Aect 2013 Web2.0 and Learning through Collaboration
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Aect 2013 Web2.0 and Learning through Collaboration

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This chapter provides a review of the theoretical bases and international research on the uses of Web 2.0 applications for learning through collaboration. Web 2.0 applications empower users with a ...

This chapter provides a review of the theoretical bases and international research on the uses of Web 2.0 applications for learning through collaboration. Web 2.0 applications empower users with a venue for personal expression, sharing, communicating, and collaborating with others, thus offering enriched opportunities for learning. In our review, we found evidence of engaging and effective uses of Web 2.0 applications such as blogs, wikis, collaborative documents and concept mapping, VoiceThread, video sharing applications (e.g., YouTube), microblogging (e.g., Twitter), social networking sites, and social bookmarking that applied contemporary and foundational educational theory. We also identified opportunities and challenges associated with learning through collaboration with Web 2.0 applications, which can inform research directions and areas to explore for ECT researchers.

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    Aect 2013 Web2.0 and Learning through Collaboration Aect 2013 Web2.0 and Learning through Collaboration Presentation Transcript

    • Web 2.0 and Learning through Collaboration: A Literature Review AECT 2013 Anaheim, CA Yu-Chang Hsu, Ph.D. & Yu-Hui Ching, Ph.D. Assistant Professors Department of Educational Technology Boise State University Barbara Grabowski, Ph.D. Professor Emerita of Education Penn State University
    • Theoretical Underpinnings Linked to Web 2.0 Applications
    • Learning through Collaboration (LtC) Definition: “Collaborative knowledge construction through interaction with others and through situated involvement in social, cultural, or professional activities and contexts” (Hsu, Ching, & Grawbowski, 2014)
    • Web 2.0 Educational Practices Definition: “Collaborative learning activities that use Web 2.0 applications for LtC” (Hsu, Ching, & Grawbowski, 2014)
    • Six types of Web 2.0 educational practices •  (a) Publishing and sharing learning progress and •  •  •  •  •  achievement (b) Supporting and achieving collaborative tasks (c) Making thinking, collaborative processes and products visible through tangible artifacts (d) Communicating ideas and disseminating artifacts with multimedia capacity (e) Social networking in authentic learning environments; (f) Building communities of practice for learning in authentic and meaningful contexts
    • (a) Publishing and sharing learning progress and achievement •  Eight studies on Blogs (2005~2010) o  Chuang (2010) o  Ellison and Wu (2008) o  Ladyshewsky and Gardner (2008) o  MacBride and Luehmann (2008) o  Sharma and Xie (2008) o  Shoffner (2009) o  Tan et al. (2005) o  Xie et al. (2008)
    • (b) Supporting and achieving collaborative tasks •  Two studies on Blogs: o  Fessakis et al. (2008) o  Philip and Nicholls (2009) •  Two studies on Wikis o  Vratulis and Dobson (2008) o  Wheeler et al. (2008) •  One study on Collaborative documents and concept mapping o  Ching and Hsu (2011)
    • (c) Making thinking, collaborative processes and products visible through tangible artifacts •  One study on VoiceThread o  Augustsson (2010) •  Two studies on Wikis o  Elgort et al. (2008) o  Zorko (2009)
    • (d) Communicating ideas and disseminating artifacts with multimedia capacity •  Three studies on Video-sharing (YouTube) o  Haase (2009) o  Burnett (2008) o  Burke and Snyder (2008) •  One study on Microblogging (Twitter) o  Hsu and Ching (2011)
    • (e) Social networking in authentic learning environments •  One study on Social Networking (Facebook) o  Kabilan et al. (2010)
    • (f) Building communities of practice for learning in authentic and meaningful contexts •  One study on Blogs o  Luehmann and Tinelli (2008) •  One study on Social bookmarking (Diigo) o  Tu et al. (2008)
    • LtC with Web 2.0 Applications: What Was Missing? •  Supporting Knowledge Construction and •  Meaning Negotiation Shared Goals
    • Emerging Issues of LtC with Web 2.0 Applications •  Co-construction of Knowledge and the •  •  Affective Nature of Writing Disparity in Perceptions Between Social Space and Learning (Work) Space The Balance Between Exploiting Technology Affordance and Achieving Desired Learning
    • Image Source •  •  •  •  •  •  •  •  http://c4lpt.co.uk/Top100Tools/blogger.png http://upload.wikimedia.org/wikipedia/commons/thumb/d/de/ Wikipedia_Logo_1.0.png/220px-Wikipedia_Logo_1.0.png http://www.cathcollege.school.nz/wp-content/uploads/2012/07/DocsIcon.jpg http://voicethread.com/media/custom/voicethread_vt_logo_circle.gif http://www.fws.gov/letsgooutside/media/ transparent_youtube_logo-1280x905.png http://www.data.gov/sites/default/files/images/twitter-bird-lightbgs.png http://jonbennallick.co.uk/wp-content/uploads/2012/08/Facebooklogo-ICON-02.png https://www.diigo.com/
    • More Details About This Research •  http://link.springer.com/chapter/ 10.1007%2F978-1-4614-3185-5_60 •  http://goo.gl/AvEHOc
    • Contact Dr. Yu-Chang Hsu hsu@boisestate.edu