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.