Web 2.0 Tools for the 21st century learner
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Web 2.0 Tools for the 21st century learner






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Web 2.0 Tools for the 21st century learner Web 2.0 Tools for the 21st century learner Presentation Transcript

  • Web 2.0 For the 21st Century Learner
  • Web 2.0 Uses in Higher Ed • Web 2.0 technologies are being deployed across a broad spectrum of university activities • Deployment is in no way systematic and the drive is principally bottom up • There is no blueprint for implementation of Web 2.0 technologies, and each is currently deciding its own path • It feeds on professional interest and enthusiasm
  • Critical Issues • Immediate and Fundamental • Ongoing Drivers to Change • Fundamental Over Time
  • Immediate and Fundamental • Digital Divide (Learning with and/or through technology) - Ensuring access to technology for all and the development of practical skills in its use, not only for students but for faculty and staff (P.D.) • Information Literacy (Web Awareness) -Ensuring they possess the skills and understanding to search, authenticate and critically evaluate material from the range of appropriate sources
  • Ongoing Drive to Change • Tradition (building a bridge between Social Media and Learning) • Environmental Factors ( going digital) • Diversity (The sense of being a contributing member) • Richer Educational Experience (active learning) • Practice in School (PBL supported by technology) • Open Source Materials (Free element of paid education) • Skills Development (communication, participation, networking, sharing)
  • Fundamental Over Time • Don’t lecture … facilitate ! - Renegotiating the relationship between faculty and student to bring about a situation where each recognizes and values the other’s expertise and capability and works together to capitalize on it.
  • Times they are a Changin’… • Incoming students with strong sense of communities of interest linked in their own social worlds, and with a disposition to share and participate. It has also made them impatient with a preference for quick answers with a casual approach to evaluating information and deriving knowledge • They find a world that is hierarchical, introvert, guarded, careful, precise and measured • The two worlds are currently co-existing, but the students are driving the change