scholarly journals Editorial 17.1

2020 ◽  
Vol 17 (1) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
Student Learning ◽  
Teaching And Learning ◽  
Skill Development ◽  
Learning Processes ◽  
Web 2.0 Technologies

Welcome to the first standard issue of JUTLP for 2020. In this issue, we have seven papers from across the globe, including Australia, Scandinavia, China, Cyprus, Indonesia and Malaysia, covering professional development for sessional teachers, the use of Web 2.0 technologies in teaching and learning, active pedagogies, student learning processes and skill development, and Students as Partners.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

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 Web 2.0 technologies in education

2011 ◽  
Vol 52 ◽  
Author(s):  
Anita Juškevičienė
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Educational Process ◽  
Synthesis Methods ◽  
Technology In Education ◽  
Web 2.0 Technologies ◽  
Online Technologies ◽  
Impact Of Technology ◽  
Teaching And Learning Quality ◽  
The Impact

Information technology is a necessity in every activity, so the application of technology in education is expected to improve teaching and learning quality, student motivation and practical and theoretical knowledge aggregation. One of these types of technology are web 2.0 technologies,which are widely used in the world of teaching and learning process. The article analyzes the impact of technology to educational process, gives the varioususes of online technologies for education examples. The paper uses comparative analysis, research and other work synthesis, methods.  

scholarly journals MLC Libraries – a school library’s journey with students, staff and Web 2.0 technologies

2021 ◽  
Author(s):  
Jane Viner ◽  
Amanda Lucas ◽  
Tracey Ricchini ◽  
Regina Ri
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
School Library ◽  
Development Program ◽  
Professional Development Program ◽  
Web 2.0 Technologies ◽  
Daily Work ◽  
Technological Skills ◽  
Teacher Librarians ◽  
The Web

This workshop paper explores the Web 2.0 journey of the MLC Libraries’ teacher-librarians, librarian, library and audio visual technicians. Our journey was initially inspired by Will Richardson and supported by the School Library Association of Victoria (SLAV) Web 2.0 professional development program. The 12 week technological skills program ‘23 things’ assisted in motivating the MLC Libraries’ team to adopt Web 2.0 technologies into their daily work with students and staff

scholarly journals Real-Time, Real World Learning—Capitalising on Mobile Technology

2020 ◽  
pp. 371-393
Author(s):  
Keith D. Parry ◽  
Jessica Richards ◽  
Cameron McAuliffe
Keyword(s):  
Web 2.0 ◽  
Mobile Technology ◽  
Real World ◽  
Teaching And Learning ◽  
Engaged Learning ◽  
Web 2.0 Technologies ◽  
Emergent Technologies ◽  
Digital World ◽  
Highly Active ◽  
Real World Learning

Abstract Parry, Richards and McAuliffe critique an active learning approach that makes use of mobile technology and augmented reality to enhance students’ real-world learning. Students are now bringing a variety of mobile technology into the classroom and the chapter discusses the challenge of maintaining students’ interest and engagement when they can be connected to the world outside the classroom via electronic devices. Although sometimes a distraction, embracing the use of Web 2.0 technologies can provide the “highly active and participatory experiences” that today’s students are searching for (Brill & Park. Facilitating engaged learning in the interaction age taking a pedagogically disciplined approach to innovation with emergent technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 71. 10.12691/education-4-1-9). The chapter explores the use of Web 2.0 technologies and their use to upskill students in the technical complexities of the digital world and the use of specialised online discourses suitable for real world learning and working.

Web 2.0 Technologies and the Spirit of Online Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 44-53 ◽  
Author(s):  
Victor X. Wang ◽  
Valerie Bryan ◽  
Krista Steinke
Keyword(s):  
Active Learning ◽  
Adult Learning ◽  
Web 2.0 ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Groups ◽  
Web 2.0 Technologies ◽  
Online Teaching And Learning ◽  
Passive Learning ◽  
New Knowledge

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym for education, e.g., adult learning. Significantly, learning is replacing the term education in the educational vocabulary. However, active learning is defined as methods by which learners actively participate in the learning process (e.g., discussion groups, problem-solving, experimentation, and the like). It is differentiated from passive learning in which learners are led by the nose. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active learning online since Web 2.0 Technologies were used for online teaching and learning.

Facebook or Faceblock

2010 ◽  
pp. 284-300 ◽  
Author(s):  
Peter D. Duffy
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Student Learning ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Learning Approaches ◽  
Academic Courses ◽  
Social Networking Website

This chapter presents an introduction to an overview of the rise of social networking platforms, systems, and tools within tertiary education, through an analysis and exploration of one such platform, namely the popular social networking website Facebook. Social networking sites, like other Web 2.0 services, emphasize online socialization, collaboration, user-driven content generation, and sharing among users. They enable different forms of pedagogy equally as they disable and challenge more traditional teaching and learning approaches within tertiary education. In this chapter, various criticisms, challenges, and concerns in relation to the incorporation of the new tools within the student learning experience are explored. The chapter seeks to illuminate some of the educational possibilities of incorporating Web 2.0 social network structures provided by websites such as Facebook into academic courses, and to offer suggestions for effectively leveraging these emergent social networks to enhance the student learning experience.

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