Mobile Web 2.0

2010 ◽  
pp. 123-151 ◽  
Author(s):  
Thomas Cochrane
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Learning Contexts ◽  
Constructivist Learning Environments ◽  
Social Constructivist Learning ◽  
Wireless Mobile

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 upon 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 environment, particularly with the advent of the iPhone (nicknamed “the Jesus phone”) and iPod Touch. Today’s wifi enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, and upload user generated Web 2.0 content. This chapter explores the potential of wireless mobile devices and Web 2.0 (social software) to create social constructivist learning environments that bridge multiple learning contexts. The chapter provides an overview of current literature in the field, and discusses the pedagogical design of six example mobile Web 2.0 trials undertaken during 2007 and 2008 as part of research into the potential of mobile Web 2.0 to enhance tertiary education. The trials were based in three different courses and illustrate the application and integration of mobile Web 2.0 to bridge a range of learning contexts. The chapter argues that wireless mobile devices can be used to intentionally create disruptive learning environments that facilitate a social constructivist approach to teaching and learning.

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.

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2011 ◽  
pp. 281-307 ◽  
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 learner-generated 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 learner-generated Web 2.0 content. This chapter outlines how a Product Design course has moved from a traditional teacher-centred 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.

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2010 ◽  
pp. 671-698
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 useWeb 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 2.0has 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 mobileWeb 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 2.0technologies to enhance and engage students in a social constructivist learning paradigm.

scholarly journals Reflections on 4 Years of mLearning Implementation (2007-2010)

2011 ◽  
Vol 3 (3) ◽  
pp. 1-22 ◽  
Author(s):  
Thomas Cochrane
Keyword(s):  
Communities Of Practice ◽  
Learning Environments ◽  
Success Factors ◽  
Web 2.0 Tools ◽  
Mobile Web ◽  
Critical Success ◽  
Learning Contexts ◽  
Constructivist Learning Environments ◽  
Social Constructivist Learning ◽  
The Impact

This paper provides a comparative analysis of five mlearning case studies involving 4 years of action research mlearning projects. The projects investigated the potential of mobile web 2.0 tools to facilitate social constructivist learning environments across multiple learning contexts. Highlighted are the design framework, identified critical success factors, and implementation strategy developed from the thirteen mlearning projects undertaken between 2007 and 2009, with an analysis of the eight 2009 projects and their subsequent adaptation in 2010. The projects illustrate the impact of mlearning supported by sustained interaction via communities of practice facilitating pedagogical shifts from teacher-directed to student-generated content and student-generated contexts.

scholarly journals Reflections on 4 Years of mLearning Implementation (2007-2010)

2014 ◽  
pp. 196-218
Author(s):  
Thomas Cochrane
Keyword(s):  
Learning Environments ◽  
Implementation Strategy ◽  
Success Factors ◽  
Web 2.0 Tools ◽  
Mobile Web ◽  
Critical Success ◽  
Learning Contexts ◽  
Constructivist Learning Environments ◽  
Social Constructivist Learning ◽  
The Impact

This paper provides a comparative analysis of five mlearning case studies involving 4 years of action research mlearning projects. The projects investigated the potential of mobile web 2.0 tools to facilitate social constructivist learning environments across multiple learning contexts. Highlighted are the design framework, identified critical success factors, and implementation strategy developed from the thirteen mlearning projects undertaken between 2007 and 2009, with an analysis of the eight 2009 projects and their subsequent adaptation in 2010. The projects illustrate the impact of mlearning supported by sustained interaction via communities of practice facilitating pedagogical shifts from teacher-directed to student-generated content and student-generated contexts.

Mobile Web 2.0 Integration

2014 ◽  
pp. 581-598
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Collaboration And Communication ◽  
Social Constructivist Learning ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students' web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants' previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

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.

scholarly journals Smartphones give you wings: Pedagogical affordances of mobile Web 2.0

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Student Engagement ◽  
Web 2.0 ◽  
Mobile Learning ◽  
Interactive Multimedia ◽  
Tertiary Education ◽  
Social Constructivist ◽  
Web 2.0 Tools ◽  
Mobile Web ◽  
Learning Projects

<span>Built on the foundation of four years of research and implementation of mobile learning projects (m-learning), this paper provides an overview of the potential of the integration of mobile Web 2.0 tools (based around smartphones) to facilitate social constructivist pedagogies and engage students in tertiary education. Pedagogical affordances of mobile Web 2.0 tools are evaluated, and student usage and feedback is outlined via an interactive multimedia timeline (using </span><em>YouTube</em><span> videos) illustrating how these mobile Web 2.0 pedagogical affordances have transformed pedagogy and facilitated student engagement in a variety of course contexts. A rubric for evaluating appropriate smartphone choices is provided, and a model for implementing mobile Web 2.0 pedagogical integration is presented.</span>

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