To use or not to use web 2.0 in higher education?

October 30, 2014  |  By  | 

Gabriela Grosseck / Procedia Social and Behavioral Sciences 1 (2009) 478–482 479 There are already a growing number of actors from higher education sector who are exploring Web 2.0 technologies in their activities with students or as part of their PLE. It is important to realize that Web 2.0 has to share something new with higher education - the development of a clear picture of the features that might constitute a new ICT pedagogy in the 21st century: pedagogy 2.0 (Dron, 2006; McLoughlin & Lee, 2007; Hargadon, 2008). Table 1 renders some possibilities and examples of using Web 2.0 technologies by the authors of this article as a support for preparing and collecting didactic materials, evaluating and analyzing the progress made by students, putting together informative and formative presentations, time management, planning the timetable and the calendar of activities, developing projects in collaboration, digital storytelling, students eportfolios etc. Table 1 Models of integrating Web 2.0 technologies in HE Technology 2.0 Educational applications Blogging  use blogs for real-world writing experiences  pull class blogs together into one area for easy tracking  quickly give feedback to students, and students to each other  students use peer networks to develop their own knowledge  update new information such as homework and assignments  using comments in blogs can encourage students to help each other with their writing, and get responses to a question without getting the same answer twenty times etc. Microblogging  classroom community, exploring collaborative writing, reader response, collaboration across schools, countries, project management, assessing opinion, platform for metacognition, conference or as part of a presentation or workshop, for reference or research, facilitating virtual classroom discussion, creating a learning experience, a Personal Learning Network  use for dissemination of teachers’ publications and materials, locating original sources of ideas, quotes, allows for very focused and concrete feedback to students to refine their thinking and improve their skills, fostering professional connections, informal research, for storytelling, follow a professional, get feedback on ideas, event updates, live coverage of events, build trust, build a community etc. Wikis  use for student projects; use for collaborating on ideas and organizing documents and resources from individuals and groups of students  use as a presentation tool (as e-portfolios); as a group research project for a specific idea; manage school and classroom documents; use as a collaborative handout for students; writing: student created books and journaling  create and maintain a classroom FAQ; as a classroom discussion and debate area; a place to aggregate web resources; supporting committees, working parties and university projects etc. Photo / Slides Sharing  share, comment, and add notes to photos or images to be used in the classroom  inspire writing and creativity; create a presentation using the photos  use tags to find photos of areas and events around the world for use in the classroom.  post student presentations to an authentic audience and get feedback from around the world; share professional development materials and have it available anywhere, anytime, to anyone; post presentations of special events Video Sharing  video professional development on own terms; create an own subject specific videos with students; use video sharing sites to find videos on current issues etc. Syndication of content through RSS  professional development, time saving; updated information in teaching area  information coming from constraining sources; sharing work with other educators  RSS feeds can potentially replace traditional email lists, reducing email overload  RSS feeds can be used to keep course specific webpages current and relevant etc. Social Bookmarking  create a set of resources that can be accessed on any computer connected to the internet; conduct research and share that research with peers  track author and book updates; groups of students doing a classroom project sharing their bookmarks; rate and review bookmarks to help with students decide on usefulness of resources; setup a group tag in order to share educational resources  share one account between a number of different subject specific educators in order to share resources with each other etc. Social Networking  event support and continuation, team and community support, aggregation of social media applications, personal learning environments etc. (Cobbs, 2008) Other tools  instant messaging increase the sense of community and accessibility which is required for collaborative learning; VoIP can promote international collaborations and understanding; calendars make calendar events, homework, anything you want available on mobile devices connected to the Internet  survey and polls, online diagrams and web-based word processor, on-line spreadsheet, social search, mind mapping; virtual worlds - virtual conferences and seminars, team meetings and collaboration spaces, simulations etc.

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