Using Web 2.0 technologies to enhance learning and teaching

2017 ◽  
pp. 97-113
Author(s):  
Leon Cych ◽  
Lawrence Williams ◽  
Sarah Younie
Keyword(s):  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Learning And Teaching

“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.

The Transfer Value of Successful Learning Practices Using Web 2.0

2011 ◽  
pp. 269-290
Author(s):  
Jos Fransen ◽  
Bas van Goozen
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Success Factors ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Learning Practices ◽  
Innovative Learning ◽  
Cross Case Analysis

Listening to students’ voices might result in the design of more effective learning practices, assuming that learning and teaching can be attuned more adequately in those practices. Therefore, research was carried out to investigate the characteristics of successful innovative learning practices using Web 2.0 technologies to establish to what extent they might serve as a model for learning practices in more or less similar contexts. Five learning practices were investigated through a range of processes including document analysis and by interviewing students. Additionally, a cross case analysis was carried out to track down success factors of teaching and learning with Web 2.0 technologies, and to find out to what extent these practices are contextual. The analysis showed the importance of co-production and co-creation in learning practices supported by the use of Web 2.0 technologies, and the crucial role of students’ motivation and teacher’s willingness to experiment with new learning practices.

Web 2.0

2013 ◽  
pp. 162-175
Author(s):  
Lisa Harris ◽  
Lorraine Warren ◽  
Kelly Smith ◽  
Charlotte Carey
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Personal Narratives ◽  
Professional Lives ◽  
Access To Information ◽  
Web 2.0 Technologies ◽  
Educational Activities ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Teaching Tools

The use of Web 2.0 technologies in the classroom is becoming more widespread, as educators begin to recognise their use as effective learning and teaching tools. Web 2.0 facilitates new modes of social interaction that offer the potential to enrich university educational activities. New roles, structures and activities can be enabled, engendering new forms of creativity and increasing the availability of and extent of access to information. Yet in achieving this, such platforms shift the traditional boundaries between educators and their students, between personal and professional lives, raising issues of integrity and pedagogy in unexpected ways. This paper reflects on three personal narratives to examine some of these challenges; the authors conclude by highlighting concerns that universities need to address.

Web 2.0

2011 ◽  
Vol 1 (3) ◽  
pp. 78-91 ◽  
Author(s):  
Lisa Harris ◽  
Lorraine Warren ◽  
Kelly Smith ◽  
Charlotte Carey
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Personal Narratives ◽  
Professional Lives ◽  
Access To Information ◽  
Web 2.0 Technologies ◽  
Educational Activities ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Teaching Tools

The use of Web 2.0 technologies in the classroom is becoming more widespread, as educators begin to recognise their use as effective learning and teaching tools. Web 2.0 facilitates new modes of social interaction that offer the potential to enrich university educational activities. New roles, structures and activities can be enabled, engendering new forms of creativity and increasing the availability of and extent of access to information. Yet in achieving this, such platforms shift the traditional boundaries between educators and their students, between personal and professional lives, raising issues of integrity and pedagogy in unexpected ways. This paper reflects on three personal narratives to examine some of these challenges; the authors conclude by highlighting concerns that universities need to address.

Stepping over the Edge

2013 ◽  
pp. 1609-1630
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
New Technologies ◽  
Meaning Making ◽  
Social Networking Site ◽  
Educational Institutions ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Making Sense ◽  
New Policies ◽  
The Impact

This chapter considers the impact of Web 2.0 technologies on education and, in particular, how these new technologies are changing learning and teaching practices. It considers their fundamental characteristics and looks at the implications for learners, teachers, and institutions. It argues that the impact on practice can be both positive and negative, and that as a consequence, educational institutions need to develop new policies and strategies. The chapter concludes with two approaches to making sense of and harnessing these new technologies. The first is an example of applying Web 2.0 approaches to facilitating greater dialogue and sharing of learning and teaching ideas, through a social networking site for design. The second argues for greater use of metaphors and other forms of meaning making as a mechanism for understanding Web 2.0 technologies in an educational context.

Stepping over the Edge

2010 ◽  
pp. 394-415 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
New Technologies ◽  
Meaning Making ◽  
Social Networking Site ◽  
Educational Institutions ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Making Sense ◽  
New Policies ◽  
The Impact

This chapter considers the impact of Web 2.0 technologies on education and, in particular, how these new technologies are changing learning and teaching practices. It considers their fundamental characteristics and looks at the implications for learners, teachers, and institutions. It argues that the impact on practice can be both positive and negative, and that as a consequence, educational institutions need to develop new policies and strategies. The chapter concludes with two approaches to making sense of and harnessing these new technologies. The first is an example of applying Web 2.0 approaches to facilitating greater dialogue and sharing of learning and teaching ideas, through a social networking site for design. The second argues for greater use of metaphors and other forms of meaning making as a mechanism for understanding Web 2.0 technologies in an educational context.

scholarly journals Collaborative Learning for the Net Generation

2012 ◽  
Vol 3 (3) ◽  
pp. 10-24
Author(s):  
S. Roodt ◽  
C. de Villiers ◽  
P. Joubert
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Undergraduate Students ◽  
Group Work ◽  
Learning Preferences ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Computer Supported Collaborative Learning ◽  
First Year Students ◽  
Learning And Teaching

Educating learners is a challenging task for academics. Many challenges arise because of the unique learning preferences of today’s learners, known as the Net Generation, who have grown up with technology. For academic communities, these students provide an opportunity for Faculties to adapt and enhance the learning process. This paper explores the implementation of Web 2.0 technologies at an undergraduate level for an introductory business-driven technology course. These Web 2.0 technologies were selected specifically for their collaborative nature and ability to support large numbers of students. This paper summarises the experiences of undergraduate students in the context of group work and social networking within a computer supported collaborative learning environment. The findings are based on a questionnaire, completed by 890 first year students of their experiences. Through this questionnaire, the authors determine whether the students found the introduction of new learning and teaching tools to be effective. The findings of this paper indicate that group work can be significantly enhanced through the use of Web 2.0 technologies and social networks.

scholarly journals Moroccan higher education students’ and teachers’ perceptions towards using Web 2.0 technologies in language learning and teaching

2018 ◽  
pp. 86-96
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Language Learning ◽  
Positive Impact ◽  
Educational Practice ◽  
Great Majority ◽  
Web 2.0 Technologies ◽  
Education Students ◽  
Teachers Perceptions ◽  
Learning And Teaching

The objective of this paper is to examine Moroccan higher education students’ and teachers’ perceptions and attitudes towards using Web 2.0 technologies in language learning and teaching. The results of the study revealed that all the informants were immersed in using these Internet-based applications for personal and educational purposes. Nevertheless, while language learners reported to make beneficial uses of these online platforms as language learning tools, the great majority of the interviewed faculty members did not really benefit from these platforms. Although language teachers acknowledged that Web 2.0 technologies had a positive impact on language teaching and learning, most of them were still reluctant to incorporate these tools in educational practice. The findings demonstrated that most teachers’ use of these applications was limited to sending or transferring web links and learning materials produced by other Internet users. Rather than making effective use of Web 2.0 technologies and applications as teaching facilities, most teachers used them only as a means of communication.

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

2010 ◽  
pp. 267-283
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.

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