Using Web 2.0 Technologies for Collaborative Learning in Distance Education—Case Studies from an Australian University

Abstract

This paper explores the use of Web 2.0 technologies for collaborative learning in a higher education context. A review of the literature exploring the strengths and weaknesses of Web 2.0 technology is presented, and a conceptual model of a Web 2.0 community of inquiry is introduced. Two Australian case studies are described, with an ex-poste evaluation of the use of Web 2.0 tools. Conclusions are drawn as to the potential for the use of Web 2.0 tools for collaborative e-learning in higher education. In particular, design and integration of Web 2.0 tools should be closely related to curriculum intent and pedagogical requirements, care must be taken to provide clear guidance on both expected student activity and learning expectations, and there is a clear need to develop, support and encourage strong interaction both between teachers and students, and amongst the students themselves.

Enhancing Learning Management Systems (LMS) with the use of Web Technologies

“…(p. 3). Although the term "Web 2.0" is used widely, it is still difficult to find a unique definition that describes it with precision (Bartolome, 2008;Exter et al, 2012). However, in order to help the reader conceptualize what Web 2.0 is, O'Reilly (2005) lists a number of tools that comprise Web 2.0 such as: Google AdSense, Wikipedia, Blogging, Web Services, wikis, tagging («folksonomy») etc.…”

“…However, in order to help the reader conceptualize what Web 2.0 is, O'Reilly (2005) lists a number of tools that comprise Web 2.0 such as: Google AdSense, Wikipedia, Blogging, Web Services, wikis, tagging («folksonomy») etc. In general Web 2.0 is considered to be a "second generation" of the World Wide Web technologies and applications, where more creative learning approaches, embedded in computer games, 3D simulations, virtual realities and other immersive environments such as multimedia applications, visual and audio tools, immersive environments and serious games, and mobile learning devices address different sensory channels, supply more engaging learning opportunities and support individualized learning opportunities with the help of synchronous or asynchronous tools (Caladine, 2008;Exter et al, 2012). The applicability of Web 2.0 tools in the educational process has lead to the creation of "e-learning 2.0" (Bartolome, 2008;Exter et al, 2012).…”

“…In general Web 2.0 is considered to be a "second generation" of the World Wide Web technologies and applications, where more creative learning approaches, embedded in computer games, 3D simulations, virtual realities and other immersive environments such as multimedia applications, visual and audio tools, immersive environments and serious games, and mobile learning devices address different sensory channels, supply more engaging learning opportunities and support individualized learning opportunities with the help of synchronous or asynchronous tools (Caladine, 2008;Exter et al, 2012). The applicability of Web 2.0 tools in the educational process has lead to the creation of "e-learning 2.0" (Bartolome, 2008;Exter et al, 2012). The term "e-learning 2.0" is also used to describe the combination of Web 2.0 tools with the 108 Semantic Web (or Web 3.0) (Caladine, 2008;Chaka, 2010), which means that along with Web 2.0 tools in education we should use:…”

Whatever It Takes! Developing Professional Learning Communities in Primary School Mathematics Education

“…It is the cultures of classrooms, schools, districts, universities and other related contexts that must change. The changes need to enable teachers to work together naturally, both physically and attitudinally, to plan, observe each other's practice, and to seek and test and revise their teaching strategies on a continuing basis (Boyd et al, 2008;Boyd & Newton, 2011;Den Exter et al, 2012). Fullan reports research that students did much better when they had three good teachers in three successive years (Fullan, 2007).…”

Sketching up new geographies: Open sourcing and curriculum development

“…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.…”