Web 2.0

2012 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Clara Pereira Coutinho
Keyword(s):  
Web 2.0 ◽  
Learning Outcomes ◽  
Digital Evidence ◽  
Social Web ◽  
Information Economy ◽  
Pedagogical Strategies ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
Web Tools ◽  
The University

In this article, the author presents the results of a project where different Web 2.0 technologies were used as tools for assessing learning in education programs at the University of Minho, Braga, Portugal. The emergence of new skills to better fit the networked information economy presses higher education institutions to invest in digitally rich environments that allow learning to be personalized, taking place in multiple locations and at time that suits the learner. Social web tools prioritize collaboration, participation, and reflection, as well as offer new opportunities for knowledge construction and sharing. But they also demand new pedagogical strategies and forms of assessment that are not consistent with standards that value what is taught instead of what is constructed, what is pre-established instead of was is agreed. To provide rationale for embracing Web 2.0 tools as well as point out forms to create, capture, and assess evidence that results from the integration of such tools in learning and teaching, the author describes sixteen pedagogical experiences and reflects on the affordances and challenges of setting up authentic tasks that engage students in the learning process and embracing digital evidence in different formats for assessing learning outcomes.

Assessing Learning with Web 2.0 Tools

2014 ◽  
pp. 17-40
Author(s):  
Clara Pereira Coutinho
Keyword(s):  
Web 2.0 ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Alternative Methods ◽  
Teacher Education Programs ◽  
Information Economy ◽  
Education Programs ◽  
Pedagogical Strategies ◽  
Web 2.0 Tools ◽  
The University

The emergence of new skills to better fit the networked information economy presses higher education institutions to invest in digitally rich environments that allow learning to be personalized, taking place in multiple locations and at time that suits the learner. Social Web tools prioritize collaboration, participation, and reflection, offer new opportunities for knowledge construction and sharing, but they also demand new pedagogical strategies and assessment methods that are not consistent with standards that value what is taught instead of what is constructed, what is pre-established instead of what is democratically agreed. In this chapter, the author presents the results of a research project where different Web 2.0 technologies were used as tools for assessing learning in teacher education programs at the University of Minho, Braga, Portugal between 2006 and 2012. In order to provide rationale for embracing Web 2.0 tools as well as recommend alternative methods to create, capture, and assess learning outcomes that result from the integration of authoring tools in teaching and learning activities, the authors discuss the evidence obtained and reflect on the affordances and challenges of setting up authentic tasks that engage students in the learning process and that provide inferences to assess learning outcomes.

Assessing Learning with Web 2.0 Tools

2016 ◽  
pp. 749-772 ◽  
Author(s):  
Clara Pereira Coutinho
Keyword(s):  
Web 2.0 ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Alternative Methods ◽  
Teacher Education Programs ◽  
Information Economy ◽  
Education Programs ◽  
Pedagogical Strategies ◽  
Web 2.0 Tools ◽  
The University

The emergence of new skills to better fit the networked information economy presses higher education institutions to invest in digitally rich environments that allow learning to be personalized, taking place in multiple locations and at time that suits the learner. Social Web tools prioritize collaboration, participation, and reflection, offer new opportunities for knowledge construction and sharing, but they also demand new pedagogical strategies and assessment methods that are not consistent with standards that value what is taught instead of what is constructed, what is pre-established instead of what is democratically agreed. In this chapter, the author presents the results of a research project where different Web 2.0 technologies were used as tools for assessing learning in teacher education programs at the University of Minho, Braga, Portugal between 2006 and 2012. In order to provide rationale for embracing Web 2.0 tools as well as recommend alternative methods to create, capture, and assess learning outcomes that result from the integration of authoring tools in teaching and learning activities, the authors discuss the evidence obtained and reflect on the affordances and challenges of setting up authentic tasks that engage students in the learning process and that provide inferences to assess learning outcomes.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Motivational Factors of the Usage of Web 2.0 Tools for E-Learning in Business

2021 ◽  
pp. 231-249
Author(s):  
Cosmin Malureanu ◽  
Adriana Malureanu ◽  
Gabriel Lazar
Keyword(s):  
Web 2.0 ◽  
Time Management ◽  
Multiple Linear Regression Model ◽  
Motivational Factors ◽  
Subjective Character ◽  
Web 2.0 Tools ◽  
Team Members ◽  
Web Tools ◽  
Depth Analysis ◽  
E Learning

The reasons for introducing Web 2.0 tools into the business area are multiple, from efficiency to better time management. The provision of online services by companies develops the computer skills of team members, and the materials provided through Web tools 2.0 can be accessed by a larger number of end users and their quality can be permanently evaluated. This chapter proposes to investigate the motivational factors of the usage of Web tools 2.0 by companies' team members. In particular, the research is focused on e-learning based on Web 2.0 tools for training sessions organized by companies in Romania. The in-depth analysis revealed that this generally positive perception of using the e-learning course is founded on a series of objective aspects, identified in a multiple linear regression model, ranging from the perception of the benefit of professional development to the subjective character given by user experience (UX).

Application of Web 2.0 Tools in Libraries in Africa

2015 ◽  
pp. 85-112
Author(s):  
Tom Kwanya ◽  
Christine Stilwell
Keyword(s):  
Web 2.0 ◽  
Developed Countries ◽  
Current Status ◽  
Library Services ◽  
Social Web ◽  
Web 2.0 Tools ◽  
Reality Check ◽  
Library Users ◽  
Current Impact ◽  
The Way

The emergence of Web 2.0, the read/write social web, has prompted a momentous change in the way library users seek information, communicate, and collaborate. This trend is affecting the usability and relevance of libraries as the epicentres of information and knowledge. It is essential, therefore, that libraries adopt this technology to fit their services and products as closely as possible to the emerging lifestyles of the users. The application of Web 2.0 tools to conceptualise and deliver library services in developed countries is widely documented. In Africa, however, literature on this subject remains scanty. The authors conducted a reality check of the current status of the application of Web 2.0 tools in libraries, assessed the current impact of Web 2.0 on library services, identified the challenges African libraries face while adopting Web 2.0, and proposed ways to use Web 2.0 tools effectively in libraries in Africa.

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

scholarly journals A Podcast Project in the German Programme of the University of Canterbury, New Zealand

2011 ◽  
Vol 19 ◽  
pp. 21
Author(s):  
Vera Leier
Keyword(s):  
New Zealand ◽  
Language Learning ◽  
Learning Outcomes ◽  
German Language ◽  
Listening Skills ◽  
Web Tools ◽  
Web Community ◽  
Teaching Goal ◽  
Improved Learning ◽  
The University

<p>This study aims to contribute to the research into the design of language podcasts. It describes the design of the podcasts used and analyses the results of a questionnaire and discusses podcast design for future language learning.</p><p>During one 12-week semester, podcasts were used in a German language intermediate class to improve student listening skills. New Zealand is a long way from a Germanspeaking country; besides being a good way to bring authentic L2 material into the classroom, we envisaged podcasts on student iPods would also be a good way to take language learning out of the classroom and integrate it into daily life. Podcasts might become part of a series of web tools, which support the teaching goal: improved learning outcomes by making the students part of a web community.</p>

The Pedagogical Implications of Web 2.0

2009 ◽  
pp. 367-384 ◽  
Author(s):  
Matthias Sturm ◽  
Trudy Kennell ◽  
Rob McBride ◽  
Mike Kelly
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Social Constructivism ◽  
Educational Theory ◽  
Full Potential ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Meaningful Experiences ◽  
Social Constructivist Learning

Web 2.0 tools like blogs, Wikis, and podcasts are new to the vocabulary of language acquisition. Teachers and students who take full advantage of these emerging tools will participate in more dynamic, immediate, and communicative environments that provide opportunities for meaningful experiences through social constructivist learning. This chapter aims to bring perspectives rooted in educational theory to a domain too often dominated by the technological implications of its tools and argues that social constructivism is the pedagogical paradigm for learning and teaching facilitated by the next generation of Web technology. It reviews basic theoretical tenets and discusses their implications. Social constructivism lays the foundation for learning environments that foster the participation of students and teachers in today’s knowledge and information-based society to their full potential.

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