This document discusses the history and concepts of Web 2.0, including its focus on user-generated content and collaboration. It describes how Web 2.0 enables new socio-technical systems by making it easy to track events and share information. The document also discusses how Web 2.0 can support personal learning environments that give learners more control over their education through collaborative learning and construction of online artifacts. While academic mindsets may need to change to fully leverage Web 2.0's potential, the document argues it allows moving in promising directions for both teaching and research.

2. What is web 2.0 Vision – Collaborative environment for the creation and dissemination of information Bad implementation as ‘Web 1’ Ward Cunningham 1994 – first social software Web 2.0 is all about user generated content collaboration via social software Platform

3. Creating and Sharing Content create save find use re-use mix mash-up repurpose share publish COLLABORATE Web 2.0 is all about text images sound video locations events interests refinements: bookmarks tweets … ..

4. who does what?

6. Socio-technical systems Web 2.0 gives rise to new socio-technical systems where the social and technical are indivisible learned way back with LambdaMoo (1992)

7. Architecture of participation

8. eg now easy to track events in multiple lives what does this mean for society ? New affordances and capabilities

9. Blooms modified hierarchy

10. What Web 2.0 enables

12. Delicious, digg,

14. technical discussion and gadgetry socio-political discussion Matthew Hurst

16. 2007

17. Learning and teaching Learning and teaching

18. We know People work with each other They learn from each other They are capable of determining what they want to learn

19. What are the values that we want to promulgate? How do we want to affect society? Do we want autonomous, independent, self-actualised life-long learners who decide what they want to learn and how they learn it If so, how do we ‘grow’ them

20. Learner empowerment want learners who are enthusiastic about learning who will take responsibility for their learning, now and life-long who will play a positive role in society

21. Ingredients

22. PLEs? it’s a movement learners taking control of their own* learning * group and individual learning

23. Some class practice

24. A couple of approaches I like Social Constructivisim (Vygotsky) learning in social settings learning in groups and teams Zone of Proximal Development / scaffolding Constructionism (Papert) learn by constructing artefacts to for public display accommodation and assimilation

25. Facilitated by (Web 2.0) tools

26. Facilitated by a PLE

27. current knowledge future knowledge with ano’s scaffolding not reachable as yet Zone of Proximal Development ZPD

28. … applied scaffolding page structure content suggestions multi-way suggestion / feedback

29. … constructionism

30. Whole-class project

31. … communication / participation with Google Groups 168 messages 68 topics guess 75% me but significant effect feedback from one class member: felt involved in a course for the first time

32. EBL/PBL/participatory courses Create independent learners? Learners are generally institutionalised Produce team-workers? Definitely (but with self-improving groups) Benefit from Web 2.0 tools / PLE? Yes, leveraging social constructivist and constructionist approaches Create new socio-technical organisation? Yes, temporarily

38. Savanna – Futurelab 2005

41. PLEs: Systems Personal Learning Environments are systems that help learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals manage their learning; managing both content and process communicate with others in the process of learning and thereby achieve learning goals. A PLE may be composed of one or more subsystems

42. The Manchester PLE

45. some aspects of web 2.0 support for research)

46. Only cover two areas Finding, filtering and selecting information resources Communication between researchers

56. conclusion

58. The L&T question “ Is Web 2.0 the point at which we finally begin to challenge academic mindsets around both pedagogy and learning technology?” We need vast improvements in learning skills and learning culture in order to fully leverage the potential of Web 2.0 But we can still, here and now , move in promising, rewarding and fruitful directions for learning and teaching

59. The research question “ Is Web 2.0 the point at which can use it in our research activities?” That depends on the nature of our cultural research niches, where, how and what we do, how we communicate But we can, here and now , move in promising, rewarding and fruitful directions to augment existing research practice

60. Image thanks For various un-credited CC images Apologies for no specific credits appearing here