Learning Through Web 2.0 Social Technologies

Universal Access in Human-Computer …, 2007

Web 2.0 is an emerging catch phrase and the applications associated with it shocked the traditional eLearning world. However, is this really all new and can it be considered suitable for future interfaces for technology enhanced learning? In this paper, we present some experiences with LearnLand. This is an application designed and developed at Graz University of Technology and which has been running there since October 2006. It is based on the opensource software ELGG, which is a social software offering a high degree of choice, flexibility and openness and is considered as a system that places people at the hub of the activities. Our experimental research demonstrated that exactly this ease of use aspect is an absolute necessity for successful Web 2.0 learning applications. The tools of Web 2.0 have crossed Moore's chasm and reached the early majority, where they are evolving rapidly. However, the idea of social software itself, especially in learning scenarios, is not as far developed as we may imagine. It is necessary to take into account the fact that too few innovators and early adopters are actually using Web 2.0 technology to enhance existing learning behaviors. Insufficient educational concepts with Web 2.0 technologies require much future work.

2007

This paper reports early findings of an ongoing study to determine the use and impact of social educational software at undergraduate level. It summarizes the theoretical background to the educational use of social software and suggests directions for future research. The primary aim of the study was to capture and describe the extent and patterns of use of educational software and Web 2.0 technologies among first year undergraduate technology students taking the Web Development module. Results indicate [1] great variations in the ways in which students engage with both social and content-centred educational software environments; and [2] similarities in the ways of using social software within and outside the educational context.

University courses which examine the social aspects of Web 2.0 technologies should be available to all students enrolled either in socio-humanistic specializations or in computer science, management, engineering etc. Although there is a growing literature about the content and pedagogy of such courses in academia, there is little reference to content stressing the social impact of information technology and communications, and social media in particular, using teaching resources based on Web 2.0 technologies, tools, services and applications for collaboration, communication, information-sharing, on-line productivity, data organization, digital storytelling and other online social artifacts. This paper discusses some of the challenges which occur in the preparation and teaching courses about the social aspects of Web 2.0 and the ways to respond to them via pedagogical approaches that help students transform the social media universe in reflexive practice.

2008

2012

Abstract—Pedagogy with Web 2.0 technologies is shown to facilitate the teaching-learning process through content sharing and idea collaboration. In this paper, we explore the possibility of using social networking tools, to support teaching practice in technological courses.

Australasian Journal of Educational …, 2010

Seville: IPTS. Retrieved …, 2009

Collaborative, networked and personalized models of interaction are replacing the long-lasting centralized model of teaching and of learning. In this paper, we explore some ways in which the features offered by Web 2.0 can be used by teachers in their professional practices. We start by clarifying the notions of social software and Web 2.0, and by analyzing some of the benefits that can result from using Web 2.0 in teaching and in learning. Then we discuss the delicate matter of control over the learning process, focusing on some potential challenges that these technologies can bring to the school and classroom environments. The article ends with some critical considerations over practical issues, and a few recommendations, based on a pedagogy-oriented perspective on the use of technology.

The rapid emergence of social computing applications is changing the ways people connect with each other, exchange and create knowledge in different spheres. In particular, young people entering higher education are integrating ICT seamlessly in their everyday life and call for educational institutions to support their digital learning styles. But also older people are increasingly taking up social computing applications in their work and leisure life. Social computing tools thus have a potential to support both, students in higher education institutions and workers updating their skills in new ways. However, research on the enabling and disabling factors for a successful deployment of social computing is scarce. IPTS is aiming to close this gap with this ongoing study on Learning 2.0 practices. Evidence indicates that social computing applications can support higher education institutions in their efforts to facilitate communication with and among students and staff and to improve ...