To use or not to use web 2.0 in higher education
TL;DR: The purpose of this paper is both to promote scholarly inquiry about the need of a new type a pedagogy (Web 2.0 based) and the development / adoption of best practice in teaching and learning with web 2.
About: This article is published in Procedia - Social and Behavioral Sciences.The article was published on 2009-01-01 and is currently open access. It has received 365 citations till now. The article focuses on the topics: Web standards & Web 2.0.
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TL;DR: For social media to be used as effective learning tools and to adjust students' prior affordances with these tools, complicated efforts in designing, scaffolding, and interacting with students during the process are necessary.
251 citations
TL;DR: The results showed that social media have a great value for academic-related purposes, particularly as teaching and learning tool; however, the actual use by faculty was at a minimal level, and there was consensus by faculty that if barriers were overcome, social media could be developed as an innovative and effective tool for teaching andlearning.
246 citations
TL;DR: It is argued that mobile learning theorists, practitioners and developers alike must be aware of the five challenges and aim to address them to maximise the potential of mobile learning.
Abstract: Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user-generated content. This information-rich environment may support both formal and informal learning. The increasing use of mobile technology affords additional opportunities to utilise this learning potential from any location and even when on the move. In this paper, we identify five important psychological challenges learners may encounter when using mobile devices for mobile learning. We argue that mobile learning theorists, practitioners and developers alike must be aware of the five challenges and aim to address them to maximise the potential of mobile learning. Practitioner Notes What is already known about this topic The educational potential of Web 2.0 technology is yet to be realised., Mobile technology is becoming increasingly widespread and offers immense opportunities for learning., Psychological theory and research has contributed to the characterisation and resolution of numerous applied problems in educational and technological contexts., What this paper adds Identification of five important psychological challenges posed by the mobile learning experience., A characterisation of the resultant skill set required by learners to maximise the potential of mobile learning., Implications for practice and/or policy Learning tasks and materials should be sensitive to the five psychological challenges of the mobile learning experience., To maximise the learning potential of Web 2.0 technology, learners must possess the appropriate profile of psychological (both cognitive and psychosocial) skills. [ABSTRACT FROM AUTHOR]
138 citations
TL;DR: In this article, the authors assess the extent to which learning and Web 2.0 technologies are utilized to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities.
Abstract: Purpose – This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities.Design/methodology/approach – A combination of content analysis and semi‐structured interviews was used to collect data. Semi‐structured interviews were conducted with ICT personnel from six of the eight public universities in Tanzania in 2011.Findings – The study found that the adoption of e‐learning and Web 2.0 technologies is still in its infancy in Tanzania's public universities. However, there was much enthusiasm amongst respondents for developing the potential of e‐learning and Web 2.0 tools in their universities.Practical implications – The study seeks to promote academic inquiry about the need for innovative Web 2.0 technologies in learning and teaching and the adoption of these emerging technologies in Africa's higher learning institutions.Originality/value – The st...
133 citations
Cites background from "To use or not to use web 2.0 in hig..."
...Web 2.0 refers to the “social use of the Web which allows people to collaborate, to get actively involved in creating content, to generate knowledge and to share information online” (Grosseck, 2009)....
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...0 refers to the “social use of the Web which allows people to collaborate, to get actively involved in creating content, to generate knowledge and to share information online” (Grosseck, 2009)....
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TL;DR: The suitability for a PLE in the context of eLearning 2.0 and European Higher Education Area is justified and the concept of an iPLE is presented, and a conceptual architecture for it is detailed.
Abstract: Universities can offer eLearning 2.0 tools and services to learners while obtaining clear benefits from releasing the control over some learning content. This means a shift from the institution centred and monolithic model of traditional virtual learning environments (VLEs) to a more heterogeneous and open model. This article tries to plot an architecture to be put in practice by universities to give learners the control of their learning processes by using eLearning 2.0. We propose an institutionally powered personal learning environment (iPLE) that constitutes our vision of how Web 2.0 tools (blogs, wikis, starting pages), services (del.icio.us, Flickr, YouTube) and people arrangement and data sharing (social networking, learn-streaming) could be applied in an integrated manner to learning processes. First, this article justifies the suitability for a PLE in the context of eLearning 2.0 and European Higher Education Area. Second, an overview of the evolution from VLEs to PLEs is given, and different PLE...
111 citations
Cites background from "To use or not to use web 2.0 in hig..."
...Learning can be improved if we manage to fit and guide the gradual integration of those technologies into the institutional environment (Grosseck, 2009)....
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References
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TL;DR: Learning objects were depicted as being like lego blocks or atoms as discussed by the authors, little bits of content that could be put together or organized, and standards bodies have refined the concept of learning objects into a rigorous form [http://ltsc.ieee.org/wg12] and have provided specifications on how to sequence and organize these pieces of content into courses and package them for delivery.
Abstract: When we think of learning content today, we probably think of a learning object [https://edtechbooks.org/-nLgm]. Originating in the world of computer-based delivery (CBT) systems, learning objects were depicted as being like lego blocks [https://edtechbooks.org/-gjo] or atoms [https://edtechbooks.org/-pPc], little bits of content that could be put together or organized. Standards bodies have refined the concept of learning objects into a rigorous form [http://ltsc.ieee.org/wg12] and have provided specifications on how to sequence and organize these bits of content into courses [https://edtechbooks.org/-CVBg] and package them for delivery [http://www.intrallect.com] as though they were books or training manuals.
981 citations
Journal Article•
TL;DR: These sections of the Web break away from the page metaphor and are predicated on microcontent, which means that reading and searching this world is significantly different from searching the entire Web world.
Abstract: © 2 0 0 6 B r y a n A l e x a n d e r chronological structure implies a different rhetorical purpose than a Web page, which has no inherent timeliness That altered rhetoric helped shape a different audience, the blogging public, with its emergent social practices of blogrolling, extensive hyperlinking, and discussion threads attached not to pages but to content chunks within them Reading and searching this world is significantly different from searching the entire Web world Still, social software does not indicate a sharp break with the old but, rather, the gradual emergence of a new type of practice These sections of the Web break away from the page metaphor Rather than following the notion of the Web as book, they are predicated on microcontent Blogs are about posts, not pages Wikis are streams of conversation, revision, amendment, and truncation Podcasts are shuttled between Web sites, RSS feeds, and diverse players These content blocks can be saved, summarized, addressed, copied, quoted, and built into new projects Browsers respond to this boom in
881 citations
01 Jan 2007
TL;DR: The two-way Web has arrived, accompanied by a raft of affordances that expand how the authors communicate, communicate, learn and create knowledge.
Abstract: School of EducationCharles Sturt UniversityThe two-way Web has arrived, accompanied by a raft of affordances that expand how weteach, communicate, learn and create knowledge. New trends are emerging in the wayinformation is distributed and consumed. Emerging “Web 2.0” services such as blogs,wikis and social bookmarking applications, as well as social networking sites like
786 citations
01 Jan 2008
TL;DR: The authors are trying to provide arguments for using Twitter as microblogging platform / social network in education, underlining its advantages, but also possible bad points.
Abstract: Twitter is the most popular microblogging application, with almost one million users called twitterers, who can send and receive messages via the web, SMS, instant messaging clients, and by third party applications. Posts are limited to 140 text characters in length. With a solid experience in using Web2.0 technologies in education, the authors are trying to provide arguments for using Twitter as microblogging platform / social network in education, underlining its advantages, but also possible bad points. The article presents too an application related to the Romanian Twitosphere and a Romanian microblogging platform, already used in education.
279 citations
Journal Article•
TL;DR: A story has a beginning, a middle, and a cleanly wrapped-up ending as discussed by the authors, and it follows a trajectory, a Freytag Pyramid, perhaps the line of a human life or the stages of the hero's journey.
Abstract: A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
118 citations