This document discusses the potential of social software tools and Web 2.0 technologies to transform pedagogy and create more student-centered learning landscapes. It defines "Pedagogy 2.0" as an approach that integrates social software tools to support knowledge sharing, networking, and global collaboration. Some key challenges to implementing Pedagogy 2.0 mentioned are ensuring the quality of student-generated content, addressing generational divides between students and educators, and developing students' skills in effectively navigating and evaluating online information.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Knowledge building- designing for learning using social and participatory mediaeLearning Papers
Author: Gail Casey
This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Knowledge building- designing for learning using social and participatory mediaeLearning Papers
Author: Gail Casey
This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
This is First Round's effort to provide an in-depth snapshot of what founders across the entire tech ecosystem are thinking and doing, what they're excited about and worried about, and how they're seeing the market. We surveyed venture-backed founders from everywhere — less than 25% from the First Round community — and received over 500 responses, volunteering their experience and opinions.
A Web 2.0-Based Collaborative Model for Multicultural EducationDr. Mokter Hossain
Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a democratic society. Based on the advanced and interactive features, Web 2.0 technologies could be appropriate media to build many virtual collaborative societies among students in local and global classrooms. Students and teachers from any corner of the world would be able to participate in such virtual communities to practice effective multicultural skills with no or minimum cost. The purpose of this paper is to address these issues.
Citation: Md. Mokter Hossain, Hasan Aydin, (2011) "A Web 2.0-based collaborative model for multicultural education", Multicultural Education & Technology Journal, Vol. 5 Iss: 2, pp.116 - 128
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
Authors: Ingo Blees, Marc Rittberger
This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning.
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Innovate future learning landscapes transforming pedagogy through social software
1. Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software 6/6/08 2:46 PM
An official publication of the Fischler School
innovate
journal of online education
Future Learning Landscapes:
Volume 4, Issue 5
June/July 2008
Transforming Pedagogy through Social
Software
Catherine McLoughlin and Mark J. W. Lee
In both mainstream society and education, Web 2.0 has inspired intense and growing
interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds,
social networking sites, tag-based folksonomies, and peer-to-peer media-sharing
applications have gained traction in all sectors of the education industry (Allen 2004;
Alexander 2006). Also referred to as the "Read-Write Web” (Richardson 2006) because it
goes beyond the one-way provision of downloadable content by allowing users to
become contributors, Web 2.0 allows customization, personalization, and rich
opportunities for networking and collaboration, all of which offer considerable potential
for addressing the needs of today's diverse student body (Bryant 2006).
Many higher education institutions are discovering that new models of teaching and
learning are required to meet the needs of a generation of learners who seek greater
autonomy and connectivity as well as opportunities for socio-experiential learning. In
contrast to earlier e-learning approaches that simply replicated traditional models, the
Web 2.0 movement with its associated array of social software tools offers opportunities
to move away from the last century's highly centralized, industrial model of learning and
toward individual learner empowerment through designs that focus on collaborative,
networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006). Such developments
are providing the foundations for and shaping the contours of a new learning landscape,
which we call Pedagogy 2.0 . Pedagogy 2.0 integrates Web 2.0 tools that support
knowledge sharing, peer-to-peer networking, and access to a global audience with
socioconstructivist learning approaches to facilitate greater learner autonomy, agency,
and personalization.
Teaching and Learning in the Web 2.0 Era
Traditional approaches to teaching and learning are typically based on prepackaged
learning materials, fixed deadlines, and assessment tasks and criteria defined by
teachers. Such characteristics often continue to inform course design even when
instructors employ online technologies such as learning management systems (Exhibit
1). The reality, however, is that today's students demand greater control of their own
learning and the inclusion of technologies in ways that meet their needs and preferences
(Prensky 2005). In their use of the Internet and the World Wide Web, these students are
no longer passive consumers but active producers of knowledge (Klamma, Cao, and
Spaniol 2007). As members of the open culture of Web 2.0, they are finding new ways to
contribute, communicate, and collaborate using a variety of tools that empower them to
develop and share ideas. The Pew Internet & American Life Project reports that
approximately 50% of U.S. teens—12 million youth—create their own online content
through blogs, personal Web pages, and remixing (Lenhart and Madden 2005). The
most popular and fastest growing Web sites on the Internet, such as YouTube and
MySpace, can attribute their success to this generativity.
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The proliferation of these tools and technologies provokes us to consider how new
modes of community-based sharing and content creation might be applied to the more
formal learning spaces of colleges and universities (Berg, Berquam, and Christoph
2007). Tools like blogs, wikis, media-sharing applications, and social networking sites
can support and encourage informal conversation, dialogue, collaborative content
generation, and knowledge sharing, giving learners access to a wide range of ideas and
representations. Used appropriately, they promise to make truly learner-centered
education a reality by promoting learner agency, autonomy, and engagement in social
networks that straddle multiple real and virtual communities by reaching across
physical, geographic, institutional, and organizational boundaries.
New Forms of Participation: How Social Software Tools Empower
Users
The inventor of the Web, Tim Berners-Lee, foresaw the development of an active suite of
tools that would allow much more than passive consumption of downloaded
information: "I have always imagined the information space as something to which
everyone has immediate and intuitive access, and not just to browse, but to create”
(2000, 216). Social software tools make it easy to contribute ideas and content, placing
the power of media creation and distribution into the hands of "the people formerly
known as the audience" (Rosen 2006). This potential for generativity and connectivity
prompts us to think carefully about how we conceptualize the dynamics of student
learning and about what learning outcomes are relevant in the context of the broader
societal changes that form the backdrop of the Web 2.0 revolution.
Social software tools can be effectively integrated into both face-to-face and online
environments; the most promising settings for a pedagogy that capitalizes on the
capabilities of these tools are fully online or blended so that students can engage with
peers, instructors, and the community in creating and sharing ideas. In this model, some
learners engage in creative authorship, producing and manipulating digital images and
video clips, tagging them with chosen keywords, and making this content available to
peers worldwide through Flickr, MySpace, and YouTube. Others engage in "personal
publishing" (Downes 2004, 18), writing blogs and creating wiki spaces where like-
minded individuals comment on, share, and augment material, creating a new genre of
dynamic, self-published content. Such activities are less controlling and enable greater
student autonomy than models of learning in which prepackaged content dominates.
Student-centered tasks designed by constructivist teachers reach toward this ideal, but
they too often lack the dimension of real-world interactivity and community
engagement that social software can contribute. The challenge is to enable self-
direction, knowledge building, and learner control by offering flexible options for
students to engage in learning that is authentic and relevant to their needs and to those
of the networked society while still providing necessary structure and scaffolding.
Pedagogy 2.0: Teaching and Learning for the Knowledge Age
In striving to achieve these goals, educators need to revisit their conceptualization of
teaching and learning (Exhibit 2). Educators need to engage meaningfully with the world
in which students live and strive to integrate technologies and tasks that are meaningful
and relevant to the demands of today’s networked society (NMC 2007). The connectivist
model is particularly promising in the context of Web 2.0.
Connectivism describes learning as a process of creating a network of personal
knowledge, a view that is congruent with the ways in which people engage in
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knowledge, a view that is congruent with the ways in which people engage in
socialization and interaction in the Web 2.0 world—a world that links minds,
communities, and ideas while promoting personalization, collaboration, and creativity
leading to knowledge creation. Such processes lead to an interdependence of ideas,
individuals, communities, and information networks, all supported by technology; a Web
2.0 pedagogy will capitalize on this interdependence. We call this approach Pedagogy
2.0. Pedagogy 2.0 is defined by:
Content: Microunits that augment thinking and cognition by offering diverse
perspectives and representations to learners and learner-generated resources that
accrue from students creating, sharing, and revising ideas;
Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and
learner input, consisting of bite-sized modules that are interdisciplinary in focus
and that blend formal and informal learning;
Communication: Open, peer-to-peer, multifaceted communication using multiple
media types to achieve relevance and clarity;
Process: Situated, reflective, integrated thinking processes that are iterative,
dynamic, and performance and inquiry based;
Resources: Multiple informal and formal sources that are rich in media and global
in reach;
Scaffolds: Support for students from a network of peers, teachers, experts, and
communities; and
Learning tasks: Authentic, personalized, learner-driven and learner-designed,
experiential tasks that enable learners to create content.
With this learner-based, communal, media-rich, flexible approach, Pedagogy 2.0 uses
social software tools to enable the development of dynamic communities of learning
through connectivity, communication, and participation.
A growing number of educators at postsecondary education institutions worldwide have
already begun integrating Pedagogy 2.0 practices into their teaching (Exhibit 3). These
exemplars illustrate how the principles of Pedagogy 2.0 can be applied in face-to-face
classroom settings as well as in fully online, supplemented, and blended e-learning
environments. The learning processes invoked in such examples demonstrate how the
metaphor of learning as both participation and knowledge creation can be realized in
practice and linked to connectivist theory.
What distinguishes these exemplars from activities in which students might participate
in more traditional classroom settings is that in these instructors' courses, learners use
social software tools to engage deeply with peers, instructors, subject-matter experts,
and the community. Lee, Chan, and McLoughlin (2006), for example, describe how
podcasts improve upon existing student-centered approaches like peer mentoring or
tutoring by allowing students to express themselves through different modalities, to
acquire digital literacy skills, and to exercise a greater degree of personal autonomy.
The tasks depicted differ from prepackaged learning materials characteristic of
traditional pedagogies because they allow personalization. Students use the tools to
choose and create content by collaborating with peers and to connect their learning to a
wider, often global, audience. Pedagogy 2.0 adds a further dimension to student-
centered approaches by increasing the level of collaboration with experts and peer
groups and by connecting students to an emerging global network or "architecture of
participation" that transcends the walls of the institution (O’Reilly 2005, ¶2; see also
Barsky and Purdon 2006, 65).
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Challenges in Implementing of Pedagogy 2.0
While Pedagogy 2.0 offers much promise in achieving truly student-centered learning,
there are a number of challenges facing its widespread adoption. For example, a number
of issues are apparent in the production and use of learner-generated content.
Prescribed content supplied by teachers or available online may have limitations,
particularly if it limits active student involvement in the construction of their knowledge,
but it does have a place in the learning process. Not all student-generated content, even
if creative or innovative, will be valid and reliable. Instructors implementing Pedagogy
2.0 principles will need to work collaboratively with learners to review, edit, and apply
quality assurance mechanisms to student work while also drawing on input from the
wider community outside the classroom or institution (making use of the "wisdom of
crowds” [Surowiecki 2004]).
Such practice is aligned with the principles of established student-centered pedagogical
strategies, such as self and peer assessment (Boud, Cohen, and Sampson 1999). In
support of these principles, Boettcher (2006) maintains that the key benefit of learner-
generated content lies in the processes of creation, knowledge construction, and
sharing as opposed to the end product itself:
A small portion of student performance content—if it is new knowledge—will be
useful to keep. Most of the student performance content will be generated, then
used, and will become stored in places that will never again see the light of day.
Yet . . . it is still important to understand that the role of this student content in
learning is critical. The textbook content is the external body of knowledge; the
student performance content is the content that shapes and molds the learner's
unique knowledge structures. (¶2, emphasis added)
This understanding of student-generated content is also consistent with the
constructivist view that acknowledges the learner as the chief architect of knowledge
building. From this perspective, learners build or negotiate meaning for a concept by
being exposed to, analyzing, and critiquing multiple perspectives and by interpreting
these perspectives in one or more observed or experienced contexts. In so doing,
learners generate their own personal rules and knowledge structures, using them to
make sense of their experiences and refining them through interaction and dialogue
with others.
Another issue that has been the subject of debate is the digital and generational divide
between students and educators, characterized and perhaps exaggerated by the phrase
"digital natives, digital immigrants" (Prensky 2001). The former group, referred to as
"Millennials," "Net Generation," and "Generation Y," are portrayed by many authors
(Prensky 2001; Oblinger and Oblinger 2005; Tapscott 1998; Howe and Strauss 2000) as
a fully wired generation of students who expect an always-on learning environment and
unlimited information technology services (Davis and Morrison 2007; Frand 2000).
Other divides are evident. For example, the social networking site Facebook is now the
most heavily trafficked Web site in the United States with over 8 million university
students connected across academic communities and institutions worldwide. The
majority of Facebook participants are students, and teachers may not feel welcome in
these communities. Moreover, recent research has shown that many students perceive
teaching staff who use Facebook as lacking credibility as they may present different
self-images online than they do in face-to-face situations (Mazer, Murphy, and
Simonds 2007). Further, students may perceive instructors' attempts to coopt such
social technologies for educational purposes as intrusions into their space. Innovative
teachers who wish to adopt social software tools must do so with these attitudes in
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teachers who wish to adopt social software tools must do so with these attitudes in
mind.
Yet another divide can be seen in the rise of personal publishing media, free Web-based
services, and open-source software tools. This is the era of "mix, rip, and burn," a
phrase that implies that traditional models of scholarship, centered around peer review
and evaluation by an elite hierarchy of experts, are no longer compatible with emerging
forms of collaborative scholarship and self-expression. This situation has a number of
consequences for both the production and consumption of content for educational
purposes. As Hilton (2006) notes, "students want to be able to take content from other
people. They want to mix it, in new creative ways—to produce it, to publish it, and to
distribute it" (60). Such practices raise questions about originality versus academic
integrity and give rise to concerns about copyright, ownership, and intellectual property.
Furthermore, although the advent of Web 2.0 and the open-content movement
significantly increase the volume of information available to students, many higher
education students lack the competencies necessary to navigate and use the
overabundance of information available, including the skills required to locate quality
sources and assess them for objectivity, reliability, and currency (Katz and Macklin
2007). A recently published EDUCAUSE Learning Initiative (ELI) white paper recommends
that students develop sound information literacy skills in effectively finding, evaluating,
and creating information (Lorenzo and Dziuban 2006). Beyond searching for and
retrieving information, users need to employ strategies of contextualization, analysis,
visualization, and synthesis that involve complex critical thinking skills (Lorenzo and
Dziuban 2006). In combination with appropriate learning strategies, Pedagogy 2.0 can
assist students in developing such critical thinking and metacognitive skills (Sener 2007;
McLoughlin, Lee, and Chan 2006).
In describing the wave of social and technological changes affecting higher education,
Hilton (2006) uses two competing metaphors to depict the Web 2.0 era: ". . . a perfect
storm, born from the convergence of numerous disruptive forces . . . [and] the dawn of a
new day, a sunrise rife with opportunities arising from these same disruptive forces"
(59). Taking the positive view, we believe that productive change is imminent. Student
needs and demands in the networked society coupled with a new approach to pedagogy
that leverages the flexibilities and creative options of Web 2.0 and social software tools
can make the teaching and learning process much more dynamic, creative, and
generative.
Conclusion
We envision that social technologies coupled with a paradigm of learning focused on
knowledge creation and community participation offer the potential for radical and
transformational shifts in teaching and learning practices, allowing learners to access
peers, experts, and the wider community in ways that enable reflective, self-directed
learning. The directive for the teacher to be a "guide on the side" as opposed to a "sage
on the stage" (King 1993; Doolittle 2003) has been with us for many years, but Web 2.0
equips us with new ways in which to realize this goal while continuing to recognize the
role of the teacher as an expert.
Eventually, teachers and administrators will have difficulty defending traditional
pedagogies from the challenge of new perspectives toward learning. We believe that the
concept of Pedagogy 2.0, inspired and underpinned by the knowledge-creation
metaphor of learning and the theory of connectivism, signals a movement away from a
teacher-centric pedagogy to one emphasizing learner-directed activity and content
creation. This is of key significance in a postsecondary education climate where there is
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creation. This is of key significance in a postsecondary education climate where there is
likely to be continued blending and merging of informal and formal learning, where the
value of textbooks and prescribed content is already being questioned (Fink 2005), and
where the open-source and open-content movements, exemplified by projects like
MIT's OpenCourseWare and MERLOT, are finally being recognized, supported, and
accepted (Beshears 2005). By capitalizing on personalization, participation, and content
creation, existing and future Pedagogy 2.0 practices can result in educational
experiences that are productive, engaging, and community based and that extend the
learning landscape far beyond the boundaries of classrooms and educational
institutions.
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