eLearning 2.0 and new literacies: are social practices lagging behind?

Lim, Wei Ying; So, Hyo Jeong; Tan, Seng Chee

doi:10.1080/10494820.2010.500507

Cited by 38 publications

(25 citation statements)

References 16 publications

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“…It is important, therefore, to remind ourselves that the core issue here is that of potential contradictions between the use of web 2.0 technologies -and the cultural expectations and mores of that use --and the established practices and implications of traditional cultures and pedagogies in higher education. Noting that web 2.0 is a social and participatory web, Lim et al (2010) argue that the use of such technology encourages community building and participation, and that, importantly, this differs significantly from previous (web 1.0) online education, where content was generated then delivered for passive consumption. The implication of this shift represents, Lim et al claim, a new paradigm of higher education, which "presents unique and complex challenges" (p. 205) in the breaking of traditional pedagogical cultures and the creation of virtual spaces that are open for students to interact with.…”

Section: Introductionmentioning

confidence: 99%

“…While the paper does not focus on empirical research or development of a new pedagogical tool, it presents instructional ideas related to the use of web 2.0 technologies and potential issues surrounding this approach. The purpose is to provide a focus for reflection and discussion of issues around potential contradictions between the use of web 2.0 technologies and traditional educational cultures and pedagogies in higher education (Lim, So, & Tan, 2010). As such, it focuses explicitly on issues of staff and institutional uptake and engagement, rather than on student engagement per se, with the intention of opening a discussion around the cultural change implicit in transitions from web 1.0 to web 2.0 technology supported pedagogy.…”

Section: Introductionmentioning

confidence: 99%

“…The implication of this shift represents, Lim et al claim, a new paradigm of higher education, which "presents unique and complex challenges" (p. 205) in the breaking of traditional pedagogical cultures and the creation of virtual spaces that are open for students to interact with. While such challenges may be viewed (by some) to be largely technological, they are better characterised as being a combination of cultural and social as well as technological (Lim et al, 2010;den Exter, Rowe, Boyd, & Lloyd, 2012;Newell, Pembroke, & Boyd, 2012). Lim et al (2010) suggest a solution to managing the transition from conventional formal pedagogy to the interactive culture of web 2.0, through the development of literacies.…”

Section: Introductionmentioning

confidence: 99%

“…While such challenges may be viewed (by some) to be largely technological, they are better characterised as being a combination of cultural and social as well as technological (Lim et al, 2010;den Exter, Rowe, Boyd, & Lloyd, 2012;Newell, Pembroke, & Boyd, 2012). Lim et al (2010) suggest a solution to managing the transition from conventional formal pedagogy to the interactive culture of web 2.0, through the development of literacies. For non-web 2.0 practitioners, developing appropriate literacy may seem difficult (Boyd & Newton, in press).…”

Section: Introductionmentioning

confidence: 99%

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Sketching up new geographies: Open sourcing and curriculum development

Boyd

Ellis

2013

AJET

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The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop contemporary assessment tasks. In reviewing an example of a teaching tool based on Google SketchUp 3D Warehouse, we have had to consider social and cultural changes required by academics adopting and adapting such technology. In using open source and collaborative knowledge technology there is a risk of work – including the work of students and others – being seen to be plagiarised, and this coming into conflict with established rules of academic behaviour. We conclude that universities must not only be willing to invest in the educational infrastructure to avoid communication, ownership, and authority issues, but, more importantly, be prepared to examine cultural change regarding values and beliefs around ownership of knowledge and the roles of collaborative knowledge generation.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Sketching up new geographies: Open sourcing and curriculum development

Boyd

Ellis

2013

AJET

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“…However, some researchers have highlighted the discrepancies between the learning practices implicit in Web 2.0 technologies and educational practices in current schooling (Lim et al, 2010). Different authors have agreed that Web 2.0 classes need to emphasise a learning culture based on participation, collaboration, inquiry, creativity, dialog and knowledge creation (e.g.…”

Section: Introductionmentioning

confidence: 99%

Using a Blog to Create and Support a Community of Inquiry in Secondary Education

Pifarré

Guijosa

Argelagós

2014

E-Learning and Digital Media

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Understanding how blogs can support collaborative learning is a vital concern for researchers and teachers. This article explores how blogs may be used to support secondary education students' collaborative interaction and how such an interaction process can promote the creation of a Community of Inquiry to enhance critical thinking and meaningful learning. A science case-based project in which 15 secondary students participated was designed, implemented and evaluated. Students worked on the science blogging project for four months. Students were asked to be collaboratively engaged in purposeful critical discourse and reflection in their blogs in order to collectively solve science challenges and construct meaning about topics related to astronomy and space sciences. Through student comments posted in the blog, the findings showed that the blog environment afforded the construction of a Community of Inquiry and therefore the creation of an effective online collaborative learning community. In student blog comments, the three presences for collaborative learning took place: cognitive, social, and teaching presence. Moreover, this research found a positive correlation among the three presences -cognitive, social and teaching -of the Community of Inquiry model with the level of learning obtained by the students. This article discusses a series of issues that instructors should consider when blogs are incorporated into teaching and learning. It is claimed that embedded scaffolds to help students to argue and reason their comments in the blog are required to foster blog-supported collaborative learning.

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What Dental Educators Need to Understand About Emerging Technologies to Incorporate Them Effectively into the Educational Process

Stein

Eisenberg

O’Donnell

et al. 2014

Journal of Dental Education

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Many dental schools are currently struggling with the adoption of emerging technologies and the incorporation of these technologies into the educational process. Dental students exhibit an increasing degree of digital comfort when using social networking, mobile devices, search engines, or e-textbooks. Although the majority of students might consider themselves to be very skilled at using information technology, many faculty members would claim the opposite when evaluating their own knowledge and skills in the use of technology. As the use of technology, both formally and informally, continues to increase, dental educators are faced with many questions, such as: Does students' digital comfort disguise a lack of information literacy? What is the appropriate path of implementing technology into teaching and learning, and how can institutions support such an implementation? This article surveys a series of myths that exist about the use of technology in education and raises questions about their validity and how dental educators can avoid being misled by them. Mr. Stein is a Graduate Fellow

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eLearning 2.0 and new literacies: are social practices lagging behind?

Cited by 38 publications

References 16 publications

Sketching up new geographies: Open sourcing and curriculum development

Sketching up new geographies: Open sourcing and curriculum development

Using a Blog to Create and Support a Community of Inquiry in Secondary Education

What Dental Educators Need to Understand About Emerging Technologies to Incorporate Them Effectively into the Educational Process

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