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educational success: firstly in learning and achieving – social computing
tools can be used as didactic tools to enhance and improve learning
processes and outcomes; secondly, in networking – supporting exchange of
knowledge between teachers; thirdly, through supporting greater diversity
and inclusion in learning, and fourthly through opening up disciplinary and
professional ‘silos’ to new forms of cross-boundary collaboration. The
result, as illustrated in Figure 2, gives rise to new areas for innovation in
learning, or ‘iLANDS’.
innovation
Primary Education
Secondary Education
Higher Education
Vocational
Training
Personal
Development
Learning
&
Achieving
Networking
Diversity
Society
Fig. 2. iLANDS
Teacher
Training
Learning 2.0 in the Classroom
On the basis of the results of reviews carried out in a number of studies
on the use of Web 2.0 in learning and social inclusion (Cullen et al, 2009)
combined with the current work being done in the ‘te@chus’ project
(supported by the EC Comenius sub-programme) it is possible to identify
some of the emergent themes, processes and activities that are developing
in the context of ‘Learning 2.0 in the classroom’. The results show that,
though a number of examples of classroom-based ‘Learning 2.0’ can be
identified, Facebook has yet to colonise the school. Development and implementation
is uneven and fragmented. Applications differ widely in scope,
objectives and pedagogic and technical design. These applications can be
grouped into broad categories. Firstly, Web 2.0 tools are being used to
build repositories of re-usable material that can be distributed for teachers
to use in their lessons. An example is ‘Le Mill’ – which has almost 10,000
reusable learning content resources, 4,500 descriptions of teaching and learning
methods, and one thousand descriptions of teaching and learning tools.
Teaching
Practice
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