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Future learning landscapes: Transforming pedagogy through social software
- Innovate
, 2008
"... In both mainstream society and education, Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors ..."
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In both mainstream society and education, Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006). Also referred to as the "Read-Write Web ” (Richardson 2006) because it goes beyond the one-way provision of downloadable content by allowing users to become contributors, Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006). Many higher education institutions are discovering that new models of teaching and learning are required to meet the needs of a generation of learners who seek greater autonomy and connectivity as well as opportunities for socio-experiential learning. In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006). Such developments are providing the foundations for and shaping the
Personalised learning spaces and self-regulated learning: Global examples of effective pedagogy
"... Recent educational research attests to an increasing awareness of the need to encourage learner control over the entire learning process. Web 2.0 and social software tools are capable of supporting informal conversation, dialogue and collaborative content generation, enabling access to a wide raft o ..."
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Recent educational research attests to an increasing awareness of the need to encourage learner control over the entire learning process. Web 2.0 and social software tools are capable of supporting informal conversation, dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, they can shift control to the learner by promoting agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. However, in order for selfregulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to appropriate scaffolding to support their learning. Emerging practices with social software, examples of which are showcased in this paper, signal the need for pedagogies that are more social, personal and participatory. The paper concludes with a discussion of the implications for practice, including current challenges faced by tertiary educators.
BUILDING WEB 2.0-BASED PERSONAL LEARNING ENVIRONMENTS – A CONCEPTUAL FRAMEWORK
"... The purpose of this paper is to suggest approaches and guidelines for using Web 2.0 tools and services for developing personal learning environments (PLEs) to manage formal and informal learning leading towards a lifelong learning path. This paper considers a PLE not as a particular site or tool tha ..."
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The purpose of this paper is to suggest approaches and guidelines for using Web 2.0 tools and services for developing personal learning environments (PLEs) to manage formal and informal learning leading towards a lifelong learning path. This paper considers a PLE not as a particular site or tool that contains all the applications and provides access to users, but rather a framework for incorporating Web 2.0 tools and services chosen by the learner for collecting and processing information, connecting people and creating knowledge. The concept of PLEs and their advantages for learning are based on the often unquestioned belief that NetGen learners are familiar with Web 2.0 tools and they know how to use them for learning. Recent studies however question this popular wisdom. These technologies have been developed outside education, and are mainly being used for informal networking, and creating and sharing media files for entertainment and recreation. This paper proposes that systematically developed frameworks and guidelines can help NetGen learners to use Web 2.0 tools for formal learning and presents four different approaches to integrate Web 2.0 tools for learning.
Disciplines
, 2010
"... The role of experts in social media- are the tertiary educated engaged? ..."
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Australian Catholic University
"... Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software ..."
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Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software
First City Monument Bank Lagos
"... Information and Communication Technology (ICT) has obviously become an important part of our everyday life, ICT has changed the nature of work, skills required and qualifications for today‗s workers in most fields and professions due to its diffusion in our daily lives. For the quality of learning t ..."
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Information and Communication Technology (ICT) has obviously become an important part of our everyday life, ICT has changed the nature of work, skills required and qualifications for today‗s workers in most fields and professions due to its diffusion in our daily lives. For the quality of learning to be at its optimum, higher educational institution in most developing countries cannot continue to deliver traditional methods of education, without the involvement of ICT in its learning and teaching processes as tools to help merge them into the rapidly evolving information age. In this paper, a higher institution in the South West region of Nigeria which is one of the leading Universities in the African continent was used in this study to analyze how ICT can transform the learning and teaching environment of the Higher Institution and if introduced to the institution, learning and teaching context will be sustainable. The study was achieved by carrying out a survey that included lecturers of the University and students presently studying in various higher institutions in the UK who at one time had prior educational experience at the University.
Generativity: The New Frontier for Information and Communication Technology Literacy
"... Information and communication technology literacy is increasingly referred to as the fourth liter-acy. However, it is neither as well understood nor as readily assessed as reading, writing, and arithmetic. This paper argues that better understanding and more effective measurement of ICT literacy are ..."
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Information and communication technology literacy is increasingly referred to as the fourth liter-acy. However, it is neither as well understood nor as readily assessed as reading, writing, and arithmetic. This paper argues that better understanding and more effective measurement of ICT literacy are needed to gauge readiness to both pursue higher education and enter the workforce. The paper builds on existing definitions of ICT literacy by introducing a model that extends the dimensionality of the construct. The model posits that skills and knowledge, along with attitudes toward IT, coalesce in the context of reflective self-awareness and purposeful intent to allow a computer user to achieve generativity – the ability to generate new skills and knowledge that form the basis for creativity. Literacy, aptitude, and creativity are overlaid on the model to give meaning to the complex, iterative processes by which users interact with and learn about informa-tion technology artifacts and concepts. In the absence of robust theoretical foundations and effec-tive standardized assessments, ICT literacy will continue to play a fourth, barely audible fiddle to its three more established counterparts.
Personalized Learning: Current Status and Potential
"... Abstract—The term personalized learning has proliferated over recent years especially with the advancement of several educational technologies, conceptual frameworks and mobile and wireless internet technologies. The aim of this paper is to identify an acceptable personalized learning paradigm for e ..."
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Abstract—The term personalized learning has proliferated over recent years especially with the advancement of several educational technologies, conceptual frameworks and mobile and wireless internet technologies. The aim of this paper is to identify an acceptable personalized learning paradigm for educators. A detailed literature review on various aspects of personalized learning is also presented. Eleven participants with moderate to highly-experienced in teaching across eight coun-tries took part for this study. The data is collected via LinkedIn collaborative participation eliminating the possibility of bias towards a particular outcome. This provides both theoretical and empirical aspects of the topic in question. The data collected from the group discussions was analyzed using content analysis techniques and the issues raised by the participants were categorized into emerging themes. This paper concludes with acknowledging the necessity of good combination of teaching and technology for a successful personalized learning paradigm. Index terms — Personalized learning, e-learning, Cus-tomized learning; Individualized learning
The Three P’s of Pedagogy for the Networked Society: Personalization, Participation, and Productivity
"... Web 2.0 and its associated applications and tools have, in many areas, brought about and are continuing to bring about significant shifts in the way people communicate, create, and share information. Pervasive access to broadband Internet connectivity and communication services has created new forms ..."
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Web 2.0 and its associated applications and tools have, in many areas, brought about and are continuing to bring about significant shifts in the way people communicate, create, and share information. Pervasive access to broadband Internet connectivity and communication services has created new forms of relationships and patterns of communicating and learning. The expanding lexicon of Web 2.0 applications (podcasts, web logs, wikis, mashups, etc.) signal changes in the learning landscape, where learners are active participants, creators of knowledge, and seekers of engaging, personal experiences. In what has been called a culture of participation, the line separating consumers and producers of content is becoming blurred and we are witnessing a new wave of “prosumers, ” very often learners, who are actively creating and sharing content and ideas. By adopting an innovative learning paradigm that the authors call Pedagogy 2.0, teaching and learning strategies can enable greater engagement of learners in shaping the education they receive through participatory choice, personal voice, and ultimately, “co-production.”
