Responsibility for the learning would be increased.
Web 2.0 not only provides students with a variety of tools to seek ,collect and organize information ,but also manipulation and communication tools , so that students can determine how and when to employ them
OLEs are designed to assist the learners in the process of angling, or considering multiple perspectives during learning process. Varied perspectives from teachers, experts, or peers can be coordinated to form a knowledge base from which learners evaluate and negotiate varied sources of meaning (Hill & Land, 1998)
Web 2.0 tools like blogger, wiki help students to have social learning with others. Students can evaluate their understanding, clarify areas of uncertainty or confusion, and improve their grasp of the material by collaborative work and discussion in which multiple perspectives are involved. Take Wiki for example, learners can easily review the history of an article and contributors’ ongoing discussion. They can also contribute their beliefs and understanding to the topic in Wiki.
Prior or everyday experiences are important in learning process
As Hannafin stated, personal beliefs experiences and conceptual schema support the current , as well as provide the foundation for new understanding.
reshape and revise ongoing theories in-action
influence the choices learners make in the environments, and the types of goals they set.
OLEs often utilize problem contexts that are accessible to learners’ everyday experiences. Personal understanding evolves through hands-on ,concrete experiences involving realistic problem posed or induced through OLEs.
Learners construct, evaluate ,interpret and revise their understanding with the help of technology. OLEs provides learners with abundant available source materials and tools (processing tools, communication tools, etc),through which learner have opportunities to amplify and extend cognitive capabilities.
OLEs may include human and/or technological partnerships
OLEs often provide the conceptual scaffolding and means (resources, tools) to promote personal and individual reflection. Individuals can be guided during learning if designs are situated in authentically complex contexts and proper guidance is provided (Pea, 1993; White & Horwitz, 1987).
OLEs environments provide the opportunity to engage higher-order processes, test on-going hypotheses, and construct and revise physical models of concepts under study. In combination with guidance and facilitation of the learning process, technology can serve as a “more capable peer” (Salomon et al., 1989, p. 621). CSILE (Scardamalia et al., 1989)