using web 2.0 technologies in blended learning

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Using Web 2.0 Technologies in Blended Learning Dr Barbara Newland Principal Lecturer Learning and Teaching (e-Learning) Centre for Learning and Teaching

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Page 1: Using Web 2.0 Technologies in Blended Learning

Using Web 2.0 Technologies in Blended

LearningDr Barbara Newland

Principal Lecturer Learning and Teaching (e-Learning)Centre for Learning and Teaching

Page 2: Using Web 2.0 Technologies in Blended Learning

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

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Web 2.0 Web 2.0 technologies are used for

collaboration, communication and social construction of knowledge◦ Blogs◦ Wikis◦ Social bookmarking◦ Social networking

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http://www.bbc.co.uk/blogs/bbcinternet/2011/12/iphone_bbc_iplayer_design.html

Blog

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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

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Communicative

Reflective

To share ideas and information

Blogs - uses

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Wiki - wikipedia

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Wikis - web pages that can be viewed and modified by anyone

Group collaboration

Social construction of knowledge

Wikis

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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

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1. Collaborative learning using wikis in Archaeology

2. Problem based learning using blogs and wikis in Design Engineering

2 Examples

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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

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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

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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

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Group wiki

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History log – academic view

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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

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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

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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

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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

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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

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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

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Group blog

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Group wiki

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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.”

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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.”

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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

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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

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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

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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

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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

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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

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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