  technology pedagogies Web 2.0

• 

  Grace Kat

  ICT pedagogy research

• 05 Jun 09
  

  Joachim Niemeier

  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 elearning2.0 e-learning

• 24 Mar 09
  

  Graham Atttwell

  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.

  pedagogy education web2.0 technology teaching learning social software

• 12 Dec 08
  

  Jak Radice
  • Ever since the advent of the Internet and access to information

    • 

      Jak Radice on 2008-12-12

      Testing
• 

  John Dermo

  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 im

  Education learning web2.0 e-learning technology teaching Elearning article research online Pedagogy Connectivism constructivism LearningTheory mapping ariadne schemas conole

• 10 Dec 08
  

  anja c. wagner
  • The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication
  • Therefore, I want to suggest that we need new ways of thinking about how
    to map different pedagogies to the use of tools.
  • 5 more annotations...
  • • We argued that any particular instance of learning lies somewhere along a combination
      of the three dimensions shown in the figure.
    • that learning in any situation is some combination of learning through
    • Open University
    • Social:Learn
    • OpenLearn
• 22 Nov 08
  

  Dan Rehman

  pedagogy web2.0 teaching

• 21 Nov 08
  

  Sheryl Nussbaum-Beach

  dissertation plpresearch

• 15 Nov 08
  

  Jane Challinor

  Web2.0 elearning education Pedagogy proj0

• 04 Nov 08
  

  Carolyn Demefack

  research web2.0 pedagogy

• 

  Will Stewart

  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 im

  Education learning web2.0 e-learning technology teaching Elearning article research online Pedagogy Connectivism constructivism LearningTheory mapping ariadne schemas conole

  • 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.
  • There is an inherent tension between the rhetoric of Web 2.0 and current educational
    practices.
  • 8 more annotations...
  • • 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. Even where group work is encouraged, more often than not there are strategies to ensure recognition of individual contribution to some extent.

      • 

        Will Stewart on 2008-12-02

        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.
    • 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.
    • 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.

      • 

        Will Stewart on 2008-12-02

        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.
    • 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.
    • The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication:
    • 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.
    • • thinking and reflection
      • conversation and interaction
      • experience and activity
      • evidence and demonstration.
    • Harnesses the Internet (social scale, user generated content,
      etc.)
• 03 Nov 08
  

  Dennis Maloney

  web2.0 theory technology teaching schemas research pedagogy online mapping instruction

• 26 Oct 08
  

  Ryan Bretag

  education pedagogy web2.0 articles

• 

  Kim FLINTOFF

  education pedagogy web2.0 technology teaching technologies' ariadne pedagogies professional reading conole learning

• 23 Oct 08
  

  Robert Gray

  pedagogy technology web2.0 teaching

• 22 Oct 08
  

  Gabriela Grosseck

  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 im

  225 tweetmarks twitter

• 21 Oct 08
  

  Nigel Robertson

  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.

  education pedagogy technology web2.0 teaching wcel conole schema mapping tension change

• 

  Tony Searl

  imported Bookmarks FAVOURITES computers

• 

  Carmen Tschofen

  teaching technology

  • speed
    and immediacy
  • seems contradictory to traditional notions of education; the need to reflect,
    to build cumulatively on existing knowledge and develop individual understanding
    over time
  • 5 more annotations...
  • • speed
      and immediacy
    • it is almost impossible to identify ‘a source’ for many ideas
    • 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
    • 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. Despite this, the impact of Web 2.0 on education
      has been less dramatic than its impact on other spheres of society
    • 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. The question driving SocialLearn is ‘if
      we were to start a new university from scratch, harnessing the very best of
      new technologies – what would it look like?’ In contrast, 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). The site has been built using
      the Moodle platform, and in addition to the OERs a range of social tools are
      also provided to encourage discussion and collaboration among users [7].
• 

  Patti Porto

  web2.0 education

• 

  Irmeli Aro

  eLearning

• 

  justin hardman

  education pedagogy web2 technology hkistech

• 20 Oct 08
  

  dean groom

  technology web2.0 pedagogy education

• 

  E. Alana James

  cck08 learning e-learning connectivism

• 

  Jose Silva

  web2.0

• 

  elke das

  education pedagogy

• 

  Allison Kipta

  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 im

  web2.0 technology cck08 connectivism pedagogy constructivism learning teaching elearning

• 

  susan carter morgan

  education pedagogy technology web2.0

• 19 Oct 08
  

  Christy Tucker

  Schemas for categorizing the use of pedagogies, learning theories, and technologies. For example, Table 1 maps learning theories (behaviorism, cognitive constructivism, social constructivism, and situated learning) against types of technologies. Online communication tools offer more potential for social constructivist interaction and joint construction of knowledge.
  
  This article also suggests a way to map tool use along three dimensions:
  * Individual - Social
  * Information - Experience
  * Passive - Active
  This isn't a simple framework where a single tool always is used the same way. Blogs can be more social or more based on individual reflection, and could be at different places in that framework depending on the actual learning activities.

  education e-learning pedagogy web2.0 constructivism technology learningtheories instructionaldesign cck08

• 

  Mihaela Seusan

  educatie web tehnologie

  • here 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. 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.
  • 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
• 14 Oct 08
  

  mat Wall-Smith

  connectivism elearning edupunk learning teaching technology educational_technology

• 07 Oct 08
  

  Rob Parsons

  conole

• 

  wayne anderson

  education learningTheory web2.0 edTech pedagogy

• 

  Kate Sim

  education gconole pedagogy web2.0

• 06 Oct 08
  

  Evan Abbey

  education theory social_network

• 20 Sep 08
  

  Daniel Craig

  Article that attempts to map learning theories and pedagogies/technologies.

  web2.0 theory technology teaching pedagogy learning schemas learningtheories learningtheory instructionaltheory instruction danielcraig GrainneConole CALL

• 03 Sep 08
  

  Maggie Verster

  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 im

  school2.0 pedagogy education esnsa learning teaching

• 30 Aug 08
  

  Timo Nevalainen

  social_web pedagogy teaching elearning theory web2.0

• 

  Josie Fraser

  web2.0 education pedagogy edtech schemas ariadne theory

• 

  Milton Ramirez

  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

  education technology

• 27 Aug 08
  

  Kristina Hoeppner

  cf. http://www.downes.ca/cgi-bin/page.cgi?post=45736 for a critique

  web2.0 pedagogy education technology article ple vle learningtheory learning

• 

  Alan Levine

  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 im

  web2.0 technology online education edtech hznmc

• 

  L@jost EU project

  eLearning web2.0 education pedagogy l@jost

• 

  Sarah Horrigan

  pedagogy web2.0 article technology online education conole mapping ariadne MAODE H807 E891

Public Stiky Notes

• 
  Will Stewart on 2008-12-02
  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.
• 
  Jak Radice on 2008-12-12
  Testing
• 
  Will Stewart on 2008-12-02
  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.

Page Comments

• 
  Will Stewart on 2008-12-02
  Some in HE are starting to make this move away from an instructivist approach to one more aligned to social and situated learning. However, they tend to be the brave ones.

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