Good Practices for Learning 2.0: Promoting Innovation

An in-depth Study of Eight Learning 2.0 Cases Report (pdf)

  • "The Knowledge Society...where technolgies mediate new participative and flexible opportunities for learring."

" Over the last few years, “Web 2.0” or “social computing” applications have seen an unprecedented take up, changing the way people access, manage and exchange knowledge, and the way they connect and interact. This trend is accompanied by the emergence of structurally different learning styles, especially among young people. From an educator’s point of view, social computing applications are extremely versatile and offer flexible and dynamic learning opportunities that are often more appealing and engaging than traditional learning arrange- ments. They have therefore a high potentialfor supporting and facilitating learning processes. " (Abstract)

The project " Web 2.0 - the Impact of Web 2.0 Innovations on Education and Training in Europe - is lanched by "The Institute for Prospective Technological Studies (IPTS)". It is one of the seven research institutes that make up the [http://ec.europa.eu/dgs/jrc/index.cfm European Commission's Joint Research Centre).

The framework is based on :

  1. Studies, reports statistics re Web 2.0 Innovations on Education and Training in Europe (Cf. Redecker (2009). JRC publications EUR 23664)

  2. Stakeholder consultation

  3. Database with 250 Learning 2.0 projects (Cf. Redecker (ed.) (2009). “Learning 2.0: Case Database”, JRC publications EUR 23664 EN)

Cf. http://ec.europa.eu/yourvoice/ipm/forms/dispatch?form=Learning2.

Innovation

  • New WAY of collaborative creation and exchange of learning content and metadata

    • (work directly on content itself- content not deliverd in a top-down approach) Content is GENERATED, MODIFIED, COMMENTED AND RATED by the learners themselves. Different KINDS of content (text,pictures, sound vdieso etc) cans be COMBINED,allowing for DEIVERSE FORMS OF EXPRESSION
  • New FORMS of communication among leaners and teachers/trainers
    • (Web 2.0 tools -new forms of communication between users). Some forms promote new STRUCTRES AND PROCESSES (virtual classrooms and meetings), some COMMUNICATION STRUCTURES (commeting in blogs, self-presentation and user tagging in communities, commenting and rating in content-sharing tools)
  • More personalized and learner-centered ENVIRONMENTS, individual DOCUMENTATION of competencies (e-portfolios, personal learning plans, learning diaries)
    • (Web 2.0 tools support SELF-PRESENTATION - even greater focus on the learner, are more PLAYFUL and EXPERIMENTAL (present oneseLf and insights in original ways), allow for PUBLICATION (WORK SHOWCASING) and PERSONAL REPOSITORY

  • New forms of BLENDED LEARNING SCENARIOS (formal/informal; classroom/distance; intra/extra institutional; mixed learning scenarios and pedagogical approaches i.e. anchored instruction by using blogs in KooL) Web 2.0 PREDESTINED for informal learning scenarios.

  • MOTIVATIONALadvantages by active, enoyable, discovery-baSed leanring approaches and learners sense of OWNERSHIP of PRODUCED CONTENT (self reported higher motivation -dependant upon digital iteracy of the individual)

  • Trend toward EMBEDDED or INTEGRATED solutions (vs isolated tools) Not just blogs and wikis in isolation but blogs and wiksi embedded in learning management systems (i.e. Claroline, Moodle). The developmental line of Web 2.0 IN EDUCATIoNAL SETTINGS - goes form unstructured and creative tools to more structured and organized environements.

  • VIRTUAL WORLDS and MASHUPS are near-future trends: the extended integration of external social communities and tools is emerging (Second Life and R&D at IBM)

    • Mashups and flexible individual combinations of functions of different applications (integrate Facebook and Delicious, Flickr or YouTube.) Seen as rich resource databases for learning materials to be integrated.

Outcomes and Impacts

  • Learning 2.0 inititaives impact the LEARNING PROCESS ITSELF by supporting and promoting CERTAIN SKILLS AND COMPETENCIES and trigger (set in motion) CHANGES in the INSTITUTIONAL FRAMEWORK (changes in the organisation and pedagogy) Learning Outcomes
    • can train basic as well as more complex ICT and MULTIMEDIA skills (production of audi-visual and e dimensional content)
  • support SUBJECT SPECIFIC KNOWLEDGE AND SKILLS (the case of language learning in Kool)
  • foster META-COGNTIVE AND QUALITY MANAGEMENT SKILLS (user-based content production and feedback circles in collaborative activiites -i.e working on a wiki)
    • can lead to TRANSVERSAL SKILLS (collaboration of different actord on a joint project thus supporing GENERAL AND SPECIFIC OMMUNICATION AD COLLABORATION SKILLS)
  • requires MULTITASKING AND COMPLEXITY MANAGEMENT SKILLS
  • train in HIGHER-ORDER SKILLS (like reflective thinking, learning to learn, self-organization)
  • increase the MOTIVATION of learners, teachers and project organisers by allowing for NEW AND DIVERSE EXPERIENCES that are fascinating and engaging, social and emotional, personal and collaborative