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Learning through web 2.0 social technology
Learning through web 2.0 social technology
Learning through web 2.0 social technology
Learning through web 2.0 social technology
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Learning through web 2.0 social technology

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This presentation is about learning through Web 2.0 social technologies and includes 7 plans to present you about Web 2.0 tools and social technologies for learning purposes from trends of Web, …

This presentation is about learning through Web 2.0 social technologies and includes 7 plans to present you about Web 2.0 tools and social technologies for learning purposes from trends of Web, definition and dimensions of Web 2.0 followed by characteristics and learning theories of Web 2.0, as well as finally examples and conclusion.

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  • 1. Learning Through Web 2.0 Social Technologies Kangdon Lee 2012 SITE, Austin, TXMy presentation today is about learning through Web 2 point 0 social technologies.And I have 7 subtopics to talk to you about Web 2 point 0 tools from trends of Web,definition and dimensions followed by characteristics and learning theories, andfinally 9 examples and conclusion.To begin with Trends of Web 2 point 0, I would like to mention two outstandingtrends of Web 2 point 0. The first one is “Every aspects of teaching and learning canbe performed on the web”. This is because almost all elements of teaching andlearning practices are connected to the Internet network. In other words, we access tothe web to communicate with each other, do assignments, work collaboratively, andexchange instructional outcomes through the Internet network.The second is “Web can communicate themselves”. So far, the logicalcommunications of the web have been done with html, metadata tags, and otherelements of web languages. However, in the semantic web environment, referred to asWeb 3 point 0, not only can humans and web data communicate with each other, butalso communications between web data can be possible. More easily speaking,HTML describes documents and the links between them. By contrast, web languagesin the semantic web environments can describe the relationships between web data.In terms of the definition of Web 2 point 0, in 2005, Tim O’Reilly first defined Web 2point 0 as a web platform where applications are built on the web, rather thaninstalled on the desktop, by giving individuals opportunities to participate in webactivities both as consumers and as creators.Third, to a large extent, Web 2 point 0 in education has three dimensions. The firstdimension is learning as facilitating and leveraging tools and environments. Secondly,from the teaching perspective, Web 2 point 0 provides authentic, rich, andinstantaneous teaching resources. Third, Web 2 point 0 can be applied to the areas ofeducational evaluating and feedback by tracking, monitoring, and reflecting learners’needs of education more appropriately.For the characteristics of Web 2 point 0 in teaching and learning practices, manystudies mentioned a number of advantages of Web 2 point 0 in education. First, Web2 point 0 tools offer educators and learners a great amount of affordances. Second,Web 2 point 0 technologies are easy to use and require little technical training forusing them. Third, Web 2 point 0 applications have great strengths not only incollecting information but also in storing educational resources on the Web. Thefourth advantage of social technologies is the nature of participation and collaboration.Lastly, the resources, once they have been available on the web with sustainablenetwork connections, continue to be ready for being used by educators and learnersregardless of in and outside of school.
  • 2. On the other hand, Web 2 point 0 has a great number of challenging aspects. The firstconcern is the longevity of Web 2 point 0 services and applications because manyWeb 2 point 0 applications are the beta versions owing to the nature of free servicesand the uncertainty of the services. The second challenge is the difficulties in beingup-to-date of Web 2 point 0 applications. Third, educators and learners may haveoverloads in their teaching and learning capacities because instructors and studentscannot help but have many more user accounts and passwords to use Web 2 point 0services. Finally, users of Web 2 point 0 applications may encounter manydistractions unnecessary for educational purposes such as online advertisements,irrelevant content, etc., during the use of Web 2 point 0 services.Before moving to learning theories, I would like to share a video clip about how fastand many things on the Internet happen in every 60 seconds. Let’s have a look.There are a number of learning theories that support the adoption of Web 2 point 0social technologies in teaching and learning practices. First, according to sociallearning theory by Bandura (1977), human beings can learn from observation that canoccur in relation to a model from the real world. The critical factor of social learningtheory is “reciprocal determinism”, which states that a person’s behavior influencesothers’ conducts as well as is affected by other individuals and the environments. Inother words, reciprocal determinism is that environment causes behavior and behavioralso causes environment.Second, from the constructivists’ perspective, learning is a socially productive andreciprocally influential process in which learners construct their own new conceptsbased on their past and current skills and knowledge. That is, leaners have thecapabilities of collecting and selecting data and information, transforming them intomeaningful skills and knowledge, and then further constructing novel thoughts andwisdom.Third, active learning theory emphasizes distributed and decentralized educationalenvironments such as collaborative, connected, and interactive rather than top-downor teachers-to-students educational circumstances. More to the point, active learningtheory is the learning principle that students are at the core of learning environmentswhere learners ask questions by participating and collaborating, control educationalresources by analyzing and creating, and receive responses by reflecting andreconstructing.Finally, connectivism reflects learning needs, principles, and processes in educationalenvironments of the twenty first century where diverse aspects of learning; such asconnecting, participating, and collaborating, are of great importance. According toSiemens (2005), learning in connective education systems is a process of creatingconnections, interacting with other entities, and expanding more connections withopen, participatory, and collaborative natures of Internet network environments.For more practical understanding of the use of Web 2.0 in learning, Firstly, socialnetworking services can be used for group communications and professionaldevelopments. For instance, there is a Facebook group, called ‘Instructional Designer’,where individuals who are interested in instructional systems and technology can join,share information with members, and build collaborative learning outcomes by
  • 3. participating, discussing, and sharing. Through these informal learning activities,members in the group can access various issues on their fields, keep knowledge oftheir fields up-to-date, and expand their social networks with other members from allover the world.The second example is “Social Reading”. Educators and learners can build theironline cloud library within various Web 2 point 0 applications. With this cloud library,users can easily create content folders with many class reading materials, share theirreadings and notes with their classmates, and possibly hold meaningful discoursesregarding issues appeared in the readings over the web. For example, in order to buildvirtual bookshelves, individuals can use cloud library services including‘slideshare.net’, ‘issuu.com’, and ‘crocodoc.com’ for collaborative reading with peersby annotating, chatting, and highlighting important points of reading materials.Third, social bookmarking tools – such as “Delicious”, “Diigo”, “Pinboard”,“Stumble Upon”, and “Reddit” – can be a great support of searching, aggregating, andsharing web knowledge and new experiences on the web. Users, for example, cansimply bookmark a website with some tags and share the bookmarks with people onthe web. They also expand their web knowledge by following experts in the area oftheir professions and subscribing bookmark updates of given groups that havecommon interests.In addition, Web 2 point 0 tools can be utilized for idea building in the context ofgroup projects and critical thinking skills. As an example, Web 2 point 0 applications– such as concept mapping, note taking, and idea visualization – can facilitate ideabuilding by internal reflections and external discourses.Next, social collaboration can be the core part of the contextual uses of Web 2 point 0social technologies. This is because educators and learners can perform almost allaspects of teaching and learning with Web 2 point 0 social application includingcollaborative documentation, visual collaboration, and collaboration management.Educational outcomes based on collaborative activities can be represented in moreauthentic and meaningful ways by creating, presenting, and sharing teaching andlearning artifacts. Learners, for instance, can create their learning outcomes bothonline and offline, present materials online with audio and video inserted, and sharethe presentations with other peers through social networking services including“prezi”, “scribd”, and “helloslide”.Moreover, not only can these educational artifacts be shared via presentation sharingapplications, but they also can be shared through media sharing tools. With thesemedia sharing services including “Dropbox”, “box.com”, “Sugarsync”, and“minus.com”, users can upload as many files as they want and share the materialsfrom documents, audio files to vides with other peers and vice versa.Also, there are many other Web 2 point 0 tools that are productive, convenient, andefficient for teaching and learning practices. These includes not only specialized websearch engines like “Sweet Search”, which is a great search engine for students due toits nature of high quality of filtering information, but also audio and video recordingtools for podcast and vidcast, as well as screen capture and recording applications.
  • 4. Other great Web 2 point 0 tools are media converters, web page creating tools, andself-publishing applications. And these tools can promise you the improvements ofproductivity and efficiency of your formal and informal educational practices.Finally, in conclusion, now that Web 2 point 0 tools and social technologies havegreat evidences and potential for both educators and learners to facilitate theireducational experiences and continue their instructional practices in more authenticand meaningful contexts, according to John Waters (2011), new learners of the 21stcentury need to be: 1. More self-directed (regulated) 2. Better equipped to capture information 3. More reliant on feedback from peers 4. More inclined to collaborate 5. More oriented toward being critical creatorsAnd this can be achieved by making the best use of Web 2 point 0 social technologiesand improving digital media literacies such as interacting with others, organizing andcreating content, reusing and repurposing media, filtering and selecting content, andself-presenting.

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