using web 2.0 technologies in blended learning
TRANSCRIPT
Using Web 2.0 Technologies in Blended
LearningDr Barbara Newland
Principal Lecturer Learning and Teaching (e-Learning)Centre for Learning and Teaching
What is Web 2.0?
2 case studies on effective ways of usingWeb 2.0 technologies in blended learning◦ collaborative learning using blogs◦ problem based learning with wikis
Discussion
Overview
Web 2.0 Web 2.0 technologies are used for
collaboration, communication and social construction of knowledge◦ Blogs◦ Wikis◦ Social bookmarking◦ Social networking
http://www.bbc.co.uk/blogs/bbcinternet/2011/12/iphone_bbc_iplayer_design.html
Blog
Blog - shortened version of 'web-log’ Online journal Posts - usually presented in reverse
chronological order Can include web links, images, video etc Usually belong to an individual and others
“comment” Closed to a group or open to everyone Author can choose whether or not to filter posts Podcasting – audio blog
Blogs
Communicative
Reflective
To share ideas and information
Blogs - uses
Wiki - wikipedia
Wikis - web pages that can be viewed and modified by anyone
Group collaboration
Social construction of knowledge
Wikis
Collaborative
To work with others for a specific purpose in a shared work area
Anyone can add, modify or delete the content
Versioning can be shown so it is known who made which contributions
Issues with wikipedia?
Wiki - uses
1. Collaborative learning using wikis in Archaeology
2. Problem based learning using blogs and wikis in Design Engineering
2 Examples
Collaborative learning using wikis in Archaeology
Second year Archaeology students
Innovation, Production and Consumption module
Theoretical module◦ students engage with key theories by critically appraising
case studies and interpret these in light of material culture questions
◦ problems in previous years with student engagement
Aims
Address pedagogic issues rather than just to use a wiki tool:◦ improve outcomes in relation
to key theoretical concepts
◦ enhance group work skills
◦ encourage students to engage with e-resources – students were not reading relevant case studies
Learning activities Students engage with key theories by critically appraising
case studies (eResource)
Closed group “safe” wikis with associated discussion board
Each group wiki presents a topic which forms the basis of a seminar presentation structured around that topic
Presentation has to include 2-3 case studies which must be different from those covered in lectures or on the module reading list
Academic can view contributions of each student within the group via the history log
Group wiki
History log – academic view
Key findings - students Closed group wikis encourage participation in a “safe”
environment
Require support in using a wiki as students have different levels of competence and confidence in using Web 2.0 tools for learning
Locating their own e-resources develops students ability to find quality resources and encourages greater engagement
Benefits students who prefer to work online or not able to easily attend physical meetings
Successful in improving student understanding of key concepts
Key findings - academics Recording group activity online enables viewing
the process as well as the product of group work
Contributions to a wiki can be assessed
Design an e-tivity to address an identified issue rather than purely make use of a type of technology
Closed-group wikis encouraged group work and allowed wiki to be used as an assignment and assessment tool
Issues Students not always comfortable with new technologies.
Their level of competence and confidence of students with using Web 2.0 tools for learning should not be assumed
Some difficulties encountered in editing each other’s work
Important to have associated discussion forum to facilitate communication
“Traditional” problems with group work e.g. perception of how much others have contributed remain
Learning activities 27 final year Design Engineering
students learn through 3 problem scenarios provided over 9 weeks
E-resource - scanned and e-journal items coupled with flexible availability within VLE assists the students in sourcing appropriate material
Students used blogs and wikis
Learning activities - PBL A mechanical engineering company
considering entering the electronics market with a new electronic product line
Characters with differing point of view are described e.g.◦ a Project Leader who must make the
decision as to whether the product functionality is to be realised using analogue or digital technology
◦ a Marketing Manager convinced the solution should be digital
◦ a Finance Manager who favours analogue
◦ While incorporating these points of
view, students are challenged to make the final decision in this situation and justify their choices in the form of a written report
Learning activities Use of wikis and blogs
◦ enhances the generation of solutions within the learning groups by enabling and encouraging them to communicate online
◦ produces their conclusions in an online format
◦ providing a record of group activity
◦ private to group members but later opened up to other groups to provide a critique
All groups present verbal reports in seminar sessions for all 3 problems detailing their solutions
Group blog
Group wiki
Level of competence and confidence of students with using Web 2.0 tools should not be assumed
“Traditional” problems with group work e.g. perception of how much others have contributed remain
Key findings - students
“As good as my group was I had to
do more than my fair share to get a mark I
wanted.”
Blogs and wikis help record and enable viewing the process, as well as the product of group work
eResources - scanned and e-journal items coupled with the flexible availability within the VLE assists students in sourcing appropriate material
Key findings - academics
“It gave me a window into their
discussions.”
Blogs and wikis It is possible for instructors to edit blogs and
wikis if they are used inappropriately Sustained – know they will still be there
next week! Possible to have closed groups if you want Ability to assess contributions – when
setting it up there is an option to add it to the Grade Centre
Web 2.0 - studentcentral
Individual blogs - Creative Writing module
Module involves students writing original work
Prior to blogs they used to read out their work in the lessons for review and comment
Now they blog them and others can comment
Benefits here are it saves lesson time plus the final work the students have to submit can be those pieces of work with the best comments
University of Brighton examples
Group blogs - Psychology & Social policy
Tutor sets 4 weekly tasks where the students have to research a set topic
They post their opinions for the tutor and for others to comment
It is a summative task and commenting is also summative
Benefits here are that students get peer feedback as well as tutor feedback plus students get to see things they might have missed from their peers
University of Brighton examples
Wikis
Many modules in Humanities (Languages) simply use a wiki as a sign-up sheet for tutorials or seminars
Benefit - saves a lot of time and students having to physically go to a notice board to sign-up
University of Brighton examples
7 things you should know about: http://www.educause.edu/ELI/7ThingsYouSh
ouldKnowAboutBlogs/156809 (2005)
http://www.educause.edu/ELI/7ThingsYouShouldKnowAboutWikis/156807 (2005)
Educause – 7 things
Using Web 2.0 Technologies in Blended Learning
Enables collaborative learning and social construction of knowledge
Group work and individual work
Assessment
Academic time commitment
Summary
Newland, B, Innovative e-Learning with e-Resources, Bournemouth University, 2009
Redecker, C. (2009). Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe.
References