Understanding the pedagogy Web 2.0 supports: The presentation of a Web 2.0 pedagogical model (original) (raw)

Introducing Web 2.0 in education: A structured approach adopting a Web 2.0 implementation framework

2011

This paper provides an overview on the `state of art' of Web 2.0 use in Higher Education exploring reasons why and how Web 2.0 tools, namely, wikis, blogs and online forums are being used in educational settings. This paper acknowledges that there is an apparent lack of evidence in the Web 2.0 literature regarding the steps taken by educators to introduce Web 2.0 in the classroom. A Web 2.0 implementation framework is presented which provides educators with a set of practical steps to follow when adopting the use of Web 2.0 for the first time. This framework can be tested and developed in educational settings based on the experience of other educators.

BUSINESS EDUCATORS’ EDUCATIONAL AWARENESS AND ADOPTION OF WEB 2.0 TECHNOLOGIES FOR INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA

Education today has gone digital and has created the need for players in the sector to appreciate the benefits of utilizing Web 2.0 technologies for educational purposes. This study set out to assess business educators’ awareness and adoption of adoption of Web 2.0 technologies for instructional purposes in tertiary institutions in south east Nigeria. Two research questions guided the study. Four null hypotheses were tested at 0.05 level of significance. Population of the study was 144 business educators teaching in tertiary institutions offering business education programme in south east Nigeria. A structured 5-point scale questionnaire was used for the study. The questionnaire was validated by one expert in ICT and two experts in measurement and evaluation. The reliability of the instrument was established using Split half method. Data collected in respect of the research questions were analyzed using mean of scores while t-test was used to test the null hypotheses. The results revealed that the respondents were moderately aware of the educational benefits of Web 2.0 technologies and adopted Web 2.0 technologies for instructional purposes to a very low extent. The result also revealed that age was a critical factor in business educators’ rating of awareness and adoption of Web 2.0 technologies for instructional purposes while gender, sex, years of experience in teaching and type of institution did not affect the respondents’ ratings. It was recommended, among others, that business educators should be abreast of all emerging technologies and be attuned to the contemporary methods and applications of web technologies in the instructional process.

Social Media and Social Networks – What’s in for Tertiary Education

Abstract: Social media and social networks are already part of almost everybody’s life. They are often used as a source of information, entertainment or a means of keeping in touch with family, friends and colleagues. However, they are quickly turning into education tools due to their popularity, relative ease of use and flexible nature. The article discusses the opportunities social media and social networks offer to teach and learn at tertiary level. After a brief overview of relevant theoretical ideas, the authors focus on a possible approach to making these part of the learning experiences of university students and, more specifically, in developing students’ writing skills in Bulgarian and in English. Key words: social media, social networks, university education, electronically mediated communication (EMC)

An alternate reality game for language learning: ARGuing for multilingual motivation

Fuel and Energy Abstracts, 2011

Over the last decade, Alternate Reality Games (ARGs), a form of narrative often involving multiple media and gaming elements to tell a story that might be affected by participants’ actions, have been used in the marketing and promotion of a number of entertainment related products such as films, computer games and music. This paper discusses the design, development and evaluation of an ARG aimed at increasing the motivations of secondary school level students across Europe in the learning of modern foreign languages. The ARG was developed and implemented as part of a European Commission Comenius project and involved 6 project partners, 328 secondary school students and 95 language teachers from 17 European countries. The collaborative nature of ARGs provides a potentially useful vehicle for developing collaborative activities within an educational context. This paper describes the educational value of ARGs, in particular the ARG for supporting the teaching of modern European languages and the specific activities that were developed around Web 2.0 and gaming that underpinned the ARG and helped promote cooperation and learning within an educational environment. An evaluation of the ARG was conducted using an experimental design of pre-test → ARG intervention → post-test. 105 students completed the pre-test, 92 students completed the post-test and 45 students completed both the pre-test and post-test questionnaires. In general, student attitudes towards the ARG were very positive with evidence suggesting that the ARG managed to deliver the motivational experience expected by the students. The majority of students who completed the post-test either agreed or strongly agreed that they would be willing to play the game over a prolonged period of time as part of a foreign language course. In addition, through using the ARG, students believed that they obtained skills relating to cooperation, collaboration and teamwork.

Web 2.0 education: An evaluation of a large-scale European pilot

2011

The Internet represents a new industrial revolution, arguably with a more significant socio-economic impact than the previous two industrial revolutions. The impact of the Internet has resulted in significant changes within education with eLearning now an accepted and commonplace form of education. However, the online tools that are used in eLearning tend to be first generation Web tools rather than second generation, Web 2.0, tools. Some reasons for this are the lack of empirical evidence supporting their use in education, the perceived complexity of the tools and lack of training. This paper presents the results of a large-scale European pilot into the use of Web 2.0 tools across all educational sectors through an innovative and simple-to-use platform that allows teachers to customize which Web 2.0 tools they wish to use in their courses.

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