E-Learning 2.0 ~ Stephen's Web ~ by Stephen Downes - The Diigo Meta page

• 08 Oct 09
  

  tessa welch

  e-learning web2.0 Education downes elearning

• 29 Aug 09
  

  Wendy J.

  elearning online learning technology web 2.0 Tags

• 17 Jun 09
  

  Philipp Schmidt

  edu3.0

• 22 Apr 09
  

  jlearn 2.0

  elearning web2.0

• 04 Apr 09
  

  Fernando Cassola Marques

  Ainda não analisei o artigo, mas parece-me que é um tema interessante a explorar para a tese. O autor é bastante conceituado na área das TIC Educação. I have presented on the topic of E-Learning 2.0 a number of times in the last few months, but this is th

  e-learning web 2.0

• 02 Feb 09
  

  Lola Mento

  actividades blog Enlaces infantil lengua libros Primaria RECURSOS e-learning e-learning2.0 education elearning teaching technology training web2.0 esl bookmarks

• 01 Feb 09
  

  Pamela Arraras

  web2.0 evo2009mlit e-learning

• 07 Nov 08
  

  David Tomlinson

  e-learning web2.0

  • In general, where we are now in the online world is where we were before the
    beginning of e-learning [1].
  • People in networked markets have figured out that they get far better
    information and support from one another than from vendors
  • 10 more annotations...
  • • Learning is characterized not only by greater autonomy for the learner, but also
      a greater emphasis on active learning, with creation, communication and
      participation playing key roles, and on changing roles for the teacher, indeed,
      even a collapse of the distinction between teacher and student altogether [7].
    • major parts of the World Wide Web were acquiring the properties of
      communications networks
    • the Web was shifting from being a medium, in which information was transmitted
      and consumed, into being a platform, in which content was created, shared,
      remixed, repurposed, and passed along.
    • the emergence of the Web 2.0 is not a technological revolution, it is a social
      revolution.
    • what constituted "community" in online learning were artificial and often
      contrived "discussions" supported by learning management systems [15].
    • a community of practice is characterized by "a shared domain of interest" where
      "members interact and learn together" and "develop a shared repertoire of
      resources."
    • The model of e-learning as being a type of content, produced by publishers,
      organized and structured into courses, and consumed by students, is turned on
      its head.
    • what happens when students blog, and read reach others' blogs, is that a network
      of interactions forms-much like a social network, and much like Wenger's
      community of practice.
    • Rather than being composed, organized and packaged, e-learning content is
      syndicated, much like a blog post or podcast. It is aggregated by students,
      using their own personal RSS reader or some similar application. From
      there, it is remixed and repurposed with the student's own individual
      application in mind, the finished product being fed forward to become fodder for
      some other student's reading and use.
    • While there is still an element of content delivery in these systems, there is
      also an increasing recognition that learning is becoming a creative activity and
      that the appropriate venue is a platform rather than an application.
• 03 Nov 08
  

  Elizabeth Wellburn

  downes

• 21 Oct 08
  

  hanspr
• 13 Oct 08
  

  Chuck Brands
• 08 Oct 08
  

  Theron DesRosier

  the evolution of education is discussed by downes in this post.

  web2.0 Education elearning future blog e-learning

  • Educators began to notice something different happening when they began to use tools like wikis and blogs in the classroom a couple of years ago. All of a sudden, instead of discussing pre-assigned topics with their classmates, students found themselves discussing a wide range of topics with peers worldwide. Imagine the astonishment, for example, when, after writing a review of a circus she had viewed, a Grade 5 student received a response from one of the performers [16]. In a very short time, blogs were used for a wide variety of purposes in education; an educational bloggers' network formed and by this year thousands of teachers were encouraging their students to blog.
  • What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read—
    and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.

    • 

      Theron DesRosier on 2008-10-08

      good questions!
  • 1 more annotations...
  • • The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
• 01 Oct 08
  

  Kristina Hoeppner

  e-learning article stephendownes

• 08 Sep 08
  

  Birgit Ferran

  Stephen's Web ~ by Stephen Downes

  e-learning web2.0 education articles

• 29 Aug 08
  

  Dan Holt

  web2.0 blogs education e-learning2.0 wiki podcasting socialnetworking

• 24 Jul 08
  

  Cheng Gang
  • form of online courses
  • system that organizes and delivers online courses
  • 12 more annotations...
  • • These changes are sweeping across entire industries as a whole and are not unique to education; indeed, in many ways education has lagged behind some of these trends and is just beginning to feel their wake.
    • This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
    • The new Internet user may not vote, but that is only because the vote is irrelevant when you govern yourself
    • In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along
    • Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts
    • These communities were typically limited to a given group of learners, such as a university class, had a fixed start and end-point
    • It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests.
    • It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
    • Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast.
    • More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications.
    • In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used.
    • Mobile learning offers not only new opportunities to create but also to connect
• 28 Jun 08
  

  Ádila Faria

  e-learning article

• 27 Jun 08
  

  Jonathan Duke

  elearning future web2.0 education

• 10 Jun 08
  

  maike online

  Web 2.0 is not a technological revolution, it is a social revolution.

  web2.0 learning2.0 elearning forevideo downes szenarien forproject vortrag240309 delicious

• 18 Apr 08
  

  Takuya Homma

  Education

• 08 Apr 08
  

  Patrik Bergman

  e-learning 2.0 stephen downes

• 03 Apr 08
  

  tim k

  e-learning future

  • Papert writes, "The most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design"
• 14 Mar 08
  

  Javed Alam

  E-learning as we know it has been around for ten years or so.
  During that time, it has emerged from being a radical idea—the
  effectiveness of which was yet to be proven—to something that is widely
  regarded as mainstream.

  blog e-learning podcasting teaching web2.0 elearning downes

• 

  Zaid Ali Alsagoff

  This article written in 2005, explores what lies ahead in the field of e-learning. Just read it!

  Papers

• 13 Feb 08
  

  caseyyang

  e-learning

• 08 Feb 08
  

  Alan McCluskey

  e-learning future web2.0

• 11 Jan 08
  

  Janet Burstall

  "Imagine the astonishment, for example, when, after writing a review of a circus she had viewed, a Grade 5 student received a response from one of the performers "

  elearning web2.0

• 28 Nov 07
  

  Marc Lijour

  blog E-learning technology training Web2.0

• 22 Nov 07
  

  Arne Olav Nygard

  connectionism connectivism e-learning elearning future learning lms trends web20 youth

  • 
    
    One trend that has captured the attention of numerous pundits is the changing nature of Internet users themselves. Sometimes called "digital natives" and sometimes called "n-gen," these new users approach work, learning and play in new ways [2].

    
    
    

    
    They absorb information quickly, in images and video as well as text, from multiple sources simultaneously. They operate at "twitch speed," expecting instant responses and feedback.

  • In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner [5].
  • 3 more annotations...
  • • Taking this approach even further is George Siemens's Connectivism. "We derive our competence," writes Siemens, "from forming connections... Chaos is a new reality for knowledge workers... Unlike constructivism, which states that learners attempt to foster understanding by meaning-making tasks, chaos states that the meaning exists—
      
      the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities." Readers of Douglas Rushkoff's Cyberia will recognize a similar theme as knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment [8].
    • n a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along
    • For all this technology, what is important to recognize is that the emergence of the Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"
• 16 Oct 07
  

  shang jianxin
  • Today
  • (LMS).
  • 12 more annotations...
  • • WebCT, Blackboard
    • Desire2Learn
    • One trend
    • In learning, these trends are manifest in what is sometimes called
      "learner-centered" or "student-centered" design
    • autonomy
    • emphasis on active learning, with creation, communication and participation
      playing key roles, and on changing roles for the teacher,
    • Connectivism
    • Meaning-making and forming connections between specialized communities are
      important activities
    • the Read Web" to the "Read-Write Web,"
    • According to Wenger, a community of practice is characterized by "a shared
      domain of interest" where "members interact and learn together" and "develop a
      shared repertoire of resources."
    • "a shared domain of interest" where "members interact and learn together" and
      "develop a shared repertoire of resources."
    • an environment rather than a system.

Public Stiky Notes

• 
  Theron DesRosier on 2008-10-08
  good questions!

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