Boost your students’
participation
Web 2.0 in higher education
• What is the learning potential in Web 2.0
and Social Media?
• How do we use it to support our teaching in
the international classroom?
• How do we support student activity through
media? 3 examples
What is Web 2.0?
Web 2.0 describes a net where content is
being shared, changed, commented, or
coproduced by users
Web 2.0: Micro-content is, through users’
internet use, collected in new contexts –
new micro-content in new context
http://www.youtube.com/watch?
v=6gmP4nk0EOE
http://schnutinger.wordpress.com/2006/10
/10/web-20/
Web 2.0 provides learning tools with a
broad range of potential for
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Supporting learning
Cooperation
Motivation and also to
Create good learning environment
A lot of learning in higher education
happens through lecturer and classroom
teaching
Meanwhile outside classroom people are
learning in other ways sometimes without
even knowing it
Most learning takes place in interactions
with other people, in the flow of not defined
space and network between study, work and
privacy
Social media has, due to this argument, also
changed the way we look at learning.
- It is possible to search for and access all
kind of resources whenever you need them.
- But it is at the same time possible to create
them yourselves and to share them with
others.
An example: Kristel and Vincent are about
to write an essay about speech-act in a
Danish cultural setting
How does this look for the international
student:
• The same but..
• Use of online dictionarys
• Use of google translator
• Increased possibility of unintended
plagiarism
• Increased need of learning community to
support learning
• Need of multimodality as language support
Task:
How do you use the net to create and
organize knowledge?
How do you use it in your teaching
practise?
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How do they
Support language
Learning communities and network
Informal Learning
Student creativity and collaboration
Connectivism
Connectivism is a theory that describes how learning takes
place in complex environments affected by social dynamics
and supported by technology
Siemens calls it the theory of the new millennium
Simens, 2004, http://www.devrijeruimte.org/content/artikelen/Connectivism.pdf
Knowledge isn’t constructed - it grows and
develops in networks and rests in so called
knowledge knots outside the individual.
• “This amplification of learning, knowledge and
understanding through the extension of a personal network
is the epitome of connectivism.” (…) “The pipe is more
important than the content within the pipe” (…) “As
knowledge continues to grow and evolve, access to what is
needed is more important than what the learner currently
possesses”.
• (Siemens, 2005)
Connectivism brings out some principles for
learning:
• The brain learns by creating connections between
neurones
• Learning environments should help learning by establish
connections between people, that is: communication,
cooperation, sharing
• Learning is an individual process which doesn’t need to
take place through a formalized teacher
Looking at learning this way has some
consequences for the teacher:
If a student has a problem the connectivist teacher
wouldn’t think:
Strengthen the students’ knowledge, he or she
would say: strengthen the students’ connections
http://www.youtube.com/watch?v=XwM4ieFOotA
What is the learning potential in Web
2.0 and Social Media?
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Learning is individual and informal leads to independent work and cooperation
between students and teachers: Personal tools and cooperation tools
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Lots of tools support content production
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Lots of tools support language and communication: Skype, chat etc.
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Dialog between students and teachers: Discussion forums
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Being visible and in contact, student-student and student-teacher: Social media
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Creation of learning communities: Social media
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Use of net based material and contribution with own material: Sharing services.
But
At the same time we need to teach digital behavior
(social behaviour, copyright, ethics, privacy etc.)
• By supporting learning by net based learning tools
• By supporting learning in networks
• By teaching our students to handle net based sources
3 examples: twitter, blogs and wikis
Twitter:
• Twitter as broadcast medium
• Twitter as in-class conversational medium
• Twitter for student data collection
http://twitter.com/#!/learningspaces
Blog
What is it:
http://www.youtube.com/watch?v=NN2I1pWXjXI
• Unique perspective to your teaching
• Making connections between other blogs or
information
• Blog as a class-room diary
• Blog around a theme
• Search in Google blogs
Wiki
What is a wiki: http://www.youtube.com/watch?v=dnL00TdmLY
Example: Wikiversity of Canberra
• It is a kind of website where everyone can set up a
document, share photos and film
• There is often a discussion-part connected to the
post
• It is user generated
• There is 1 or more editors to approve or erase a post
• It gives the user a feeling of direct user interaction
• It is characterized by knowledge production
through collaboration.
• Wiki posts can alway be discussed
• The teacher can use it to share and and
generate course content in cooperation with
the students
• It can be used as a collaborative tool in project
work. In that way you have control over your
sources and information and you can both
communicate information and collaborate on
text production and many other things
• Google wiki: wiki.com
• Tasks:
1)Choose a tool: blog, wiki, twitter or a choice of
your own.
2)Find some good and interesting examples
3)Discuss the learning potential and potential
problems: copyright, ethics, privacy etc.
4)Make outlines for a didactic concept with your
learning tool in focus and present it.
• Litterature
• Carsten Günther, 2011: Didaktik 2.0, Akademisk forlag
• George Siemens, 2004: A learning theory for the digital age,
published at connectivism.com
• Etienne Wenger: communities of practice. Learning, Meaning
and identity
• Jerome Bruner, 1996: The culture of education, Harvard
University Press
• Sune Weile,
http://suneweile.wordpress.com/author/suneweile/
• Weller, M.J. & Dalziel, J. (2007). On-line Teaching: Suggestions
for Instructors.
http://lamsfoundation.org/lams2007sydney/papers.htm