This chapter discusses the use of Web 2.0 tools to support distance learning. It outlines how Web 2.0 disrupts current distance learning technologies by emphasizing communication over just information and encouraging user participation. The chapter also discusses constructs for Web 2.0 learning environments, including personal learning spaces that allow for quizzes, content with discussions, sharing, meetings and social interaction. It notes the strengths and weaknesses of integrating Web 2.0 tools and outlines key principles for leaders, such as providing training to help teachers understand how technology can deliver skills and allowing teachers and students control over their data.

1. Chapter 7
Web 2.0 Learning Environments
in Distance Learning
By
Amal Alshehri

2. Outline:
• Disruptive Innovation
• Current Use of Course Management System
Software and Web 2.0
• Constructs for Web 2.0 Learning Environments
• Personal Learning Space
• The Strengths and weaknesses of Web 2.0 Tools
• Professional Development
• Key Principles For Leaders To Know.

3. Disruptive Innovation
An innovation that, by its implementation,
disrupts the status quo.

4. Disruptive Innovation to create educational opportunities that are:
• Effective
• Affordable
• Accessible

5. The net generation and distance learning:
They are fundamentally differ from
previous generations
in in the way they process information,
communicate, and learn.

6. Web 2.0
• It is a technologies support, encourage, and provide Web space for
content published by the user rather than the Web site designer or
developer.
• Web 2.0 disrupts current distance learning technology such as
course management system software CMS, LMS , blackboard
moodle etc.

7. Constructs For Web 2.0 Learning Environments:
• Cognitive/scripts
• Social/actors
• Networking/stages
• Integration/acting

8. • District Structure and Processes: Web 2.0 technology emphasizes the fundamental
shift from information to communication,
• Architecture of Learning: A key characteristic of Web 2.0 is user participation.

9. Activity
Integrating web 2.0 tools to support distance learning has several
weaknesses and strengths
Group 1 weaknesses page 140
Group 2 strengths page 138

10. Personal Learning Space:
Quiz/informal assessments
Content with discussions
Sharing
Virtual meetings
Social interaction
Social communication,

11. Professional Development
Three major steps are critical in teacher technology
training.
(1) Online teachers must become “performers,”
those who can facilitate online students to
manage their individual learning spaces. This
means online teachers would employ Web 2.0
technologies before assigning students to do so.
(2) Districts should assist teachers with identifying
a purpose for adopting Web 2.0 technologies so
they know how to design their curriculum
effectively and then how to assess this
innovation.
(3) Districts should assist teachers with relating
Web 2.0 technologies to the goals of the course
and help show how they fit in and benefit
students.

12. Key Principles For Leaders To Know

13. • Provide training to teachers so they understand correctly that online learning
technology is to deliver knowledge and skills, not just content.
• Encourage teachers and students to build differentiation/personalized learning.
• Allow and encourage teachers and students to take control of their own data to
create personal learning environments.
• Allow and empower teachers to organize their learning model via participation,
creating, editing, organizing, retrieving, and tagging contents.
• Schools should provide multiple Web 2.0 tools, but they may have duplicate
functions to allow teachers to select their own tools.
• Schools should update and identify new software to support teachers.
• Integrate various Web 2.0 tools to create and foster a healthy social learning
community for teachers to learn from each other and exchange effective
online technology strategies.