Using Web 2.0 Technologies in Blended Learning

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Using Web 2.0 Technologies in Blended Learning

  1. 1. Dr Barbara NewlandPrincipal Lecturer Learning and Teaching (e-Learning) Centre for Learning and Teaching
  2. 2.  What is Web 2.0? 2 case studies on effective ways of using Web 2.0 technologies in blended learning ◦ collaborative learning using blogs ◦ problem based learning with wikis Discussion
  3. 3.  Web 2.0 technologies are used for collaboration, communication and social construction of knowledge ◦ Blogs ◦ Wikis ◦ Social bookmarking ◦ Social networking
  4. 4.  http://www.bbc.co.uk/blogs/bbcinternet/2011/12/iphone_bbc_iplayer_design.html
  5. 5.  Blog - shortened version of web-log’ Online journal Posts - usually presented in reverse chronological order Can include web links, images, video etc Usually belong to an individual and others “comment” Closed to a group or open to everyone Author can choose whether or not to filter posts Podcasting – audio blog
  6. 6.  Communicative Reflective To share ideas and information
  7. 7.  Wikis - web pages that can be viewed and modified by anyone Group collaboration Social construction of knowledge
  8. 8.  Collaborative To work with others for a specific purpose in a shared work area Anyone can add, modify or delete the content Versioning can be shown so it is known who made which contributions Issues with wikipedia?
  9. 9. 1. Collaborative learning using wikis in Archaeology2. Problem based learning using blogs and wikis in Design Engineering
  10. 10.  Second year Archaeology students Innovation, Production and Consumption module Theoretical module ◦ students engage with key theories by critically appraising case studies and interpret these in light of material culture questions ◦ problems in previous years with student engagement
  11. 11.  Address pedagogic issues rather than just to use a wiki tool: ◦ improve outcomes in relation to key theoretical concepts ◦ enhance group work skills ◦ encourage students to engage with e-resources – students were not reading relevant case studies
  12. 12.  Students engage with key theories by critically appraising case studies (eResource) Closed group “safe” wikis with associated discussion board Each group wiki presents a topic which forms the basis of a seminar presentation structured around that topic Presentation has to include 2-3 case studies which must be different from those covered in lectures or on the module reading list Academic can view contributions of each student within the group via the history log
  13. 13.  Closed group wikis encourage participation in a “safe” environment Require support in using a wiki as students have different levels of competence and confidence in using Web 2.0 tools for learning Locating their own e-resources develops students ability to find quality resources and encourages greater engagement Benefits students who prefer to work online or not able to easily attend physical meetings Successful in improving student understanding of key concepts
  14. 14.  Recording group activity online enables viewing the process as well as the product of group work Contributions to a wiki can be assessed Design an e-tivity to address an identified issue rather than purely make use of a type of technology Closed-group wikis encouraged group work and allowed wiki to be used as an assignment and assessment tool
  15. 15.  Students not always comfortable with new technologies. Their level of competence and confidence of students with using Web 2.0 tools for learning should not be assumed Some difficulties encountered in editing each other’s work Important to have associated discussion forum to facilitate communication “Traditional” problems with group work e.g. perception of how much others have contributed remain
  16. 16.  27 final year Design Engineering students learn through 3 problem scenarios provided over 9 weeks E-resource - scanned and e- journal items coupled with flexible availability within VLE assists the students in sourcing appropriate material Students used blogs and wikis
  17. 17.  A mechanical engineering company considering entering the electronics market with a new electronic product line Characters with differing point of view are described e.g. ◦ a Project Leader who must make the decision as to whether the product functionality is to be realised using analogue or digital technology ◦ a Marketing Manager convinced the solution should be digital ◦ a Finance Manager who favours analogue ◦ While incorporating these points of view, students are challenged to make the final decision in this situation and justify their choices in the form of a written report
  18. 18.  Use of wikis and blogs ◦ enhances the generation of solutions within the learning groups by enabling and encouraging them to communicate online ◦ produces their conclusions in an online format ◦ providing a record of group activity ◦ private to group members but later opened up to other groups to provide a critique All groups present verbal reports in seminar sessions for all 3 problems detailing their solutions
  19. 19.  Level of competence and confidence of students with using Web 2.0 tools should not be assumed “Traditional” problems with group work e.g. perception of how much others have contributed remain “As good as my group was I had to do more than my fair share to get a mark I wanted.”
  20. 20.  Blogs and wikis help record and enable viewing the process, as well as the product of group work “It gave me a window into their discussions.” eResources - scanned and e-journal items coupled with the flexible availability within the VLE assists students in sourcing appropriate material
  21. 21.  Blogs and wikis It is possible for instructors to edit blogs and wikis if they are used inappropriately Sustained – know they will still be there next week! Possible to have closed groups if you want Ability to assess contributions – when setting it up there is an option to add it to the Grade Centre
  22. 22.  Individual blogs - Creative Writing module Module involves students writing original work Prior to blogs they used to read out their work in the lessons for review and comment Now they blog them and others can comment Benefits here are it saves lesson time plus the final work the students have to submit can be those pieces of work with the best comments
  23. 23.  Group blogs - Psychology & Social policy Tutor sets 4 weekly tasks where the students have to research a set topic They post their opinions for the tutor and for others to comment It is a summative task and commenting is also summative Benefits here are that students get peer feedback as well as tutor feedback plus students get to see things they might have missed from their peers
  24. 24.  Wikis Many modules in Humanities (Languages) simply use a wiki as a sign-up sheet for tutorials or seminars Benefit - saves a lot of time and students having to physically go to a notice board to sign-up
  25. 25.  7 things you should know about: http://www.educause.edu/ELI/7ThingsYouSh ouldKnowAboutBlogs/156809 (2005) http://www.educause.edu/ELI/7ThingsYouSh ouldKnowAboutWikis/156807 (2005)
  26. 26.  Using Web 2.0 Technologies in Blended Learning Enables collaborative learning and social construction of knowledge Group work and individual work Assessment Academic time commitment
  27. 27.  Newland, B, Innovative e-Learning with e- Resources, Bournemouth University, 2009 Redecker, C. (2009). Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe.

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