Web 2.0 and user empowerment
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Web 2.0 technologies empower users and learners by allowing them to take control of their learning and creative self-expression. These technologies provide opportunities for students to collaborate, build on each other's work, research topics, and contribute knowledge through platforms like wikis, blogs, podcasts, and social media. Recent political protests in Egypt demonstrated how social media platforms like Facebook, Twitter, and YouTube can empower individuals and help bring political change when people work together online.
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This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
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The document discusses the impact that open and technologically-mediated learning environments will have on education in the future. It explores how new technologies like Web 2.0 allow for more open design, delivery, evaluation, and research of education. These technologies enable greater sharing, collaboration, and personalization of learning. However, they also create challenges around issues like ownership, credibility, and privacy of information. Overall, technologies are evolving education to become more student-centered, collaborative, and connected across boundaries.
Web20
The document discusses Web 2.0 and its importance in education. Web 2.0 focuses on collaboration, sharing user-generated content, and social networking. It allows for democratization of media, enhanced user relationships, and community/sharing. However, too much unverified content and anonymity can create problems. The document also defines various Web 2.0 tools like blogs, Facebook, Glogster, Padlet, and YouTube; and notes how Web 2.0 improves information literacy and communication for better lesson planning in education.
Conole keynote paper
This document discusses the evolution of e-learning technologies over time from multimedia authoring tools in the 1980s to current technologies like MOOCs and tablets. It describes key characteristics of social and participatory media like being open, distributed, networked, and dynamic. The document proposes a meta-model for learning that describes learning as occurring individually or socially, through information or experience, and in a reflective or non-reflective way. Examples are given of how technologies can support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The concept of a digital social milieu and digital identity are also discussed.
Affordances short introduction_laru_let_2011
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Collective Intelligence and E-Learning 2.0
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Technology Integration Slide Show
This document discusses the benefits of integrating technology into classrooms. It argues that technology provides authentic learning environments by allowing students to access real-world information and situations. It also enables collaborative learning and higher-order thinking as students can interact with others and consider multiple perspectives. Finally, technology promotes motivation as it incorporates various media formats that appeal to student interests. Examples are given such as students researching World War I online and creating a hypermedia presentation, or participating in an online debate.
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Web 2.0 and user empowerment
- 4. Tu, Blocher & Roberts ,2008)
- 5. The User is the Central Focus in Web 2.0 ( Dialogic Corporation, 2009)
- 6. “schools should set the bar for themselves … much higher. What schools should strive for is student empowerment." (Chris Lehmann as cited in Foote, 2010)
- 8. “Empowerment… means that we hand over the reins of learning to students so they own it. That doesn't mean that they have learned all they need to learn, but they'll establish a purpose for themselves" ( Foote, 2010)
- 11. Howe (2006)
- 12. Web 2.0 technologies empower users to create virtual representations of their real, hypothetical, hopeful, or perceived selves for the world to witness, these creations enable them to discover or express their opinion, views, critiques, professional image, professional work, or inner selves (King, 2009).
- 14. Web 2.0 empowers learners with multiple opportunities to take control of how they improve their thinking and refine their metacognitive strategies (Tu, Blocher & Robert, 2008)
- 15. ,
- 16. Web 2.0 technologies provide powerful opportunities to develop authentic voices and create empowering experiences for individuals. Web 2.0 technologies help learners to move from “the sidelines” of the rest of their lives, and be “center stage” in a learning environment of safety, respect, and empowerment (King, 2009, p. 55).
- 19. With Wikis, students can write, edit, add elements, such images and video, build on each other’s work, do research, analyze what they have read, synthesize it into useful knowledge , and contribute their work (Solomon & Schrum, 2010)
- 21. Wiki environments empowered student journalists in generating, reviewing, and organizing their own content in news writing (Ma &Yuen, 2008)
- 24. The personal expressive dynamics of blogging help restore a vital sense of individual empowerment and valorization; Blogs foster ‘centered communication’ in which the individual is recognized and valued as part of a more equitable community of empowered learners (Farmer, 2006, pp. 95-96).
- 27. Podcast created a space where students in an introductory technology course in a business college are empowered to express themselves creatively (Frydenberg, 2006)
- 29. Twitter, Twitpic, Facebook and YouTube played a great role in Egyptian protest in January 25, 2011against President Hosni Mubarak's 30-year rule (Ungerleider, 2011)
- 31. Did you ever think that Facebook, twitter and youtube technologies would help bring a government like Egypt’s to its knees?
- 33. References: Collis, B. & M oonen, J. (2008, June). Educational Media International, 45(2), 93-106. Farmer, J. (2006). Blogging to basics: How blogs are bringing online education back from the brink. In A. Bruns & J. Jacobs (Eds.), Uses of blogs (pp. 91-103). New York: Peter Lang. Dialogic Corporations. (2009). The Emergence and empowerment of Web 2.0. DialogicRetreieved Feb 22, 2011, from http://www.dialogic.com/products/docs/whitepapers/11339-web2-0-wp.pdf Edgingtion, S. (2011). Facebook plays a major Role in Egyptian protests. Retrieved Feb 22, 2011, from http://www.shawnedgington.com/technology/facebook/facebook-plays-a-major-role-in-egyptian-protests/ Foote, C. (2010). Empowering students for life. Multimedia & Internet@School, 17(2), 28-31. Frydenberg, M. (2006). Principles and pedagogy: The two P’s of podcasting in the information technology classroom. Proc ISECON ,23, 1-10. King, K. (2009). From the sidelines to center stage: Opportunities to discover coice and empowerment through Web 2.0 and new media for LGBTQ adult learners. New Horizons in Adult Education and Human Resource development, 23(3), 55-64. Howe, J. (2006). Your Web, you way. Time, 168(26), 60-61. Ma, W. & Yuen, A. (2008, Dec). News writing using wiki: Impacts on learning experience of student journalists. Educational Media International, 45( 4), 295–309. Solomon, G. & Schrum, L. (2010). Web 2.0: How-to for educators. Washington, DC: International Society for Technology in Education.
- 34. Tu, C., Blocher, M. & Roberts, G. (2008, Dec.). Constructs for Web 2.0 learning environment: A theatrical metaphor. Educational Media International, 45(4), 253-269 Ungerleider, N. (2011). Massive Egyptian protests powered by YouTube, Twitter, Facebook, Twitpic [Pics, Video, Updates] . Retrieved Feb 22, 2011, from http://www.fastcompany.com/1720692/egypt-protests-mubarak-twitter-youtube-facebook-twitpic