Pedagogy 2.0

2010 ◽  
pp. 43-69 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J. W. Lee
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Social Software ◽  
New Wave ◽  
Models Of Teaching ◽  
Societal Changes ◽  
Educational Applications ◽  
Networked Society ◽  
The Web

Worldwide, tertiary educators and institutions are discovering that new models of teaching and learning are required to meet the needs of today’s students, and their demands for autonomy, connectivity, and socio-experiential learning. The educational applications of the new wave of Web 2.0-based social software tools compel us to consider how the affordances and potential for generativity and connectivity offered by these tools, as well as the broader societal changes that the Web 2.0 movement forms part of, impact on pedagogy and teaching, and open up the debate on how we conceptualize the dynamics of student learning. This chapter explores the ways in which scholarship and pedagogy are being challenged and redefined in the Web 2.0 era, and the accompanying need for students to develop new skills and competencies to prepare them for work and lifelong learning in a dynamic, networked society and knowledge economy. In response to these challenges the authors propose a pedagogical framework, “Pedagogy 2.0,” which addresses the themes of participation in networked communities of learning, personalization of the learning experience, and learner productivity in the form of active knowledge creation and innovation, and discuss how emerging social practices, ethos, and modes of communication influence the roles of teachers and learners.

Pedagogical Responses to Social Software in Universities

2010 ◽  
pp. 335-356 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Experiential Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Literacy Skills ◽  
Social Software ◽  
Pedagogical Change ◽  
Geographically Dispersed ◽  
Models Of Teaching ◽  
Networked Society

Learning management systems (LMS’s) that cater for geographically dispersed learners have been widely available for a number of years, but many higher education institutions are discovering that new models of teaching and learning are required to meet the needs of a generation of learners who seek greater autonomy, connectivity, and socio-experiential learning. The advent of Web 2.0, with its expanded potential for generativity and connectivity, propels pedagogical change and opens up the debate on how people conceptualize the dynamics of student learning. This chapter explores how such disruptive forces, fuelled by the affordances of social software tools, are challenging and redefining scholarship and pedagogy, and the accompanying need for learners to develop advanced digital literacy skills in preparation for work and life in the networked society. In response to these challenges, the authors propose a pedagogical framework, Pedagogy 2.0, which addresses the themes of participation in networked communities of learning, personalization of the learning experience, and learner productivity in the form of knowledge building and creativity.

Pedagogical Responses to Social Software in Universities

2010 ◽  
pp. 417-438 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Learning Experience ◽  
Literacy Skills ◽  
Social Software ◽  
Pedagogical Change ◽  
Geographically Dispersed ◽  
Models Of Teaching ◽  
Networked Society

Learning management systems (LMS’s) that cater for geographically dispersed learners have been widely available for a number of years, but many higher education institutions are discovering that new models of teaching and learning are required to meet the needs of a generation of learners who seek greater autonomy, connectivity, and socioexperiential learning. The advent of Web 2.0, with its expanded potential for generativity and connectivity, propels pedagogical change and opens up the debate on how people conceptualize the dynamics of student learning. This chapter explores how such disruptive forces, fuelled by the affordances of social software tools, are challenging and redefining scholarship and pedagogy, and the accompanying need for learners to develop advanced digital literacy skills in preparation for work and life in the networked society. In response to these challenges, the authors propose a pedagogical framework, Pedagogy 2.0, which addresses the themes of participation in networked communities of learning, personalization of the learning experience, and learner productivity in the form of knowledge building and creativity.

Promoting Digital Competences through Social Software

2012 ◽  
pp. 408-429
Author(s):  
Teresa Torres-Coronas ◽  
María Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Gender Equality ◽  
Knowledge Creation ◽  
Labor Relations ◽  
Learning Experience ◽  
Social Software ◽  
Formal Learning ◽  
Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Virtual Communities as Tools to Support Teaching Practicum

2011 ◽  
pp. 233-247 ◽  
Author(s):  
Rebecca English ◽  
Jennifer Howell
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Student Cohorts ◽  
Educational Applications ◽  
The Impact ◽  
Social Networking Tools ◽  
Digital Capital

The impact of Web 2.0 and social networking tools such as virtual communities, on education has been much commented on. The challenge for teachers is to embrace these new social networking tools and apply them to new educational contexts. The increasingly digitally-abled student cohorts and the need for educational applications of Web 2.0 are challenges that overwhelm many educators. This chapter will make three important contributions. Firstly it will explore the characteristics and behaviours of digitally-abled students enrolled in higher education. An innovation of this chapter will be the application of Bourdieu’s notions of capital, particularly social, cultural and digital capital to understand these characteristics. Secondly, it will present a possible use of a commonly used virtual community, Facebook©. Finally it will offer some advice for educators who are interested in using popular social networking communities, similar to Facebook©, in their teaching and learning.

scholarly journals Fearless, playful and connected

2021 ◽  
Author(s):  
Jennifer L. Branch ◽  
Joanne De Groot
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Professional Life ◽  
The Internet ◽  
Graduate Level ◽  
Rich Description ◽  
Technology Leaders ◽  
Teacher Librarians ◽  
The Web

This paper presents findings from a graduate-level required class for teacher-librarians in Web 2.0. It provides a rich description of how teachers and teacher-librarians are using Web 2.0 technologies in their personal, teaching and learning, and professional development. No longer are they consumers of Web 2.0 but they are creators and sharers of new content on the Internet. There was a much more balanced use of Web 2.0 after the class – many of the teachers and teacher-librarians had never used a Web 2.0 tool in their personal, teaching or professional life before the class. Teachers and teacher-librarians who completed the Web 2.0 class saw themselves as technology leaders in their schools and districts.

scholarly journals Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

2018 ◽  
Vol 1 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Samuel Imathiu
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Proximal Development ◽  
Student Centered ◽  
Passive Learning ◽  
Hands On Learning

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2009 ◽  
Vol 1 (4) ◽  
pp. 56-83 ◽  
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Face To Face ◽  
Student Centred Learning ◽  
Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

Social Software as Tools for Pedagogical Transformation

2010 ◽  
pp. 1-22 ◽  
Author(s):  
Mark J.W. Lee ◽  
Catherine McLoughlin
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Academic Disciplines ◽  
Social Software ◽  
Knowledge Based ◽  
Purpose Of Education ◽  
Agents Of Change ◽  
Learning Programs ◽  
Innovative Learning ◽  
Networked Society

The main agents of change in the present era can be posited as globalization and the diffusion and uptake of technologies that have given rise to a knowledge-based, networked society. The latest evolution of the Internet, Web 2.0, is resulting in significant transformations in terms of how we live, work, and communicate. In the higher education arena, the drive towards self-organizing communities and collaboration through social networking applications has triggered widespread debate on the purpose of education, with a growing emphasis on the need not only to facilitate the acquisition of knowledge and information, but also to cultivate in students the skills and digital literacies necessary to engage with social and technological change. In this chapter, the authors discuss the affordances of Web 2.0 and social software tools, and provide examples of current conceptualizations and metaphors of learning that leverage these affordances to support learner choice, autonomy, and agency in the creation of ideas and knowledge artifacts. An innovative learning paradigm is proposed that the authors call Pedagogy 2.0, based on the key elements of personalization, participation, and productivity. Finally, the authors argue for a more holistic and evidence-based approach to research and evaluation of Web 2.0-based learning programs and initiatives that supports the development and sharing of best practices across academic disciplines, institutions, and countries.

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