This document discusses e-learning 2.0 and the pedagogical use of web 2.0 tools. It begins by introducing e-learning 2.0 as applying web 2.0 principles like collaboration and sharing to e-learning. It then discusses characteristics of web 2.0 like user-generated content and social aspects. Examples of technologies for e-learning 2.0 are also presented, such as blogs, wikis, podcasting, and social networking. The document also discusses some e-learning 2.0 projects and potential benefits like customization and knowledge sharing. However, it notes there could also be a "pedagogical illusion" with issues like loss of coherence and difficulties testing and assessing students.

1. E-Learning 2.0:
bend or illusion

2. Layout
Introduction
E-learning 2.0
Pedagogical use of web 2.0 Tools
Projects
Pedagogical bend or mirage
Conclusion
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3. Introduction

4. M. Laroussi 4

5. M. Laroussi 5

6. M. Laroussi 6

7. Less than 5,000 hours reading
Over 10,000 hours playing video games
20,000 hours watching TV
Computer games, email, Internet, cell
phones and instant messaging are
integral parts of their lives
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8. They expect things
to work properly
and work fast.
They get bored if not challenged properly, but
when challenged, they excel in creative and
innovative ways.
They learn by doing, not by reading the
instruction manual or listening to lectures.
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McNeely, 2005

9. Web Literacy
The Internet contains a trillion links on 100 billion Web pages
There are over 1 billion people connected to the Web
7 million pages being created daily
There were only a handful of people blogging in 1999
There are over 50 million blogs today
and 50 new ones created every minute
Will Richardson from weblogg-ed.com
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10. E-learning 2.0

11. E-learning 2.0
is what happens when we apply Web 2.0
principles to elearning
What is web 2.0 ?
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12. M. Laroussi 12

13. Web 2.0
Web 2.0, refers to a supposed second
generation of Internet-based services that
emphasize online collaboration and sharing
among users
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14. 2006
PERSON
of the
YEAR
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15. Characteristics
Applications used entirely through a Web browser
(access info)
Users own the data on the site and exercise control
(manage info)
Users are encouraged to add value (create info)
Some social-networking aspects are included
(participate)
A rich, interactive, user-friendly interface (easy to
use)
Microsoft Encarta vs wikipedia
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16. E-learning 2.0
http://www.slideshare.net/mebner/elearning-20-elearning-10-web-20/
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INSAT Mai 2008 16

17. E-learning 2.0
mobiles
Social
Networks
Personaliz Communic
ation and ations
flexibility
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18. E-learning 2.0
Learners aggregate content they have
chosen - and own the content they create
Contents are not all institutional
Learners are more engaged - it’s their
learning
Learning meets the needs of the learner
Learners may simply choose to reinforce
what they already know
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19. Technologies for E-learning 2.0

20. RSS
RSS and Atom feeds are a way to publish
information which can be retrieved easily
by feed readers.
This way, one can keep track of new
information from interesting sources
without the burden of visiting the source
sites.
“the new killer app for educators” because
it enables them to collect specific data
without having to sift through innumerable
Web and print pages.
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21. Blog
Web + Logs = Blogs
A blog is a user
generated website
where entries are made
in journal style and
displayed in a reverse
chronological order.
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22. Wiki’s:
The ultimate collaboration tool
Special web site
allows visitors to add, remove, edit &
change content
Not need access to or knowledge of
web publishing software
Collaboration
Group members work on common
document in common location
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23. Podcasting
Pod (iPod) + broadcast
= Podcast
Differs from streaming
audio
Automatically delivered to
player –don't have to click
on a link to download
Listen when you want –
not when a program is
scheduled
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24. Why is podcasting appealing for
learning and teaching?
Appeals to the digital
natives
Creates easily and
distributes cheaply
Responds to different
learning styles
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25. Mashup
Content mashups allow for simple aggregation of
content from a range of sources quickly and
easily.
- Add images from Flickr, Photobucket, Picasa or a range of
photosharing services
- Add video from YouTube, Google Video or a range of videosharing
spaces
- Aggregate slides and course notes using tools like Slideshare.net,
Google Docs
- Embed Social Networking tools in your class blog or PLE
- Create an archive of useful content on a wikipage by embedding
linkrolls or tag clouds from your social bookmarking service.
- Most importantly, Mashups combine dynamic content,
which is often driven using RSS feeds, and placed in your
‘web space’
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26. Social Network
Web-based service that provides a number of
ways for online communities to interact
Allows free flowing information to trusted
network of “friends”
Adding teacher involvement (Class Structure)
Utilising “student” technologies
Beware the public domain
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27. Tools for Web Research
Social Bookmarking and Tagging
An online system that allows you to store,
organise, share and search bookmarked web
pages
Folksonomies take this to the next level by
encouraging collaborative tagging, generating
useful searchable meta-data
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28. Projects

29. eLGG
Open source Public or private
Fully customizable networks
Blogging, tagging, user
Active development for
controls, RSS, & user
extending the platform profiles
Can be configured to Users create own
use LDAP networks
authentication Hosted solution -
elggspaces.com
http://classic.elgg.org/features.php
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30. Plex
Some basic design concepts:
Feeds aggregate information from services
Conduits publish information to services
Views and Groups manage information
People, Resources, Activities as the building
blocks
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31. comparison
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32. Pedagogical bend or illusion

33. e-learning 2.0 benefits
E-Learning 2.0 provides students and teachers with tools enabling
Customization of learning environment
Rapid appropriation of content
Personal development
Learning environment is learner centred
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INSAT Mai 2008 33

34. e-learning 2.0 benefits
Facilitation of content authoring—enabling more
active role of user/learner
Knowledge and information sharing—inherent in
many of new tools and technologies
Diversity of learning content and media—in part
resulting from new tools and user-generated
content
Collaborative learning—online learning
environments have easy-to-use tools for
interaction and collaboration
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35. e-learning 2.0 benefits
learning experiences through the use of
microcontent and other Web 2.0
features/technologies to create collective
intelligence
“rapid eLearning” (blogs, wikis, podcasts, etc)
“Connectivism” vs constructivism?
Siemens, George. 2004. Connectivism: A Learning Theory for the
Digital Age. www.connectivism.ca
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36. e-learning 2.0 benefits
new learning organization and operations?
Solution to the “information overload” problem?
informal learning”? (i.e. learning outside)
use of mobile devices in learning? (vs. courses
and web pages)
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37. Pedagogical illusion
Loss of coherence and quality?
Authenticity
Coordination and sequencing of learning
Out of the comfort zone
Testing and assessment
Permeability
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38. Conclusion

39. New way of learning thinking and …
Institution as network
Co-working
Added value, not duplicated services
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40. Thank You!