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Journal Article

Engaging the YouTube Google‑Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning  pp119-130

Peter Duffy

© Apr 2008 Volume 6 Issue 2, Editor: Shirley Williams, pp99 - 182

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Abstract

YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user‑centric, user‑content generated and user‑ guided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new "Learning Ecology" is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information. Web 2.0 technologies provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media. These can be used in the development of authentic learning tasks and enhance the learning experience. However in order for a new learning tool, be it print, multimedia, blog, podcast or video, to be adopted, educators must be able to conceptualize the possibilities for use within a concrete framework. This paper outlines some possible strategies for educators to incorporate the use of some of these Web 2.0 technologies into the student learning experience.

 

Keywords: Web 2.0, e-Learning, YouTube, blog, Wiki

 

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Journal Article

Weblogs in Higher Education — why do Students (not) Blog?  pp203-214

Monika Andergassen, Reinhold Behringer, Janet Finlay, Andrea Gorra, David Moore

© Dec 2009 Volume 7 Issue 3, Special ICEL 2009 Issue, Editor: Florin Salajan and Avi Hyman, pp191 - 316

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Abstract

Positive impacts on learning through blogging, such as active knowledge construction and reflective writing, have been reported. However, not many students use weblogs in informal contexts, even when appropriate facilities are offered by their universities. While motivations for blogging have been subject to empirical studies, little research has addressed the issue of why students choose not to blog. This paper presents an empirical study undertaken to gain insights into the decision making process of students when deciding whether to keep a blog or not. A better understanding of students' motivations for (not) blogging may help decision makers at universities in the process of selecting, introducing, and maintaining similar services. As informal learning gains increased recognition, results of this study can help to advance appropriate designs of informal learning contexts in Higher Education. The method of ethnographic decision tree modelling was applied in an empirical study conducted at the Vienna University of Technology, Austria. Since 2004, the university has been offering free weblog accounts for all students and staff members upon entering school, not bound to any course or exam. Qualitative, open interviews were held with 3 active bloggers, 3 former bloggers, and 3 non‑ bloggers to elicit their decision criteria. Decision tree models were developed out of the interviews. It turned out that the modelling worked best when splitting the decision process into two parts: one model representing decisions on whether to start a weblog at all, and a second model representing criteria on whether to continue with a weblog once it was set up. The models were tested for their validity through questionnaires developed out of the decision tree models. 30 questionnaires have been distributed to bloggers, former bloggers and non‑ bloggers. Results show that the main reasons for students not to keep a weblog include a preference for direct (online) communication, and concerns about the loss of privacy through blogging. Furthermore, the results indicate that intrinsic motivation factors keep students blogging, whereas stopping a weblog is mostly attributable to external factors.

 

Keywords: weblog, blog, higher education, informal learning, ethnographic decision tree modelling, motivation research

 

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Journal Article

Personal Learning Journal — Course Design for Using Weblogs in Higher Education  pp189-196

Stefanie Hain, Andrea Back

© Nov 2008 Volume 6 Issue 3, Editor: Shirley Williams, Laura Czerniewicz, pp161 - 254

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Abstract

This paper examines the impact of weblogs on individual learning processes in a university environment. It outlines experiences with weblogs as an instrument of learning reflection or a learning journal. This paper presents an innovative didactical concept based on the Web 2.0 paradigm and evolving technologies. Weblogs have emerged with the paradigm of Web 2.0 and user‑generated content and have gained in importance through the various evolving application contexts, for example, the transfer of knowledge within enterprises, the communication and exchange of experiences with customers, and even the acquisition of projects by power bloggers. In this paper, weblogs are considered in the specificity of learning journals that focus on two objectives: first, supporting individual learning by means of reflection as the most effective method of individual learning; and, second, multiplying these efforts through interaction and discussion within a group of individuals with common interests. The latter is based on contribution‑based pedagogies that maintain that collaboratively creating learning resources and sharing them with others are promising practices through which students can learn. Additionally, it is argued that this style of teaching relates to a growing trend in higher education in which the focus of learning is moving away from building a basic knowledge store and toward emphasizing a wider range of skills. We successfully applied the weblog approach to several academic courses during which qualitative and quantitative data were collected in an empirical study. This paper reflects our experiences with weblogs as a support for university lectures and is based on four semesters of exploration and adaptation. Within the scope of the research approach of design research (Hevner et al. 2004), it provides a structured method to support individual learning processes within a learning community realized by a weblog in the specificity of a learning journal. Verification with students and experts has led to a holistic method through which lecturers and coaches can successfully integrate weblogs into academic courses or even professional trainings. This paper addresses both academic learning and professional education management initiatives. Essentially, it aims at in‑house trainings in enterprises, vocational schools, and universities. Interviews with experts will also reveal how to successfully align this method with professional trainings. In conclusion, this paper suggests a method with which to design a learning environment by means of learning journals to enforce increased individual learning. More specifically, it reveals that learning journals enable the achievement of level three (transfer to and application in the working environment) of Kirkpatrick's (1994) four‑level model, which was generated to evaluate learning programs.

 

Keywords: Web 2.0, weblog, learning log, learning journal, learning reflection, contribution-based theory

 

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Journal Article

Cognitive communication 2.0 in Higher Education: to tweet or not to tweet?  pp264-276

António Andrade, Cornélia Castro, Sérgio André Ferreira

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

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Abstract

Abstract: Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on t he integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it i s the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one‑way communication, one‑to‑many, low or non‑existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exp loration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many‑to‑many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the in tegration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recogni ze the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each others views and each had the opportunity to contribute to the debate. It also allowed the release of multiple c hoice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.

 

Keywords: Keywords: classroom, cognitive communication, learning, micro blogging, Twitter, web 2.0

 

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Journal Article

Editorial for EJEL Volume 11 Issue 2  pp80-81

Roy Williams

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

The articles in this issue demonstrate the widening range of possibilities for e‑learning. The technologies continue to develop and change, and issues of adoption and innovation persist. Like any other technologies, e‑learning hardware and software is best used when it is introduced to solve a real problem which has been carefully thought through. The articles show that there is tremendous promise and opportunity, but there are no quick fixes, and no one‑size‑fits all solutions.

 

Keywords: online learning, blogs in teacher training, reluctant to adopt technology, e-assessment tool

 

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Journal Article

Escalating the use of Web 2.0 Technology in Secondary Schools in the United Kingdom: Barriers and Enablers Beyond Teacher Training  pp91-100

Alison Hramiak, Helen Boulton

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

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Keywords: pre-service teacher education, secondary school teachers, technology uses in education, teaching methods, weblogs, blogs

 

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Journal Article

Learning Within a Connectivist Educational Collective Blog Model: A Case Study of UK Higher Education  pp253-262

Elaine Garcia, Mel Brown, Ibrahim Elbeltagi

© Aug 2013 Volume 11 Issue 3, ECEL 2012, Editor: Hans Beldhuis and Koos Winnips, pp168 - 272

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Abstract

Abstract: The use Web 2.0 technologies and specifically blogs has become increasingly prevalent within the Higher Education (HE) sector within recent years as educators begin to maximise the opportunities such tools can provide for teaching and learning and to experiment with their usage in a wide range of context. The use of such technologies has been shown to promote learning (Garcia, Brown & Elbeltagi, 2012) however currently the manner in which these tools can be best used to promote teaching and learning is not entirely clear. It is within this context that Connectivism, a learning theory for the digital age (Siemens, 2004) has been developed as a theory which aims to provide a model through which teaching and learning using digital technologies can be better understood and managed. Connectivism is however as yet still a relatively new learning theory and not without criticism. Therefore this theory must be considered more fully before it can be accepted fully as a learning theory for the digital age. Within this research a case study of collective blog usage by students studying at an HE institution within the United Kingdom is utilised in order to explore the extent to which Connectivism can be considered to provide a sound theoretical model in which to base future teaching and learning activities of this sort. The views of academic staff and students are utilised in order to explore the extent to which the model of Connectivist learning can be applied to this case and demonstrate the complexities of considering teaching and learning in this way. The results of this study would suggest that Connectivism as a learning theory for the digital age is worthy of consideration and a number of elements of the theory can be seen within the activities undertaken however these are not seen universally across all groups involved within this project.

 

Keywords: Keywords: blogs, connectivism, higher education, teaching, learning, Web 2.0, case study

 

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Journal Issue

Volume 11 Issue 2 / Jun 2013  pp80‑167

Editor: Roy Williams

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Keywords: online learning; professional development; perceived usefulness of technology; perceived ease of use of technology; online qualifications, pre-service teacher education; secondary school teachers; technology uses in education; teaching methods, weblogs, blogs, e-learning; online assessment; adaptive assessment; learning management systems; web-based systems; ancient Greek literature; Greek lyric poetry, action research, reflective practitioner, social networking technologies, continuous professional development, virtual classroom, synchronous, online learning, technology adoption, e-cheating, turnitin.com, writecheck.com, plagiarism, face-to-face, online, virtual worlds, LMS, sloodle

 

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