Presentation by Tiina Sarisalmi and Brian Holmes on learning using web 2.0 technologies at the eTwinning annual conference, Budapest, 1 April 2011

1. Web 2.0 tools have revolutionized social interaction on the web, what about learning? What are the implications of new technologies and eLearning 2.0 for teachers? eLearning 2.0 April 1st, 2011 Tiina Sarisalmi & Brian Holmes

2. Teachers today April 1st, 2011 Tiina Sarisalmi & Brian Holmes eLearning 2.0 Wiki for eTwinning Conference 2011

3. Context of my researchResearching online communities PhD/Doctoral Programme in E-Research and Technology Enhanced Learning: supervisor Dr Julie-Ann Sime Part-time distance learning, University of Lancaster, UK Two years learning in an online cohort + two years thesis My research area: online learning communities (Holmes, 2010) Influence on competence development ? Influence of social aspects ? Blog: http://holmesbrian.blogspot.com/ http://www.lancs.ac.uk/fss/centres/csalt/csalt/tel_docprog.htm

5. In 2020 the digital universe will be 44 times as big as it was in 2009

6. 70% of the information will be generated by individualsWhat kind of challenges will this set for learning/teaching?

8. Knowledge is not owned by academics or teachers, but transparent and shared and inherently shifting.What sort of skills do we need to cope with the growing amount of information and continuously changing knowledge?

9. Key skills April 1st, 2011 Tiina Sarisalmi & Brian Holmes

10. 21st century key skills April 1st, 2011 Tiina Sarisalmi & Brian Holmes How can we integrate practicing and learning these key skills in all different school subjects across the curriculum?

11. Framework for 21st century learning April 1st, 2011 Tiina Sarisalmi & Brian Holmes

12. Research backgroundWeb 2.0 & social media in education Comparison of buzzwords from social media and from ‘progressive’ education (Ryberg, 2010) Web 2.0 is not just a technology, it is a philosophy: participative, active, shared. Knowledge is dynamic, distributed, situated Learning is not the primary goal, but the outcome of participation Progressive education tends towards this philosophy, but tensions remain

13. Elearning 1.0 vs.elearning 2.0

14. Research resultsWeb 2.0 can support (more) effective learning “…bringing up new things, makes my students want to pay attention. and they really liked that a teacher of them knows some things that they dont!! now i know where to find sources to make my lessons more interesting, more fun, more colourful” “Of course it has changed everything because we are not only using the textbook, which is so boring and difficult for them, but they are creating something new starting from what they learn at school” “I feel good, when you see that their ideas come to life and that they have good ideas and they share their ideas with their mates”

15. Research resultsAnd teachers also benefit from using web 2.0 “It helped me to know my pupils better ... It helped me to know my pupils and their abilities in computers.” “I learned to use them in my classroom. I thought at the start that it would be difficult but when we start to make practice in this lab, I started to use them… I become more competent in deciding what I can use in my classroom. “Now, I feel more confident and quite well prepared for working with web 2.0 tools in my everyday life and especially in my professional life.”

16. Learning pyramid April 1st, 2011 Tiina Sarisalmi & Brian Holmes Survey results

18. encourages reflection, critical thinking and meta-cognition

20. engenders trust, reciprocity and shared values

21. can help with self-confidence, self-awareness and self-esteemWhat role do you think teachers play in supporting online collaboration between pupils in a community?

23. sets the pedagogical goals and integrates the process in the curriculum

24. plans the procedures

25. makes the schedule

26. chooses and provides appropriate tools

27. provides appropriate instructions

30. The teacher helps the students to find their web personality and their best learning style.

31. The teacher encourages and supports, helps in crisis, but keeps distance.

32. When the students face problems, they have the teacher to turn to for help.

34. Be ‘present’, but help your pupils to become autonomous

35. Acknowledge good collaboration and support those who are left alone

36. Encourage critical thinking through messages that open up discussion, provoke reflection and encourage solutions

38. The teacher lets the students take initiative. It's important that the students help and support each other. Teaching your peers is an essential part of collaborative learning.

39. One of the most common mistakes is that the eModeratortakes a central role in the conversations or imposes her/his own ideas too strongly.

41. Mistakes are an essential part of a learning process and often a very effective way to learn. They're nothing to be afraid of.

42. When given a general goal, support and appropriate tools, students usually come up with amazingly creative solutions.

45. peer evaluation

46. observation

47. interview

48. presentationEvaluation criteria taking part actively supporting peers creative solutions carrying out tasks and keeping to schedule eLearning 2.0 Wiki for eTwinning Conference 2011 eLearning 2.0 in Google Docs

49. References Holmes, B. (2010) eTwinning Learning Events: Using Online Learning Communities for Teachers' Continuous Professional Development Online Educa conference, Berlin (Online http://www.slideshare.net/holmebn/holmes-e-twinning-learning-events-5823952) Ryberg, T. (2010) Social Media Practices and Assessment, Irreconcilable Differences or True Romance?, Online Educa conference, Berlin (Online http://eacea.ec.europa.eu/llp/events/2010/documents/online_educa_berlin_2010/thomas_ryberg%20oeb%202010.pdf ) This presentation: http://www.slideshare.net/holmebn/elearning-two-point-zero Thank you Brian.Holmes@skynet.be http://holmesbrian.blogspot.com/ tiina.sarisalmi@kolumbus.fi