scholarly journals Towards a New Platform Based on Web 2.0 Technologies Supporting Collaborative Clinical Reasoning Behavior Skills

2021 ◽  
Vol 16 (08) ◽  
pp. 106
Author(s):  
Teldja Gherib ◽  
Tahar Bouhadada
Keyword(s):  
Web 2.0 ◽  
Clinical Reasoning ◽  
Teaching And Learning ◽  
Information Need ◽  
Web 2.0 Technologies ◽  
Synchronous Mode ◽  
Complex Skill ◽  
Shared Information ◽  
Working Together ◽  
Effective Teaching And Learning

Clinical Reasoning (CR) is a complex skill that must be learned by students during their training. However, it is difficult to learn and it is not immediately apparent how training should be organized to develop and improve students' clinical reasoning behavior. The use of Web 2.0 technologies in e-learning and e-health provides opportunities to consider effective teaching and learning methods, with an emphasis on collaboration. The importance of collaboration in medical education and practice is growing, and by working together professionals can build a better future. When a shared information need becomes a collaborative site, it is called Collaborative Information Behavior (CIB). To date, there is no system that fully supports CIB in clinical reasoning learning. This paper focuses on studies conducted in the field of CIB. In addition, research related to the clinical reasoning learning in medical pedagogy is also considered. A model dedicated to the design of a collaborative clinical reasoning behavioral environment in synchronous mode is proposed. The proposed model was concretized by a collaborative environment supporting behavioral competencies in collaborative clinical reasoning based on Web 2.0 technologies (MEDcollab), which aims to make student learning visible and accessible to educators.

scholarly journals Web 2.0 technologies in education

2011 ◽  
Vol 52 ◽  
Author(s):  
Anita Juškevičienė
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Educational Process ◽  
Synthesis Methods ◽  
Technology In Education ◽  
Web 2.0 Technologies ◽  
Online Technologies ◽  
Impact Of Technology ◽  
Teaching And Learning Quality ◽  
The Impact

Information technology is a necessity in every activity, so the application of technology in education is expected to improve teaching and learning quality, student motivation and practical and theoretical knowledge aggregation. One of these types of technology are web 2.0 technologies,which are widely used in the world of teaching and learning process. The article analyzes the impact of technology to educational process, gives the varioususes of online technologies for education examples. The paper uses comparative analysis, research and other work synthesis, methods.  

scholarly journals Real-Time, Real World Learning—Capitalising on Mobile Technology

2020 ◽  
pp. 371-393
Author(s):  
Keith D. Parry ◽  
Jessica Richards ◽  
Cameron McAuliffe
Keyword(s):  
Web 2.0 ◽  
Mobile Technology ◽  
Real World ◽  
Teaching And Learning ◽  
Engaged Learning ◽  
Web 2.0 Technologies ◽  
Emergent Technologies ◽  
Digital World ◽  
Highly Active ◽  
Real World Learning

Abstract Parry, Richards and McAuliffe critique an active learning approach that makes use of mobile technology and augmented reality to enhance students’ real-world learning. Students are now bringing a variety of mobile technology into the classroom and the chapter discusses the challenge of maintaining students’ interest and engagement when they can be connected to the world outside the classroom via electronic devices. Although sometimes a distraction, embracing the use of Web 2.0 technologies can provide the “highly active and participatory experiences” that today’s students are searching for (Brill & Park. Facilitating engaged learning in the interaction age taking a pedagogically disciplined approach to innovation with emergent technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 71. 10.12691/education-4-1-9). The chapter explores the use of Web 2.0 technologies and their use to upskill students in the technical complexities of the digital world and the use of specialised online discourses suitable for real world learning and working.

Web 2.0 Technologies and the Spirit of Online Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 44-53 ◽  
Author(s):  
Victor X. Wang ◽  
Valerie Bryan ◽  
Krista Steinke
Keyword(s):  
Active Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Groups ◽  
Web 2.0 Technologies ◽  
Online Teaching And Learning ◽  
Passive Learning ◽  
New Knowledge

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym for education, e.g., adult learning. Significantly, learning is replacing the term education in the educational vocabulary. However, active learning is defined as methods by which learners actively participate in the learning process (e.g., discussion groups, problem-solving, experimentation, and the like). It is differentiated from passive learning in which learners are led by the nose. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active learning online since Web 2.0 Technologies were used for online teaching and learning.

The Transfer Value of Successful Learning Practices Using Web 2.0

2011 ◽  
pp. 269-290
Author(s):  
Jos Fransen ◽  
Bas van Goozen
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Success Factors ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Learning Practices ◽  
Innovative Learning ◽  
Cross Case Analysis

Listening to students’ voices might result in the design of more effective learning practices, assuming that learning and teaching can be attuned more adequately in those practices. Therefore, research was carried out to investigate the characteristics of successful innovative learning practices using Web 2.0 technologies to establish to what extent they might serve as a model for learning practices in more or less similar contexts. Five learning practices were investigated through a range of processes including document analysis and by interviewing students. Additionally, a cross case analysis was carried out to track down success factors of teaching and learning with Web 2.0 technologies, and to find out to what extent these practices are contextual. The analysis showed the importance of co-production and co-creation in learning practices supported by the use of Web 2.0 technologies, and the crucial role of students’ motivation and teacher’s willingness to experiment with new learning practices.

scholarly journals Technology-Supported Online Writing: An Overview of Six Major Web 2.0 Tools for Collaborative-Online Writing

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eid Hamoudeh Ahmed Alkhataba ◽  
Samsiah Abdul-Hamid ◽  
Ibrahim Bashir
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Web 2.0 Technologies ◽  
Online Writing ◽  
Google Docs ◽  
Online Classrooms ◽  
Information And Communication

The emergent of the internet and the rapid development of information and communication technologies (ICT) envisaged a system capable of quickly transforming and modernizing the teaching and learning processes. The 21st century Web 2.0 technologies, such as Edmodo, Google docs, Zoho writer, Blogs, Wikis, and Facebook can be used in blended or virtually online learning classes, forums or courses. They play significant roles in promoting mutual interaction, collaborative platforms for communication and learning among people. This paper aims to give an overview of six major webs 2.0 technologies most capable of providing online writing in blended or virtual online classrooms. It was found that despite the enormous applications of Web 2.0 technologies in education, they are not formally enacted as part of the educational curriculum, though, they are widely considered as techniques that aid learning or used for social interaction purposes per se.

scholarly journals Editorial 17.1

2020 ◽  
Vol 17 (1) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
Student Learning ◽  
Teaching And Learning ◽  
Skill Development ◽  
Learning Processes ◽  
Web 2.0 Technologies

Welcome to the first standard issue of JUTLP for 2020. In this issue, we have seven papers from across the globe, including Australia, Scandinavia, China, Cyprus, Indonesia and Malaysia, covering professional development for sessional teachers, the use of Web 2.0 technologies in teaching and learning, active pedagogies, student learning processes and skill development, and Students as Partners.

scholarly journals The Effectiveness of Using Teacher-Teacher Wikis in Collaborative Lesson Planning and Its impact on Teacher’s Classroom Performance

2016 ◽  
Vol 9 (4) ◽  
pp. 186 ◽  
Author(s):  
Samar Yahya Al-Shareef ◽  
Reem Ali Al-Qarni
Keyword(s):  
Teaching And Learning ◽  
Lesson Planning ◽  
Learning Tools ◽  
Classroom Performance ◽  
Elementary Grade ◽  
Working Together ◽  
Characteristic Features ◽  
Study Participants ◽  
Effective Teaching And Learning ◽  
The Impact

<p>The paper highlights the main aspects and characteristic features of teacher-teacher Wikis, which are considered to be the most effective teaching and learning tools. The research studies the effectiveness of using Wikis by teachers during collaborative lesson planning. It also traces the impact of teacher-teacher Wikis on the teachers’ performance in the classrooms. Teaching collaboration has been studied as a crucial element as it involves planning and working together. Three EL teachers for the 5<sup>th</sup> elementary grade in elementary schools in Riyadh were chosen to be the study participants. The research was carried out during a four-week period. In order to collect data and achieve the study’s goal, four tools were used: a questionnaire, observation, interview, and text analysis. The research results proved the idea that using teacher-teacher Wikis in collaborative lesson planning is effective and improves teachers’ performance.</p>

Integrating Technology for Effective Adult Education

2010 ◽  
pp. 740-752
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Technologies ◽  
Integrating Technology ◽  
Integration Of Technology ◽  
Evolution Of Technology ◽  
Integrate Technology ◽  
Technological Integration

Teaching and learning anytime anyplace involves integrating technology into teaching and learning. Effective adult education would not occur without integrating technology into teaching and learning. Technological integration involves not only course instructors, adult learners, but also institutions. In addition, this chapter covers the evolution of technology, ranging from correspondence education to Web 2.0 technologies. By reading this chapter, readers will get to know under what circumstances integration of technology is possible and how to integrate technology into teaching and learning. More importantly, readers will change their mentality about integration into teaching and learning in the new century. They will come to the realization that integration of technology into teaching and learning will facilitate learning, not inhibit learning.

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