Mobile Web 2.0

2011 ◽  
pp. 180-195 ◽  
Author(s):  
Clara Pereira Coutinho
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Mobile Devices ◽  
Internet Access ◽  
New Paradigm ◽  
Web 2.0 Tools ◽  
Mobile Web ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
The Web

In this chapter, the author reflects on the emergence of Mobile Web 2.0, a new paradigm for learning in the 21st century, made possible by the combination of a powerful generation of mobile devices with Internet access and the Web 2.0 technologies that allow collaboration, participation, knowledge sharing and construction. The author presents the theoretical framework which sustains learning with mobile devices, and reflects on the potential of Mobile Web 2.0 for the development of informal learning and the construction of personal learning environments. Finally, the chapter presents educational scenarios for the development of mobile learning using Web 2.0 tools, in particular, those made possible using Twitter and m-Flickr.

Personal Learning Environments

2016 ◽  
pp. 32-54 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
E Learning ◽  
Evolution Of Technology ◽  
Use Of The Internet ◽  
The Web

Over the past 10 years there has been a great evolution of technology and the way the teaching and learning process is developed, as well as how research and publication are carried out. The Web 2.0, a term coined by O'Reilly in 2004, has introduced a new concept to the use of the Internet, in particular as it relates to the educational framework. The web 2.0 tools allow the creation of emerging ubiquitous environments that enable the development and management of a real Personal Learning Environment (PLE). This chapter is a proposal for the “Handbook of Applied Research on E-Learning in Engineering and Architecture Education” and represents a literature review on the topic of Personal Learning Environments (PLE). It explores the definition around the concept of PLE, its history, the advantages for its use in a lifelong learning process and its importance in the scope of the present research.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

Personal Learning Environments

2012 ◽  
pp. 166-176 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments ◽  
Media Transformation

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

scholarly journals Web 2.0 en la dinamización y participación familiar y comunitaria

2016 ◽  
Vol 6 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Verónica Marín Díaz ◽  
Begoña Esther Sampedro Requena
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Research Study ◽  
Temporal Frequency ◽  
Internet Access ◽  
New Professionals ◽  
Societal Transformation ◽  
Web 2.0 Tools ◽  
The Social ◽  
The Family

<p class="AbstractText">The societies of the 21st century have experienced a technological and societal transformation that calls for the precise collaboration between families and education centers, as well as the inclusion of new professionals to invigorate this cooperation to favor a type of education that is adapted to today’s needs. This article presents the more significant results of a research study that tried to determine the ratings manifested by the students in the Social Educator degree of eleven Web 2.0 tools for the educational intervention in the area of invigoration and participation of the family and the community in educational centers. The results show that the social networks and learning environments were the best-rated technological resources for their application in the area of education by the participants of the study. Likewise, the rating was conditioned by factors such as the device used, the degree year or the temporal frequency of internet access.</p>

scholarly journals First steps towards a university social network on personal learning environments

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Veronica Marin Diaz ◽  
Ana Isabel Vazquez Martinez ◽  
Karen Josephine McMullin
Keyword(s):  
Social Network ◽  
Learning Environments ◽  
University Professors ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Education Today ◽  
The Media ◽  
Internet In Education ◽  
The University

<p>The evolution of the media and the Internet in education today is an unquestionable reality. At the university level, the use of Web 2.0 tools has become increasingly visible in the new resources that professors have been incorporating both into the classroom and into their research, reinforcing the methodological renewal that the implementation of the EHEA has demanded. The aim of this article is to introduce DIPRO 2.0, an educational social network for university professors to develop their training in the area of personal learning environments through collaborative learning and production of knowledge.</p>

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