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Web 2.0 Learning Environments in Distance Learning

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Web 2.0 Learning Environments in Distance Learning Chapter Outline Mistaken Perceptions The Net Generation Current Use of Course Management System Software Web 2.0 ... – PowerPoint PPT presentation

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Title: Web 2.0 Learning Environments in Distance Learning


1
Chapter 7
  • Web 2.0 Learning Environments in Distance
    Learning

2
Chapter Outline
  • Mistaken Perceptions
  • The Net Generation
  • Current Use of Course Management System Software
  • Web 2.0 Disrupts Distance Learning
  • Constructs for Web 2.0 Learning Environments
  • Cognitive Dimension
  • Social Dimension
  • Networking Dimension
  • Integration Dimension
  • Collaboration
  • Community
  • District Structure and Processes
  • Architecture of Learning
  • Authority Destructions
  • Personal Learning Space
  • The Strengths of Web 2.0 Tools
  • Planning Personal Learning Space
  • Professional Development

3
Chapter Questions
  • What are the key characteristics leaders need to
    have when integrating Web 2.0 tools to support
    learning?
  • What are the products to deliver that leaders
    need to understand (i.e., how might teachers be
    trained so they understand correctly that online
    learning
  • technology is to deliver knowledge and skills,
    not just content)?
  • How can leaders encourage teachers and students
    to build differentiation/personalized learning?

4
Chapter Questions, cont
  • How can leaders provide effective training on a
    regular basis to assist teachers with integrating
    different Web 2.0 tools that support their
    learning
  • and/or their work?
  • How can leaders facilitate a learning community
    and community learningthat is, understanding,
    knowledge, or learning that grows beyond
    individual members of a communityto aggregate
    collective intelligence via social networking and
    connecting?

5
Disruptive Innovation
  • The theory of disruptive innovation, an
    innovation that, by its implementation, disrupts
    the status quo. The theory of disruption can
    provide researchers, practitioners, and
    policymakers with a new perspective on
    increasingly effective, affordable, and
    accessible educational opportunities in our
    society.

6
The Net Generation
  • The extent of technology use by students,
    particularly by the net generationpeople born
    after 1980, suggesting that these students
    fundamentally differ from previous generations in
    the way they process information, communicate,
    and, learnis a critical issue in distance
    learningThese students prefer to receive
    information quickly and are adept at processing
    information, multitasking, and using
    multiple/multimodal communication channels to
    access information and communicate with friends
    and tutors.

7
Web 2.0
  • Web 2.0 technologies support, encourage, and
    provide Web space for content published by the
    user rather than the Web site designer or
    developer, disrupt current distance learning
    technologyCurrent distance learning technology
    is essentially more individualistic and objective
    while the philosophies inherent in Web 2.0
    technology are more social and subjective.

8
Constructs for Web 2.0 Learning Environments
  • Cognitive Dimension
  • Social Dimension
  • Networking Dimension
  • Integration Dimension
  • Collaboration
  • Community

9
District Structure and Processes
  • Web 2.0 technology emphasizes the fundamental
    shift from information to communication, more
    specific in social communication/interaction.
    Effective Web 2.0 integrations would require each
    individual student to manage his or her Web 2.0
    tools to meet his or her learning goals.

10
Architecture of Learning
  • A key characteristic of Web 2.0 is user
    participationthe wisdom of the crowds, the
    architecture of participationmashups,
    remixing, and coconstruction are fundamental and
    widespread practices in Web 2.0. In contrast,
    despite the general increase in group
    collaboration in recent years, educational
    systems fundamentally revolve around individual
    testingevidencing of attainment of a level of
    knowledge and understanding against a set of
    predefined criteria.

11
Authority Destructions
  • Social constructivism is a more student-centered
    approach to learning that emphasizes the need for
    coconstruction of knowledge (please see Chapter
    5). Traditionally, education and the way teaching
    occurs are divided into subject fieldsThis model
    has been increasingly challenged in the last few
    decades as subject domains fragment and diversify
    and as knowledge seems to expand exponentially.
    It is no longer possible for any individual to be
    an expert in his or her field, with an
    understanding of the full scope of his or her
    domain. Web 2.0 copes with a complex and changing
    knowledge domain fundamental to Web 2.0 practice
    is that no one individual is expert and rather
    all individuals are part of a social network of
    others.

12
Personal Learning Space
  • It is evident that the new technologies now
    enable individuals to personalize the environment
    in which they work or learn, appropriating a
    range of tools to meet their interests and needs
    such personal learning environments have been
    considered an alternative to institutionally
    controlled virtual learning environments, such as
    CMSs or LMSs.

13
Planning Personal Learning Space
  • Integrate social networking sites
  • Content with discussions, Wikis
  • Social communication, Twitter or Jaiku
  • Virtual meetings Flashmeeting or Skype
  • Quiz/informal assessments, Blog Quiz
  • Web platforms, Zotero/Delicious
  • Sharing Collaborative sharing is the key to
    social learning. Google Docs, FileURLs,
    SlideShares, YouTube, and Diigo
  • A few examples that distance learning teachers
    and their principals can integrate to support
    individual students learning spaces.

14
Professional Development
  • Three major steps are critical in teacher
    technology training.
  • 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.
  • 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.
  • 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.

15
Key Principles for Leaders to Know
  • 1. Products to deliver Provide training to
    teachers so they understand correctly that online
    learning technology is to deliver knowledge and
    skills, not just content.
  • 2. Web platform Provide effective training via a
    Web platform to model effective educational
    services/pedagogy.
  • 3. Personalization and choice Encourage teachers
    and students to build differentiation/personalized
    learning.

16
Key Principles for Leaders to Know, cont
  • 4. User positioning Allow and encourage teachers
    and students to take control of their own data to
    create personal learning environments.
  • 5. Services, not packaged software Provide
    effective training on a regular basis to assist
    teachers with integrating different Web 2.0 tools
    to support their learning and/or their work.
  • 6. Architecture of participation Allow and
    empower teachers to organize their learning model
    via participation, creating, editing, organizing,
    retrieving, and tagging contents.

17
Key Principles for Leaders to Know, cont
  • 7. Re-mixable data source and data
    transformations Schools should provide multiple
    Web 2.0 tools, but they may have duplicate
    functions to allow teachers to select their own
    tools. Assist teachers with aggregating and
    connecting various forms of data/content.
  • 8. Software above the level of a single device
    One piece of software doesnt result in effective
    learning. Software should be seen as constant
    evolving services, rather than items that are
    updated or upgraded on a regular basis. Schools
    should update and identify new software to
    support teachers.

18
Key Principles for Leaders to Know, cont
  • 9. Harnessing collective intelligence, or
    aggregate intelligence that develops through
    community learning via social networking and
    connecting within a learning community 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.
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