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Web 2.0: A New Wave of Innovation for Teaching and Learning?

Bryan Alexander in EDUCAUSEreview with a discussion of Web 2.0 in the context of teaching and learning:

“Many people ”including, or perhaps especially, supporters” critique the Web 2.0 moniker for definitional reasons. Few can agree on even the general outlines of Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies. The former may appear as very much Web 1.0, and the latter may be seen as too evanescent to be relied on for serious informatics work. Indeed, one leading exponent of this movement deems continuous improvement to be a hallmark of such projects, which makes pinning down their identities even more difficult. Yet we can survey the ground traversed by Web 2.0 projects and discussions in order to reveal a diverse set of digital strategies with powerful implications for higher education. Ultimately, the label Web 2.0 is far less important than the concepts, projects, and practices included in its scope.”

E-Learning 2.0: A Revolution in the Way We Access and Work with Knowledge

Stephen Downes in eLearn Magazin on e-learning 2.0:

“What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is “delivered,” and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read and is, in any case, more likely to be produced by students than courseware authors. “

eLearning 2.0: A Broad Perspective

Research & Program Director Eilif Trondsen of SRI’s Learning on Demand Program gave a presentation on eLearning 2.0 characteristics and proposes action steps to prepare for eLearning 2.0:

  • Monitor Web 2.0 and eLearning 2.0 tools and technologies
  • Experiment with and test how these tools and technologies can best be used
  • Engage early adopting organizations in dialog and share information

Learning and Social Software

Line56 on Learning and Social Software
by Ulises Mejias:

“Innovations in educational technology are often seen as opportunities to transform learning, and social software (blogs, wikis, social bookmarking, etc.) is no exception. But are the tensions between pedagogies and social software the result of attempts to make the latter conform to traditional teaching practices, or are they signs of real opportunities for rethinking learning processes?”

Emerging Applications: MMOGs as Learning Environments

innovate on MMOGs as Learning Environments:
An Ecological Journey into Quest Atlantis and The Sims Online
by Michael Young, P. G. Schrader, and Dongping Zheng

“Yes, video games are mainly for play and fun. But video games are educative as well as interesting and engaging something that we all hope that more classrooms could be. Many of today’s students spend more time playing video games than they do watching television, reading books, or watching films. Massively multiplayer online games (MMOGs) long and surprisingly complex gaming environments that normally require over forty hours to get beyond novice levels (Squire 2004) represent the latest development in the history of video game technology.”

More links: Gaming Technology And Business IT Begin To Meld (InformationWeek)