Rethinking Web 2.0 Learning via Third Space

2013 ◽  
pp. 93-107
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Beginning Teachers ◽  
Web 2.0 ◽  
Professional Learning ◽  
Third Space ◽  
Learning Spaces ◽  
Learning Space ◽  
Third Space Theory ◽  
Study Approach ◽  
Interactive Tools

Web 2.0 technologies are frequently represented as collaborative and interactive tools, and these capacities are particularly attractive to education. This chapter analyses how 26 beginning teachers in Victoria, Australia, used Elluminate Live!® (Elluminate) to support their professional learning. Drawing on Third Space theory and a case study approach, this chapter explores issues around change and emerging technologies. In particular, how beginning teachers appropriate features of this tool to engage in both receptive and collaborative learning spaces, ultimately transforming their professional learning space. It raises numerous issues and challenges for eLearning in the Web 2.0 environment.

scholarly journals From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Victoria Chen
Keyword(s):  
Active Learning ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Learning Spaces ◽  
Case Study Approach ◽  
Study Approach ◽  
Pedagogical Design ◽  
New Learning ◽  
Preliminary Study

Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as “distracting” to students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students’ immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning. Les salles de classe où l’on pratique l’apprentissage actif sont de nouveaux espaces d’apprentissage qui permettent d’organiser des activités d’apprentissage collaboratif plutôt que de pratiquer l’enseignement traditionnel. Toutefois, certains aspects de ces salles de classe peuvent être considérés comme « gênants » pour l’apprentissage des étudiants, par exemple les multiples écrans interactifs. L’objectif de cette communication est d’ouvrir le débat sur la manière dont les rôles subtils de l’environnement d’apprentissage peuvent avoir des effets sur l’apprentissage. En utilisant l’approche qui consiste à faire une étude de cas, une activité d’un cours donné a été choisie pour exemplifier comment les pairs qui se trouvent à l’extérieur du groupe immédiat des étudiants peuvent influencer leur apprentissage. Selon les résultats préliminaires, il semblerait que le fait d’être conscient de ces rôles subtils que les pairs qui se trouvent à l’extérieur du groupe peuvent avoir sur les étudiants et le fait de les rendre explicites dans la conception pédagogique du cours peuvent mener à maximiser l’usage de l’espace en vue de favoriser un meilleur apprentissage.

Supporting Electronic Collaborative Experiences at Universities Based on Learning Spaces and LAMS

2017 ◽  
Vol 13 (1) ◽  
pp. 27-52 ◽  
Author(s):  
Sofia Th. Papadimitriou ◽  
Spyros Papadakis ◽  
Antonis Emm. Lionarakis
Keyword(s):  
Large Scale ◽  
Learning Technologies ◽  
Learning Theories ◽  
Learning Spaces ◽  
Learning Sequence ◽  
Learning Space ◽  
Web Based ◽  
Face To Face ◽  
Modern Learning

The development of networks and web based environments combined with modern learning theories compose the new area of Learning Spaces aiming at enhancing interactive processes between educators, the Net generation's learners and the educational content. Collaboration at a distance (e-collaboration) supported by advanced learning technologies is today feasible and effective at a large scale opening up new perspectives in higher education. The paper presents a case study at the Hellenic Open University regarding the development of a learning sequence aimed at achieving high degrees of interactions among students, students and educators, and also at guiding them between face-to-face meetings when they prepare an essay. The Learning Space of the case study is realized by authoring sequences of learning activities using an LMS LAMS. Extending the case study, a methodology is illustrated to author collaborative sequences using LMS addressing to Open Universities in particular and also to conventional Universities in general.

scholarly journals Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China

2020 ◽  
pp. 215-225
Author(s):  
Ji Yu
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Comparative Case Study ◽  
Contemporary Society ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
The World ◽  
Innovative Learning

AbstractThe landscape of learning space design in higher education is undergoing a transformation. During the past decade, flexible, innovative learning spaces have been established around the world in response to the changing perspectives on how knowledge is discovered and what constitutes important and appropriate higher education in contemporary society.

Heavy metal as a profession?: The Mexican heavy metal scene and its effects as an informal and non-formal learning space

2021 ◽  
Vol 7 (1) ◽  
pp. 149-158 ◽  
Author(s):  
André Epp
Keyword(s):  
Heavy Metal ◽  
Modern Society ◽  
Blind Spot ◽  
Educational Institutions ◽  
Formal Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
Work Related ◽  
Educational Potential

Through the far-reaching social change experienced in modern society, spaces and places of learning increasingly transform. Schools, training companies and universities remain important, albeit formal, educational institutions; however, informal and non-formal learning spaces increasingly gain attention when it comes to the acquisition of work-related knowledge and competences. Even though in recent years, youth and music cultures have focused more on learning in general and knowledge in particular, research about the educational potential of heavy metal has remained a blind spot, seldom garnering any attention. Therefore, the article illustrates, from a biographical perspective, what influence the Mexican heavy metal scene has had on the acquisition of work-related competences and how these settings can be considered spaces and places of informal and non-formal learning. The underlying educational possibilities as well as different modalities of learning are illustrated. To record the biographies of participants from the Mexican heavy metal scene, autobiographical interviews were conducted. These autobiographical-narrative interviews allowed for the analyses of certain individual cases as well as the underlying societal structures and patterns. The results are illustrated with the help of a case study. Ultimately, the study showcases the biographical development of an individual’s life and the ways in which the spaces and places connected to heavy metal in this individual’s life offered key educational moments. Thus, the educational potential of the Mexican heavy metal scene for the acquisition of work-related knowledge is determined.

Salafist Third Spaces and Hybridic Purity on YouTube

2021 ◽  
Vol 10 (1) ◽  
pp. 13-29
Author(s):  
Susanne Stadlbauer
Keyword(s):  
United Kingdom ◽  
Third Space ◽  
The Self ◽  
Space Theory ◽  
Political Values ◽  
Third Space Theory ◽  
The United Kingdom ◽  
Third Spaces ◽  
The Uk

Abstract This case study applies aspects of third space theory (Bhabha, 2004; Hoover & Echchaibi, 2014) to investigate the activism on the YouTube channel Salafimedia UK (smuk) and their claim to be the self-proscribed “truest” and “purest” Islamic sect. This chapter introduces the somewhat paradoxical concept of “hybridic purity” – an emerging ideology that seeks to encompass pre-modern Islamic practices of the salaf (“predecessors” or first generations of Muslims) as the purest form of Islam (see also Wagemakers, 2016); modern values of individuality and reliance on the “self”; the affordances of the YouTube channel; and resistance to present-day Western cultural and political values, especially those of the United Kingdom (UK), as well as to the UK government’s censorship and bans of Salafist movements. This hybridic purity becomes authoritative as it compels YouTube audience members to take responsibility for their own growth and activism as pious Salafists.

Mode Neutral

2012 ◽  
pp. 803-824
Author(s):  
Brian Smith ◽  
Peter Reed
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Collective Intelligence ◽  
Virtual Learning Environment ◽  
Evidence Based ◽  
Learning Space ◽  
Pedagogical Model ◽  
Web 2.0 Tools ◽  
Contemporary Education

This chapter details the authors’ evidence-based pedagogical model – Mode Neutral – showing how contemporary education can promote the use of Web 2.0 tools to harness collective intelligence. They will outline our case study of using (arguably) a Web 1.0 technology, the Virtual Learning Environment (VLE) as the single learning space, with Web 2.0 tools integrated to encourage collaborative learning.

Building Learning Spaces

2018 ◽  
pp. 241-257 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Organizational Design ◽  
Online Courses ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
History Of ◽  
Cross Cultural Management ◽  
Online Distance ◽  
Technological Affordances

The learning space that online distance learners enter is critically important. The space provides access to learning activities, but it also establishes an environment in which knowledge can be effectively co-created and shared. Designing the learning space involves making decisions about intent, pedagogical priorities, and technological affordances. Online learning spaces communicate educational and social intent and must be designed around the interests, concerns, and cultures of their users. However, the learning space must also embody the vales and perspectives of the instructor/facilitator and the institution that offers the educational experience. This case study presents two situations in which learning spaces were created for specific online courses offered for distinctive learner populations: international students in a Cross-Cultural Management course and U.S. military members enrolled in a Management and Organizational Design course. To explain how these learning spaces were constructed, the case study presents a brief evolutionary history of distance learning and virtual learning spaces. It analyzes two design contexts using an organizational-educational-pedagogical approach. The analysis incorporates differing learner anticipations, concerns, and cultural perspectives and invites the reader to consider appropriate learning space design. This case study also encourages readers to consider their own solutions to these specific learning space challenges. Recommendations and suggestions are made about the ways in which these specific cases might be generalized to different contexts.

Developing Professional Ethics

2016 ◽  
pp. 165-178
Author(s):  
Oliver Dreon
Keyword(s):  
Decision Making ◽  
Beginning Teachers ◽  
Professional Ethics ◽  
Ethical Decision Making ◽  
Point Of View ◽  
Design Development ◽  
Study Approach ◽  
Curricular Materials ◽  
Educator Ethics

In this chapter, the development of the Educator Ethics and Conduct Toolkit (EECT) will be examined. The EECT was created as part of a comprehensive initiative for developing Professional Ethics for preservice and new teachers across the state. Rather than examine educator ethics from a philosophical point of view, the EECT is a practical, scenario-based curriculum which helps beginning teachers examine their fiduciary responsibilities and analyze ethical decision-making in authentic contexts. Utilizing a case study approach, the chapter examines the overall instructional design, development and implementation of the curricular materials.

Facilitating Learning by Going Online

2013 ◽  
pp. 74-92
Author(s):  
Siew Mee Barton
Keyword(s):  
Social Media ◽  
Change Management ◽  
Web 2.0 ◽  
Structured Interviews ◽  
Government Organizations ◽  
Study Approach ◽  
Opportunities For Learning ◽  
Patterns Of Behavior ◽  
The Impact

This chapter examines the impact of eLearning and Web 2.0 social media in a socially conservative environment in Indonesia that has nevertheless proven surprisingly adroit at change management. Web 2.0 social media has proven enormously popular in Indonesia but traditional Islamic schools (which are known in Java as pesantren but elsewhere in the Muslim world as madrasah) the focus of this study is often unable to access Web 2.0 or the Internet in general. Progressive non-national government organizations (NGOs) seek to remedy this situation by providing satellite broadband links to remote schools and this chapter examines one particular project. Despite the impoverished and conservative nature of their community, the leaders of this school have led their students in a surprisingly enthusiastic reception of eLearning technology, recognizing its great capacity to produce and enhance social networks and provide new opportunities for learning. Particular attention in this case study is given to factors relating to social capital, attitudes, and patterns of behavior in leadership and change management. A case study approach was chosen to enable a richer and more finely-grained analysis of the issues. The case study is based on semi-structured interviews and observations conducted over several years. This research shows that whilst the adoption and uptake of eLearning with emerging technologies is strongly shaped by cultural and social factors, it plays out in very different ways than might first have been expected.

Facilitating Learning by Going Online

2017 ◽  
pp. 1218-1238
Author(s):  
Siew Mee Barton
Keyword(s):  
Social Media ◽  
Change Management ◽  
Web 2.0 ◽  
Structured Interviews ◽  
Government Organizations ◽  
Study Approach ◽  
Opportunities For Learning ◽  
Patterns Of Behavior ◽  
The Impact

This chapter examines the impact of eLearning and Web 2.0 social media in a socially conservative environment in Indonesia that has nevertheless proven surprisingly adroit at change management. Web 2.0 social media has proven enormously popular in Indonesia but traditional Islamic schools (which are known in Java as pesantren but elsewhere in the Muslim world as madrasah) the focus of this study is often unable to access Web 2.0 or the Internet in general. Progressive non-national government organizations (NGOs) seek to remedy this situation by providing satellite broadband links to remote schools and this chapter examines one particular project. Despite the impoverished and conservative nature of their community, the leaders of this school have led their students in a surprisingly enthusiastic reception of eLearning technology, recognizing its great capacity to produce and enhance social networks and provide new opportunities for learning. Particular attention in this case study is given to factors relating to social capital, attitudes, and patterns of behavior in leadership and change management. A case study approach was chosen to enable a richer and more finely-grained analysis of the issues. The case study is based on semi-structured interviews and observations conducted over several years. This research shows that whilst the adoption and uptake of eLearning with emerging technologies is strongly shaped by cultural and social factors, it plays out in very different ways than might first have been expected.

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