web2.0

09 Nov 09

LearnCentral

We’ve been waiting a long time for computers to dramatically change education, but for the most part, that promise remains unfulflled. Unlike in the business world, where the computer quickly became a fxture on every desk and transformed both day-to-day tasks and the business landscape as a whole, computers have not transformed the goals of educators, or even the methods used to achieve those goals.

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28 Oct 09

Higher Education in a Web 2.0 World : JISC

Essentially, these are Web 2.0 or Social Web technologies, technologies that enable communication, collaboration, participation and sharing.

Web 2.0 – the Social Web:
‘Software that supports group interaction’
Shirky C, 2003

As we began our work, the online lifestyle of young people going into higher education was inescapable, and those working in it had sensed a clear change in their students’ pre-entry experience. The time was ripe for an informed, impartial assessment of this and what it might herald for higher education policy and strategy. This was our remit. Since they represent the future, we took young learners as our baseline. We have, however, been concerned with learners of all ages.

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16 Sep 09

elearnspace. Learning Management Systems: The wrong place to start elearning

Learning Management Systems (LMS) are often viewed as being the starting point (or critical component) of any elearning or blended learning program. This perspective is valid from a management and control standpoint, but antithetical to the way in which most people learn today.

LMS' like WebCT, Blackboard, and Desire2Learn offer their greatest value to the organization by providing a means to sequence content and create a manageable structure for instructors/administration staff. The "management" aspect of LMS' creates another problem: much like we used to measure "bums in seats" for program success, we now see statistics of "students enrolled in our LMS" and "number of page views by students" as an indication of success/progress. The underlying assumption is that if we just expose students to the content, learning will happen.

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Many HE institutions still think like this, while at the same time professing to be "learner-centred". - willstewart on 2009-09-16

14 Sep 09

elearningeuropa.info

This paper offers an overview of empirical findings, concepts and definitions of informal learning. Initially, diverse dimensions and contested fields of informal learning will be interrogated. In the second section, the meaning of informal learning in the context of Web 2.0 and social software will be portrayed. Finally, the concept of personal learning environments will be examined in terms of contradictions and inaccuracies in relationship to the afore interrogated basic concepts of informal learning.

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informal learning web2.0 ICT Social software PLE

08 Sep 09

Digital Ethnography

Here is the video from my recent talk at the Personal Democracy Forum at Jazz at Lincoln Center. About 10 minutes of it is a minor update (rehash) of An Anthropological Introduction to YouTube, but the rest is new. The gathering may have been the highest concentration of amazingly creative and concerned global citizens I have ever been around. Hallway conversations were different than your typical conversations. Instead of lots of people saying, “You know, somebody should … ” there were lots of people saying, “So I did this, this, and this, and now I’m working on doing this, this, and this and we should collaborate … ”

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29 Jul 09

Many Eyes

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Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning

This Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.

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22 Jul 09

Check Username Availability at Multiple Social Networking Sites

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Become Web Dead: Erase Your Online Identity in 10 Steps: | SMASHgods ~ breaking down the best bits of propriety ~ [www.smashgods.com]

So you went a little nuts on your MySpace profile - you posted your age, your interests, some of your funniest home movies and the secret spots you like to frequent on Saturday following your morning dog walk. It felt freeing and liberating to tout your spot in this world and advertise your status to your online “friends”.

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security identity privacy Internet smashgods web2.0 digital_identity howTo

13 Jul 09

elearningpapers

This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning. The answers given by eLearning scholars who intend to use the creative options offered by Web 2.0 in institutional learning are summarised in the first part of the paper.

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elearningpapers web2.0 tools teaching learning communication

26 Apr 09

eLearn: Feature Article

George Siemens is the author of Knowing Knowledge and the recently released Handbook of Emerging Technologies for Learning. He is also associate director of research and development with the Learning Technologies Centre at the University of Manitoba and is the founder and president of Complexive Systems Inc., a learning lab focused on helping organizations develop integrated learning structures to meet the needs of global strategy execution.

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01 Apr 09

A Conversation on Learning ~ Stephen's Web ~ by Stephen Downes

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learning web2.0 challenges

28 Mar 09

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 | EDUCAUSE CONNECT

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the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.
And in a rapidly changing world, these ecosystems must not only supply this workforce but also provide support for continuous learning and for the ongoing creation of new ideas and skills.
20 more annotations...
- We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
- t is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education—at least not the sort of campuses that we have traditionally built for colleges and universities. Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century.
- Fortunately, various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
- Arguably, the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
- The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
- The latest evolution of the Internet, the so-called Web 2.0, has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people. New kinds of online resources—such as social networking sites, blogs, wikis, and virtual communities—have allowed people with common interests to meet, share ideas, and collaborate in innovative ways. Indeed, the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning.
- The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.⁵
- The emphasis on social learning stands in sharp contrast to the traditional Cartesian view of knowledge and learning—a view that has largely dominated the way education has been structured for over one hundred years. The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students. By contrast, instead of starting from the Cartesian premise of “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are.”
- There is a second, perhaps even more significant, aspect of social learning. Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field.
- In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.⁹ But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
- “productive inquiry”
- ways in which technology has begun to change the game in education
- virtual environment is the Terra Incognita project of the University of Southern Queensland (Australia), which has built a classroom in Second Life,
- it also seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks that have attracted millions of young people.
- As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
- Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
- All of these institutions are practicums—places where knowledge is created and stored and transmitted. But are they reflective practicums? Are they evaluating what they do and engaging in anything resembling cycles of continuous improvement? Are their reflections being systematically captured and shared?
- An example of such a practicum is the online Teaching and Learning Commons
- The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education. But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
- In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations.

24 Mar 09

Home | Common Craft - Explanations In Plain English

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20 Feb 09

Open Thinking Wiki

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12 Dec 08

Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

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

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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. - willstewart on 2008-12-02

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.
  - 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. - on 2008-12-02
  Add Sticky Note
- 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.
  - 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. - on 2008-12-02
  Add Sticky Note
- 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.)

11 Nov 08

newlearning » home

New Technologies Means New Learning (or should it be New Ways of Learning?)

Does it? I think it does, and I have some ideas about how the use of new technologies changes how we learn, but I'd like to elicit what others think before I write too much here.

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03 Nov 08

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT

The world has become increasingly “flat,” as Tom Friedman has shown. Thanks to massive improvements in communications and transportation, virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.1

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Interesting article for those interested in transforming Distance Learning. - willstewart on 2008-11-03

This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
There is a second, perhaps even more significant, aspect of social learning. Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.

We-think: The power of mass creativity - Charles Leadbeater

We Think explores how the web is changing our world, creating a culture in which more people than ever can participate, share and collaborate, ideas and information.

Ideas take life when they are shared. That is why the web is such a potent platform for

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08 Oct 08

Is the Web still the Web? |Fatal Exception | Neil McAllister | InfoWorld

For developers of RIAs (rich Internet applications), Adobe's announcement that Google and Yahoo will soon be able to index text within Flash movies should come as welcome news. Until now, Flash files have been black boxes; as binary files, search indexers

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Will Stewart's Library tagged web2.0 → View Popular

LearnCentral

Higher Education in a Web 2.0 World : JISC

elearnspace. Learning Management Systems: The wrong place to start elearning

elearningeuropa.info

Digital Ethnography

Many Eyes

Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning

Check Username Availability at Multiple Social Networking Sites

Become Web Dead: Erase Your Online Identity in 10 Steps: | SMASHgods ~ breaking down the best bits of propriety ~ [www.smashgods.com]

elearningpapers

eLearn: Feature Article

A Conversation on Learning ~ Stephen's Web ~ by Stephen Downes

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 | EDUCAUSE CONNECT

Home | Common Craft - Explanations In Plain English

Open Thinking Wiki

Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

newlearning » home

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT

We-think: The power of mass creativity - Charles Leadbeater

Is the Web still the Web? |Fatal Exception | Neil McAllister | InfoWorld

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