Learning 2.0 with ICT
Web 1.0 started in 1997 when the World Wide Web overwhelmed the world with the expanded access to information. Now, it’s time for the Web 2.0 -- the time for the far-reaching revolution of blogs, wikis, social networks, tagging systems, mashups and content-sharing sites.
Everything in Web 2.0 is user-centric. Everything inspires participation, focused conversations, and, in layman’s terms, experimentations and playing.
In this context, the usual supply-push method of feeding information to students will not work anymore. It has to be demand-pull, the Learning 2.0 way, when learning means providing students with access to learning communities that cater to their passions.
This makes the students want to become a part of that community, and ends up equipping themselves with the skills to actively participate there. The Internet is already a vast repository of open courseware, simulation models, scholarly websites, and niche communities on specific areas of interest.
Consequently, Learning 2.0 does not end with graduation, but evolves as a lifelong learning experience.
ICT and learning
Information and Communications Technology (ICT), composed of the computer, phones, the Internet, videos, television, among others, makes this lifelong learning experience possible.
It enables a student to get acquainted socially with peers and experts of a particular field. It nourishes their interest and passions. It keeps them connected in a social learning environment.
In a study by Harvard Graduate School of Education’s Richard Light, social interaction through study groups, compared to those who studied on their own, was proven to help students be more engaged in their studies and be better prepared for class.
Imagine this study group multiplied a hundred times over with emails, text messages, phone calls, chat groups, group discussions, content-sharing websites, and social networking sites.
What’s more, the content from all these ICT is more tailored to their own needs and interests. Sooner or later, they will end up generating information and sharing their opinions themselves.
Lessons online
In an example of generating information themselves, proponents from the Harvard Law School and Harvard Extension School conducted a course in Second Life, an online virtual world. Called “CyberOne: Law in the Court of Public Opinion,” students could participate in discussions, review lectures, and interact with faculty members.
This access to high-level learning tools gives students opportunities to engage in more research and skills development, and actually work with real, relevant data.
For example, Brown University’s Decameron website not only provides the scholarly materials, but also builds a community of students and scholars that can discuss Decameron in an open forum, and submit articles to add to the existing resources in the website.
Virtual classroom
So why not add to the content online? Some experts say that what every educator needs is to build and maintain his or her own teacher web page.
What are its benefits?
- Efficient - Web pages help add to teaching time, especially with hyperlinks on the web page that can direct students to high-quality content.
- More resources - Websites part of curriculum resources can be accessed, and while simply linking them is not a guarantee they will be viewed, it is better than no access at all.
- Relevant and Updated - Once students get used to visiting the classroom website, they will view the Internet as a relevant extension of school, and gain experience using digital resources.
- Extended teacher access - Talk time with the teacher does not end with the office hours anymore. With email addresses or forums, students can gain access to the most valuable resource in the classroom.
Here’s how:
So start teaching the Learning 2.0 way now!
Sources:
Moulton, Jim. “The Classroom Web Page: A Must-Have in 2008.” Retrieved June 23, 2008 from
http://www.edutopia.org/classroom-web-page
Seely Brown, John and Adler, Richard. “Minds on Fire.” Retrieved June 23, 2008 from
http://net.educause.edu/ir/library/pdf/ERM0811.pdf
(Published 07 July 2008, Smart Communications, Inc.)
