Web 2.0 and social software: the medical student way of e-learning

2010 ◽  
pp. 100618101207066-5 ◽  
Author(s):  
John Sandars ◽  
Matthew Homer ◽  
Godfrey Pell ◽  
Tom Crocker
Keyword(s):  
Medical Student ◽  
Web 2.0 ◽  
Social Software ◽  
E Learning

Web 2.0 and social software: the medical student way of e-learning

2008 ◽  
Vol 30 (3) ◽  
pp. 308-312 ◽  
Author(s):  
John Sandars ◽  
Matthew Homer ◽  
Godfrey Pell ◽  
Tom Croker
Keyword(s):  
Medical Student ◽  
Web 2.0 ◽  
Social Software ◽  
E Learning

Social Software and E-Learning

2007 ◽  
pp. 228-247
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Problems with Social Software for E-Learning

2007 ◽  
pp. 294-309
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Design Principles for Social Software in E-Learning

2007 ◽  
pp. 248-270
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Design Principles ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

E-Learning 2.0

2010 ◽  
pp. 38-60 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Virtual Worlds ◽  
Collective Intelligence ◽  
Network Effect ◽  
Social Software ◽  
Collective Knowledge ◽  
Short Overview ◽  
E Learning

This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW has the potential to take e-learning 2.0 to new frontiers of advancement. Most significantly, the chapter argues that Web 2.0 and the SW provide an ideal platform for harnessing collective intelligence, collective knowledge, the power of the groundswell, the network effect, and the collective power of simulation for higher education institutions (HEIs) in the area of elearning 2.0. Against this backdrop, the chapter provides, first, a short overview of e-learning 2.0, Web 2.0 and the SW. Second, it characterises the way in which Web 2.0 social software technologies (e.g., blogs, wikis, social networks and virtual worlds) can be deployed in HEIs for delivering e-learning 2.0 for educational purposes. In addition, it outlines the manner in which the SW (in the form of semantic blogs, semantic wikis, semantic social networks and semantic virtual worlds) can enhance each of these Web 2.0 technologies for deploying e-learning 2.0 in HEIs.

Back to the Future

2010 ◽  
pp. 1-20 ◽  
Author(s):  
Nada Dabbagh ◽  
Rick Reo
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Web 2.0 ◽  
Learning Environments ◽  
Developmental Perspective ◽  
Social Software ◽  
Networked Learning ◽  
Learning Contexts ◽  
The Future ◽  
E Learning

This chapter provides a developmental perspective on Web 2.0 and social software by tracing the historical, theoretical, and technological events of the last century that led to the emergence—or re-emergence, rather—of these powerful and transformative tools in a big way. The specific goals of the chapter are firstly, to describe the evolution of social software and related pedagogical constructs from pre- and early Internet networked learning environments to current Web 2.0 applications, and secondly, to discuss the theoretical underpinnings of social learning environments and the pedagogical implications and affordances of social software in e-learning contexts. The chapter ends with a social software use framework that can be used to facilitate the application of customized and personalized e-learning experiences in higher education.

Social Software in E-Learning

2007 ◽  
pp. 271-293
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

Personal Knowledge Management Skills in Web 2.0-Based Learning

2010 ◽  
pp. 109-127 ◽  
Author(s):  
Maria Elisabetta Cigognini ◽  
Maria Chiara Pettenati ◽  
Palitha Edirisingha
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Professional Training ◽  
Tertiary Education ◽  
Personal Knowledge ◽  
Social Software ◽  
Management Skills ◽  
Personal Knowledge Management ◽  
The Social ◽  
E Learning

At present, many Web 2.0 activities are being integrated into the e-learning spaces designed for learners. We need to analyze and learn from these activities to derive insights about their effectiveness, in order to promote the systematic application of technology in post-compulsory educational contexts, from undergraduate to postgraduate levels and also in professional training. This chapter deals with one aspect of “E-learning 2.0” (Downes, 2005) practices, specifically the importance of acquiring and mastering a set of personal knowledge management (PKM) skills to perform successfully in the Web 2.0 environment for learning in tertiary education. The authors first present a PKM skills model based around a division into (1) basic PKM competencies associated with the social software web practices of Create–Organize–Share; and (2) higher-order skills focusing on the advanced management of one’s personal knowledge. A learning design model and related examples are presented, aimed at inspiring and guiding tertiary educators in designing and implementing activities consistent with the goal of developing students’ PKM skills.

Web 2.0 and Learning

2010 ◽  
pp. 23-37 ◽  
Author(s):  
Bolanle A. Olaniran ◽  
Indi M. Williams
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Social Software ◽  
Learning Technology ◽  
Learning Platform ◽  
Technology Applications ◽  
E Learning

This chapter explores three facets of Web 2.0: the pedagogical use of social software in a Web 2.0 e-learning environment, social software, and social networking from the perspective of transactional control in fostering student learning, as proposed in the theoretical framework of Dron’s (2006) theory. It also examines the implications of Web 2.0 as it relates to learning and e-learning. Using Facebook as a case specific Web 2.0 platform, the researcher pursues understanding of learner control, as well as cultural interactions in Web 2.0 environments in the broader context of cultural implication for Web 2.0 as a learning platform in a global e-learning environment. Accordingly, the Facebook example helps to illustrate how instructors and students can effectively control their learning environment (or relinquish control of their learning environment) within an intracultural setting, in an attempt to create a meaningful learning experience as proposed by the transactional control model. In conclusion, the chapter offers recommendations for Web 2.0 e-learning technology applications in order to create effective and meaningful learning for students and instructors.

E-Learning 2.0

2010 ◽  
pp. 1765-1787
Author(s):  
Chaka Chaka
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Virtual Worlds ◽  
Higher Education Institutions ◽  
Network Effect ◽  
Social Software ◽  
Collective Knowledge ◽  
Short Overview ◽  
E Learning

This chapter contends that both Web 2.0 and the SemanticWeb (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW has the potential to take e-learning 2.0 to new frontiers of advancement. Most significantly, the chapter argues that Web 2.0 and the SW provide an ideal platform for harnessing collectiveintelligence, collective knowledge, the power of thegroundswell, the network effect, and the collective powerof simulation for higher education institutions (HEIs) in thearea of elearning 2.0. Against this backdrop, the chapter provides, first, a short overview of e-learning 2.0, Web 2.0and the SW. Second, it characterises the way in which Web2.0 social software technologies (e.g., blogs, wikis, social networks and virtual worlds) can be deployed in HEIs for delivering e-learning 2.0 for educational purposes. In addition, it outlines the manner in which the SW (in theform of semantic blogs, semantic wikis, semantic social networks and semantic virtual worlds) can enhance each ofthese Web 2.0 technologies for deploying e-learning 2.0 in HEIs.

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