The nature of web 2.0
You might like to take a look at some of the following landmark resources which attempt to capture the nature of web 2.0/social media. Listed in chronological order, these resources range from historical images and videos from the early days of web 2.0 to more current infographics. It will be evident that over this period there has been a shift from the use of the term web 2.0 to the use of the term social media, and that the latter term is employed not only by educators but, increasingly, by marketers.
- Web 2.0 Meme Map (Tim O’Reilly, 2004)
- Web 2.0 Map (Markus Angermeier, 2005)
- Did You Know 2.0 (Karl Fisch & Scott McLeod, 2007)
- Pay Attention (Jordan School District, 2007)
- Information R/evolution (Michael Wesch, 2007)
- Web 2.0 … The Machine is Us/ing Us (Michael Wesch, 2007)
- We Think (Charles Leadbeater, 2008)
- The Internet Mapping Project (Kevin Kelly, 2009)
- Three Little Pigs (The Guardian, 2012)
- The Internet Map (Ruslan Enikeev, 2012, updated)
- The Periodic Table of Education Technology (Daily Genius/Kathy Schrock, 2016)
- Social Media Stats Infographic (Leverage/MarketingStrategyX, 2017)
- Social Media in the Classroom (Accredited Schools Online, 2018)
- Global Social Media Prism (Ethority, 2018)
- 60 Seconds on China’s Internet (Radii China, 2018)
- This is What Happens in an Internet Minute (Lori Lewis & Officially Chadd, 2019)
Learning with web 2.0
The educational uses of web 2.0 are often conceptualised with reference to Lev Vygotsky’s social constructivism and related contemporary approaches such as challenge-based learning, inquiry-based learning, problem-based learning, project-based learning and task-based learning. In professional development contents, Etienne Wenger’s community of practice model is sometimes employed to conceptualise a democratised learning community where all participants may teach and learn from each other. Common frameworks for helping educators in moving their uses of digital technologies away from older information transmission and behaviourist approaches, and towards more contemporary social constructivist approaches, are Punya Mishra and Matthew Koehler’s TPACK framework, Ruben Puentedura’s SAMR model, and Sonny Magaña’s T3 framework, all of which are discussed on the Learning design page.
In the pages in this section, you’ll find accounts of many of the major web 2.0 and web 2.0-related tools, platforms and techniques, with guidance on how to use them in a variety of educational contexts. These include blogs, (synchronous) chat & messaging, data visualisation, digital storytelling, (asynchronous) discussion boards, folksonomies, gaming, LMSs, microblogging, podcasting, polling, RSS, search engines, social networking, social sharing, videos, virtual worlds, VoIP, websites and wikis. Some tools like websites can also be found in the web 1.0 section (since they were originally web 1.0 tools although they have now evolved in a web 2.0 direction), and tools like chat & messaging, digital storytelling and polling can also be found in the mobile learning section (since nowadays they often involve mobile devices and apps).
It is important to note that making use of a web 2.0 tool does not guarantee that it is being used in a web 2.0 manner. While web 2.0 tools lend themselves to collaboration, communication and creation, and can support a social constructivist educational approach, it is perfectly possible to use a web 2.0 tool like a wiki for a web 1.0 purpose like information dissemination by a single author, or a web 2.0 tool like podcasting to support web 1.0 behaviourist drilling. From a learning point of view, everything depends on the learning designs which are implemented by educators.
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- Smart language learning July 3, 2019PPTELL Conference Taipei, Taiwan 3-5 July 2019 The second Pan-Pacific Technology-Enhanced Language Learning Conference took place over three days in midsummer in Taipei, with a focus on language learning within smart learning environments. In his keynote, In a SMART world, why do we need language learning?, Robert Godwin-Jones spoke of visions of a world with universal […]