Instructional design and pedagogical issues with Web 2.0 tools (original) (raw)
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Creating virtual worlds with meaning: case studies of Web 2.0 tools in higher education
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There is a general idea that video games can teach skills that are important in today's society, namely: analytical thinking, construction of hypotheses, development of strategies, creativity, team building, multitasking, decision making and problem solving. This idea frequently extends to situations that involve some kind of stress and require fast decisions. On the other hand, there is a perception that e-learning can benefit from video games, specially because they can make complex subjects more interesting and are able to cope with up-and-coming learning profiles. Avatar-based worlds, such as Second Life, possibly will provide for a richer, more effective and more enjoyable experience for students. The materialization of the so-called Web 3.0 (Second Life, Divvio, Joost and VRML/X3D worlds) following the mainstream collaborative and social Web 2.0 (MySpace, Pandora, YouTube), seems to be marked by this mix of humanlike avatars, intelligent agents and rich multimedia features that live happily within interactive 3D environments. No matter how interesting this may be for education, more research and practical experience are needed to make clear which features of games and 3D worlds are more important for nowadays learning and in what ways we can test students on the skills they actually learn. This paper investigates emergent experiences involving multimedia, video games and 3D environments freely available on the Web, and explores new ways to make e-learning more effective in the future realm of Open Educational Resources.
Application of Web 2.0 Tools in Teaching 21st Century Students - DR. MARITES D. OLEA.pdf
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL ( IIMRJ ), 2019
ABSTRACT Quality education considered as a crucial factor to produce a competent professional to build a strong nation and to bring out the best way to get along with global competition. Thus, this study aimed to determine the current practices in using Web 2.0 tools in 15 selected Higher Education Institutions in CALABARZON, Philippines concerning communication and collaboration, creativity and innovation, and instructional design. It also considered its level of acceptability for classroom instruction as assessed by administrators, teachers, and students. The level of seriousness of the problems met in the integration relative to teachers’ preparation, curriculum content and administrative support were also evaluated. The research design was descriptive survey method with the use of a researcher-constructed questionnaire as the data gathering instrument. The method and instrument employed were deemed appropriate to determine the viability of providing the students with an alternative delivery of learning through Web 2.0 tools for instruction. Weighted mean, T-test and Probability values, Percentage and Standard Deviation were the statistical tools used to test the hypothesis posited in this study. The hypothesis tested the significant differences between two groups of respondents regarding the extent of use of Web 2.0 tools in classroom instruction. Results revealed that to a very great extent, integration of Web 2.0 tools in the classroom promotes learner to interact, build a learning community and promotes student active participation in the classroom and increases student’s productivity. Based on the findings and conclusions, the researcher developed an offline game-based interactive instructional material that supports instruction and collaboration and could be used to enhance students’ critical thinking and problem-solving skills to achieve better learning outcomes. Keywords: Web 2.0 tools, 21st Century students, Communication and Collaboration, Descriptive method, Higher Education, Philippines
In Proceedings of the 3rd Annual Postgraduate Research Conference (pp. 85-92). Faculty of The Professions, University Of New England, 2009
"An investigation will compare students using the virtual world environment of Second Life to those using traditional methods of distance education (Web 2.0 tools and resource materials) to determine whether there are variations in the amount of collaboration and discussions by students with these synchronous and asynchronous eLearning tools. All students will undertake the same assessment tasks and the results compared. The Second Life group will participate in a number of online sessions to familiarise them with the environment. Studies have reported that asynchronous eLearning can engage the students in deeper thinking (Dabbagh & Bannan-Ritland 2005). In contrast, synchronous eLearning is reportedly more useful for spontaneous discussions (Woodman 2003). This study will explore whether using a virtual world environment, predominantly relating to synchronous interaction, can engage the student in deeper thinking than traditional synchronous eLearning methods while maintaining the spontaneous interaction. All students will be given set tasks to complete. One group will utilise any social computing resource they wish, whilst the other can utilise only resources offered in Second Life. The participant experience will be monitored by pre and post surveys and online interaction will be recorded and compared."