This document outlines an educator's experience transitioning from a traditional education model to an Education 2.0 model that incorporates more collaborative and flexible learning using web 2.0 tools. It discusses opposing views around structured vs flexible learning and top-down vs bottom-up approaches. The educator describes implementing wiki, blogs, microblogging and other web 2.0 tools in their courses and the benefits of less lectures and more student-centered collaborative work, but also challenges around information dispersion, digital competency, and privacy issues. The conclusion advocates for Education 2.0 as more than just adding technology, and identifying individual learner needs.

1. Education in the
2.0 Bazaar
IADAT-e2009
Pablo Garaizar Sagarminaga
garaizar@eside.deusto.es
University of Deusto

2. Outline
● Background
● Two opposing points of view
● Education 2.0: a positive experience
● Problems
● Solutions
● Conclusions

3. Background

4. Who am I?

5. Who are my students?

6. What are we using at Deusto?

7. How to improve communication and interaction?
How to improve education?

8. Two opposing points
of view

9. LMS vs Web 2.0

10. Institutional vs. DIY (Edupunk?)

11. Structured vs. flexible

12. Concentrated vs. distributed

13. Top-down vs. bottom-up

14. Formal vs. non-formal

15. Located vs. ubiquitous

16. Store vs. utility

17. Cathedral vs. Bazaar

18. Constructivism vs. Connectivism

19. Should I stay
or should I go?
The Clash, 1981

20. Let's try the Edupunk way!

21. Education 2.0: a
positive experience

22. Less lectures, more collaborative work

23. Teachers: from masters to DJs

24. No textbook

25. – Beyond physical boundaries
– "Why should I go back to school and
– interrupt my education?"

26. – The teacher is not
– the only yardstick anymore

27. – The teacher is not the only
– available data source anymore

28. – Microblogging & Desktop widgets =
– real-time participation

29. Problems

30. Lack of order
Information dispersion > confusion

31. Digital competency:
master RSS aggregation and social
bookmarking services

32. Lack of control:
technical and social level

33. Privacy and arbitrary limits

34. Let's play 1984 game:
wink.com, spock.com, peekyou.com,
pipl.com, 123people.es, yasni.com

35. Scope confusion
don't even try it ;-)

37. Social networks designed for leisure
(or procrastination)

38. Solutions

39. Current solution: wiki + group blogs +
personal blogs + microblogging

40. Wiki (local, private): collaborative work +
practice wiki-syntax + arrangement

41. Wiki activity (Spring 2008 & 2009)

42. Blog planet = group +
personal blogs (virtual portfolios)

43. Twitter (public) & Yammer (private)

44. Microblogging + real-time desklet

45. Future plans

46. LMS + PLE + Web 2.0 services
Content- Student- Social
centred centred
Structure Custom Flexibility
Moodle Mahara 2.0
Widgets

47. Conclusions

48. Education 2.0 is more than just adding
technology to education

49. RSS is the “lingua franca” of the web,
Education 2.0 must be fluent in RSS

50. One size doesn't fit all
Identify learner's main features

51. Google Wave Protocol?
Testing platforms already available

52. Thank you for your
attention

53. Questions?

54. References
● Coates, H., James, R., Baldwin, G., "A critical examination of the effects of Learning
Management Systems on university teaching and learning", Tertiary Education and
Management 11, Springer, 2005, pp. 19–36.
● Hiltz, S.R., Turoff, M.. "Education goes digital: the evolution of online learning and the revolution
in higher education", Communications of the ACM , Volume 48 Issue 10, October 2005.
● O'Reilly, T., "What is Web 2.0—Design Patterns and Business Models for the Next Generation of
Software", O'Reilly Media, 2005.
● Broom, J., "The Glass Bees", 2008, URL: http://bavatuesdays.com/the-glass-bees/.
● Bush, M.D., Mott, J.D., "The Transformation of Learning with Technology. Learner-Centricity,
Content and Tool Malleability and Network Effects", Educational technology: The magazine for
managers of change in education, ISSN 0013-1962, Vol. 49, N. 2, 2009, pp. 3-20.
● Gatto, J.T., "Why Schools Don’t Educate", Nexus June-July, pp. 13-16 & p. 81.
● Jones, V., Jo, J.H., "Ubiquitous learning environment: An adaptive teaching system using
ubiquitous technology", Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference,
Perth, 5-8 December 2004, pp. 468-474.
● Yang, S.J.H., "Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative
Learning", Educational Technology & Society, 9 (1), 2006, pp. 188-201.
● Eraut, M., "Informal learning in the workplace", Studies in Continuing Education, Vol. 26, No. 2,
July 2004, University of Sussex, UK.

55. References
● Lamb, B., "The urgency of an open education: emotions, cheap, reuse and radical-based
learning content syndication", Simposio Educación Expandida (ZEMOS98, 11a edición), Seville
(Spain), 2009.
● Downes, S., "New Technology Supporting Informal Learning", Challenges 2009, Braga, Portugal,
2009.
● Raymond, E.S., "The Cathedral and the Bazaar", in The Cathedral and the Bazaar: Musings On
Linux and Open Source by an Accidental Revolutionary. Sebastopol: O'Reilly Publishing, 1999.
● Peters, S.G., "Do You Know Enough About Me to Teach Me?: A Student's Perspective", King
Lindsay Printing Corp., 2006.
● Lessig, L., "Remix: Making Art and Commerce Thrive in the Hybrid Economy", Penguin Press,
New York, 2008.
● McLuhan, M., & Leonard, G. B., "The future of education: The class of 1989". Look, February 21,
1967, pp. 23-24.
● Surowiecki, J., "The Wisdom of Crowds: Why the Many Are Smarter Than the Few and How
Collective Wisdom Shapes Business, Economies, Societies and Nations". Doubleday Books,
2004.
● Alexander, B., "Web 2.0: A New Wave of Innovation for Teaching and Learning?", EDUCAUSE
Review, vol. 41, no. 2 March/April 2006, pp: 32-44.
● Poetter, T.S., "Voices of inquiry in teacher education", Lawrence Erlbaum Associates Publishers,
Mahwah, NJ, 1997, pp. 75-82.

56. References
● Levin, J.A., "Organizing educational network interactions: Steps towards a theory of network-
based learning environments", American Educational Research Association Annual Meeting. San
Francisco, 1995.
● Villa, A., "Marco Pedagógico de la Universidad de Deusto", University of Deusto, Bilbao (Spain),
2001.

57. All images are property of their
own owners*, content is licensed
under a Creative Commons by-sa
3.0 license
* Iñigo Alonso, Creative Commons, Geek & Poke, Twhirl, Yammer, Planetaki, Wordpress,
Google, Yahoo!, Eleaf (Flickr), marthamadnesspdx (Flickr), roland (Flickr), teflon (Flickr),
yaourdon (Flickr), slworking (Flickr), davidwilsonclarke (Flickr), wallyg (Flickr), lulupine
(Flickr), p-doodle (Flickr), cuellar (Flickr), maxblack (Flickr), markstos (Flickr), pray (Flickr),
vrider (Flickr), patux (Flickr), cpentecost (Flickr), darwinbell (Flickr), angusf (Flickr), identity-
chrisis (Flickr), jcolman (Flickr), doctabu (Flickr), ivanomak (Flickr), mzaluska (Flickr),
lady_lush (Flickr), pmorgan (Flickr), daquellamanera (Flickr), dunechaser (Flickr), lissalou66
(Flickr), yuki80 (Flickr), zenia (Flickr), whereismyshame (Flickr), foreby (Flickr)