Searching for a Web 2.0 Learning Framework

I just finished reading an inspiring article by my old Macquarie lecturer John Hedburg and two of his colleagues, Matt Bower and Andreas Kuswara. “Conceptualising Web 2.0 enabled learning designs” documents some of the seminal work being done by academics who take the time not only to research, but to see, first hand, Web 2.0 in action in the classroom.

The article suggests that critical use of Web 2.0 moves well away from the traditional transmissive model of teaching towards co-constructive learning, which takes constructivism as a basis and builds on it through collaboration, re-defined roles and asynchronous learning. Their argument which follows on from this is that co-constructivism places “responsibility for production on groups of learners so that they can benefit from both the peer-assisted elements of dialogic pedagogies as well as the productive component of constructionist pedagogies.”

Ultimately – and unfortunately – the academe remains ethereal and perceptually irrelevant for teachers who fail to take the time to connect research with practice. For the rest of us, however, the value of a rigerous, theoretical framework in which to analyse and evaluate the power and potential of Web 2.0 is another important steppingstone  on the journey.

About Michael

Cellist, singer/songwriter, school teacher, nerd, recent scooter enthusiast and failed philosopher.
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2 Responses to Searching for a Web 2.0 Learning Framework

  1. SimonD says:

    How many teachers even know what Web 2.0 means? For that matter how many lay-persons? They probably use elements of it everytime they are online, but don’t even realise it.

    The meta-labguage needs to be dummed down somewhat I think, rather than talking about web2.0 platforms, why not just refer to it as collaborative, student oriented learning, using various online multimedia tools. By making it sound more technical than it is, its probably just scaring off a lot of teachers who don’t have the time or inclination to learn new practices themselves…but then I guess that’s YOUR job Mike!

    • Michael says:

      Hi Sime!

      Thanks for the comment. You are right – scaring teachers off is not a good result by anyone’s standards. As we teachers know, quite often the curriculum buck stops with us and if there’s no one at the coalface willing to give a new idea a go then it’s a dead idea before it gets started!

      That said, I’m an eternal optimist about these things. I think we need to give teachers credit – not necessarily for their use of technology – after teacher-technology competency isn’t anything to write home about. But we do need to give them credit for being critical, creative experts in learning – and I think when we emphasise both the critical and the creative in teaching, anything is possible.

      Thanks heaps for the comment! 🙂


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