e-learning 2.

0 - how Web technologies are shaping education

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Written by Steve O'Hear and edited by Richard MacManus. This is a two-part series in which Steve
will explore how Web technologies are being used in education. In Part 2 he will profile Elgg, social
network software for education, and interview its founders.
Much has been written on Read/WriteWeb (and elsewhere)
about the effect that web technologies are having on
commerce, media, and business in general. But outside of
the 'edublogosphere', there's been little coverage of the
impact it is having on education. Teachers are starting to
explore the potential of blogs, media-sharing services and
other social software - which, although not designed
specifically for e-learning, can be used to empower
students and create exciting new learning opportunities.
As I wrote in The Guardian last year:

"Like the web itself, the early promise of e-learning - that of empowerment - has not been fully
realized. The experience of e-learning for many has been no more than a hand-out published online,
coupled with a simple multiple-choice quiz. Hardly inspiring, let alone empowering. But by using these
new web services, e-learning has the potential to become far more personal, social and flexible."

The traditional approach to e-learning has been to employ the use of a Virtual Learning Environment
(VLE), software that is often cumbersome and expensive - and which tends to be structured around
courses, timetables, and testing. That is an approach that is too often driven by the needs of the
institution rather than the individual learner. In contrast, e-learning 2.0 (as coined by Stephen Downes)
takes a 'small pieces, loosely joined' approach that combines the use of discrete but complementary
tools and web services - such as blogs, wikis, and other social software - to support the creation of
ad-hoc learning communities.
Blogging

Blogging is increasingly finding a home in education (both in school and university), as not only does
the software remove the technical barriers to writing and publishing online - but the 'journal' format
encourages students to keep a record of their thinking over time. Blogs also of course facilitate critical
feedback, by letting readers add comments - which could be from teachers, peers or a wider
audience.
Students use of blogs are far ranging. A single authored blog can be used to provide a personal space
online, to pose questions, publish work in progress, and link to and comment on other web sources.
However a blog needn't be limited to a single author - it can mix different kinds of voices, including
fellow students, teachers and mentors, or subject specialists. Edu-blogging pioneer Will
Richardson (author of a book entitled 'Blogs, Wikis, Podcasts and Other Powerful Web Tools for
Classrooms') used the blog software Manila to enable his english literature students to publish a
readers guide to the book The Secret Life of Bees. Richardson asked the book's author, Sue Monk
Kidd, if she would participate by answering questions and commenting on what the students had
written - to which she agreed. The result was a truly democratic learning space.

From the Secret Life of Bees Study Guide

More edu-blogging examples

Under the guidance of Ewan McIntosh, Musselburgh Grammar School in Scotland has, for the second
year running, published a travel blog of the school's annual trip to Paris and Normandy
(using TypePad's hosted blogging service). Additionally, the student council publishes a blog to keep
the school's community informed and involved on various issues. McIntosh has also pioneered the
use of Podcasting in education (more below), and last year, the school's MGS Podcast was short-
listed for a New Statesman New Media award.
School children in the UK are proof that you're never too young to start edu-blogging. Inspired by their
teacher John Mills, the seven year-old students at West Blatchington School in Hove blog fanatically.
The school even holds blogging assemblies, as I found out when I had the privilege of meeting the
next generation of bloggers for a film I presented last year for Teacher's TV.
Teacher's TV
Teachers who are subject specialists are also using blogs to provide up-to-date information and
commentary on their subject areas, as well as posting questions and assignments and linking to
relevant news stories and websites. Media studies teacher Pete Fraser runs one such
blog (usingBlogger) for his students at Long Road sixth-form college, in Cambridge, UK.
Inevitably, educationalists are also using blogs to share their innovative use of web 2.0 in education -
and, in turn, spread good practice. Prominent UK edu-bloggers that I'm subscribed to (aside from
those already mentioned) include Josie Fraser, Miles Berry, Peter Ford and Terry Freedman.
Podcasting

Podcasting has become a popular technology in education,

in part because it provides a way of pushing educational
content to learners. For example, Stanford University has
teamed up with Apple to create theStanford iTunes
University - which provides a range of digital content (some
closed and some publicly accessible) that students can subscribe to using Apple's iTunes software.
However, student-produced podcasts are where it's at when it comes to educational podcasting.
Swap 'user-generated content' for 'learner- generated content' and you soon get the picture. Apple,
with its strong presence in the education market, has been quick to recognize the learning potential of
student podcasting. Apple is heavily marketing its iPod and associated content creation tools (iMovie,
GarageBand, and iTunes) to the education sector. The podcasting section of iTunes even has a
category dedicated to education.
For a great example of a student-produced podcast, check out the MGS Podcast which I wrote
about for the Guardian. As with blogging, podcasting provides students with a sense of audience - and
they are highly motivated to podcast because the skills required seem 'relevant' to today's world.
Media sharing

The photo-sharing site Flickr is also finding use within education - as it provides a valuable resource
for students and educators looking for images for use in presentations, learning materials or
coursework. Many of the images uploaded to Flickr carry a Creative Commons license, making them
particular suitable for educational use - and the tagging of images makes it much easier to find
relevant content.
Students can also use Flickr to publish their digital photography to a wider audience. And like
blogging, the commenting function on Flickr allows for critical feedback. A lesser-known feature of
Flickr - the ability to add hot-spot annotations to an image - also has much potential as a learning tool.
Beth Harris, director of distance learning at the Fashion Institute of Technology, State University of
New York, has used this feature to enable her students to annotate and discuss a series of paintings
as part of an online art history course.

Annotating and discussing on Flickr

Pete Fraser (mentioned above) has been experimenting with the use of video-sharing
siteYouTube with his media studies students, as part of a course on new media. Rather than have
students prepare a traditional presentation, students were asked to produce a short video on a
chosen new media subject - examples included MySpace and the rise of the iPod. Videos were then
published onto YouTube, where they can be viewed and commented on by classmates and the wider
YouTube community.
DOPA and Social Networks
The educational potential of social software and services is huge. However, much of the work being
done by educators (of which I've barely scratched the surface) is in danger of being undermined by
the recently proposed Deleting Online Predators Act (DOPA). This legislation attempts to address the
moral panic over sites like MySpace and the perceived 'dangers' they pose to children, by banning the
use of commercial social networking websites in US schools and libraries which receive federal IT
funding. A "commercial social networking website" is defined as any web service that:

"...allows users to create web pages or profiles that provide information about themselves and are
available to other users; and offers a mechanism for communication with other users, such as a
forum, chat room, email, or instant messenger."

Summary

In part two, I'll be profiling Elgg - a social network for education - as well as talking to the project's
founders about their future plans for Elgg and their thoughts on the impact DOPA might have (if
passed) on the emerging e-learning 2.0 space.

---------

Steve O'Hear is currently a fellow for the UK's National Endowment for Science, Technology and the
Arts (NESTA). He is also a freelance journalist and technology consultant - and has recently
completed his directorial debut, a documentary titled In Search of the Valley: a personal journey into
the psyche of Silicon Valley.
Photo at top of page: Leigh Blackall
How Web 2.0 has changed the face of education
A campaign called Next Generation Learning was launched this year by Becta to promote the
effective use of technology in schools, colleges and other learning environments. Tony
Richardson explains how Web 2.0 has the potential to revolutionise technology in learning.

Young people are reported to spend almost as much time online as they do watching TV,
and they are particularly attracted to many Web 2.0 developments, finding the social
aspects of easy communication, co-ordination and online expression of personal
identities appealing. The speed at which the internet has developed is phenomenal, and
the rapid way that young people have taken to Web 2.0 can be challenging to
comprehend for those who haven't grown up with it. However, it is vital for teachers,
lecturers and parents to really take the time to understand the way students are using
the latest technology, and the various unique features of these new services.

Young people regard many Web 2.0 applications, such as social networking, as just
another part of their social life, and they are more likely to have learnt these skills from
their peers than from parents or teachers. However, these tools, used correctly, could
bring huge benefits and support learning in more creative, social and participatory ways.

How can social networking support learning?

The term Web 2.0 was coined in 2004 to describe a shift towards new ways of using the
web as a platform for tools and services that have an emphasis on user participation and
interaction. Now the use of social networking sites, blogs, wikis, social bookmarking and
media sharing have become widespread. The existence of such online applications and
services as Facebook and YouTube are well known amongst teachers, who are often users
of this technology themselves in their private lives, but may not recognise the
educational potential for their students.

A recent report, produced by Childnet International and sponsored by Becta, looks at how
social networking can support learning in schools and colleges, with students using sites
to collaborate on homework projects or discuss lessons. It also considers how social
networking services can help teachers to become more innovative in their curriculum
approaches.

Becta has also recently published the first two of a series of reports on the impact of Web
2.0 on education in Key Stage 3 and 4, which it commissioned from Nottingham
University, in conjunction with London Knowledge Lab and Manchester Metropolitan
University. While appropriating Web 2.0 ideas into education seems to have much appeal,
we need research into the benefits of doing so, the extent to which this is already
happening and the barriers and issues to implementation, such as concerns around e-
safety. The research will help inform both Becta's own policies and those of policymakers,
schools and local authorities.

The research has found that 74 per cent of children in Key Stage 3 and 4 are already
using social networking sites and 78 per cent have uploaded content, such as photos. A
minority of children also use it in more sophisticated ways, for instance for uploading
videos, blogs or podcasts. However, use of these tools is not very widespread in schools
and colleges yet and, where it is, this use is in an experimental stage. Some schools are
beginning to build these tools into their Virtual Learning Environment (VLE) platforms. For
instance, at Balsall Common Primary School in Coventry, monthly podcasts are uploaded
onto the school website.
Current thinking
The affordances of Web 2.0 seem to fit with many current policy initiatives and modern
thinking about educational practice. These include:

• Offering new opportunities for learners to take more control of their learning and
access their own customised information and resources;

• Encouraging pupils to have a greater creative input into how they present their
work;

• Allowing more collaborative ways of working, with community creation, dialogue

and knowledge sharing;

• Giving pupils the opportunity to showcase their achievements to an authentic

audience, often using non-traditional media such as video.
Becta's research shows several other examples of learners benefiting from the use of
Web 2.0 approaches. For example, online discussion and blogs can help motivate and
engage learners. At Clunbury School in Shropshire, children love the fact that they can
post their work onto the school blog, where it has the potential to be viewed and
commented on by a very wide audience.

Teachers have reported that students who usually remain quiet in class have become
active contributors. Dialogue and discussion often continues outside of the classroom,
with learners engaging in discussion from home, extending their learning and exploring
topics in more depth. Teachers have commented that the quality of these online debates
is often much higher than that in class. This kind of social learning is also reflected in
increased peer assessment with learners commenting and giving feedback on each
other's work online. The ability to share work with an authentic audience online is also
very powerful.

Tools that support personal enquiry and the creation and distribution of content have
enabled teachers to support learners in the development of new literacies. Barriers that
some learners encounter in schools and colleges are broken down, with previously
sidelined pupils becoming engaged and excelling at learning. Teachers are able to give
learners more open ended and collaborative tasks to research and present in the medium
of their choice, encouraging autonomy and independent learning.

Potential hurdles
Of course, there are many hurdles that still need to be overcome. Although pupils are
likely to use Web 2.0, they may not necessarily have the deeper skills and knowledge to
make the most of the different tools and information on the web. There is a clear role for
teachers to introduce the range of tools and services available, but also to help learners
develop the critical thinking and digital literacy skills needed to take advantage of their
potential for independent learning. With the appropriate advice, support and training,
teachers will feel more confident to embed these tools within the curriculum. Some
teachers are also sharing and discussing their innovative uses of Web 2.0 tools and
teaching ideas with their colleagues.

Potential issues around the use of Web 2.0 in schools include concerns about e-safety
and child protection. These need to be taken seriously, but often result in Web 2.0 sites
being blocked. While this may be appropriate in some circumstances, it is important to
educate children about safe internet use, and make them aware of the risks, so that their
approach to using the internet is safe outside school as well. Some schools have
implemented Web 2.0 tools inside a 'walled garden' which allows greater control and
accountability. Teachers can also negotiate which sites are allowed for use in learning.
Although the issue of bullying is a general one that can be dealt with by appropriate
policies, the speed and reach of the internet can change its scale. Teachers need to be
vigilant to make sure that they pick up early signs of cyber-bullying. It is also important
that online postings are moderated.

Other concerns include the potential for some online tools to be a distraction to learners
in class. This is largely an issue of classroom management and is not specific to Web 2.0.
There are some technical and management issues to consider around the use of free
services that may not offer the reliability, control, security and resilience needed for
certain tasks such as storing personal data or coursework, which are better suited to
learning platforms. The two-way nature of Web 2.0, which includes uploading and sharing
content as well as downloading material, may also increase network traffic, especially
when using externally hosted services.

Technology as a key ingredient in learning

Technology is increasingly becoming a key ingredient in education both at home and
school, offering learners more choice and flexibility in how and where they learn. It is
important for every educational institution to harness technology's potential, and for
every teacher and student to use it confidently. This is the aim of the recently updated
Harnessing Technology strategy, which places particular emphasis on achieving this
through engagement with learners and parents, and the professional development of
teachers and trainers. Becta is now tasked with leading and working with education and
skills providers, the Government and national partners to ensure this ambitious strategy
is delivered by 2014.

Web 2.0 can exploit the internet's educational potential for social learning and teaching,
as well as informal learning, and bring in an increased emphasis on autonomy,
interactivity, creativity and collaboration. However, using Web 2.0 for learning is more
about particular methods and approaches to teaching than introducing a new set of
technologies and tools. Although the term Web 2.0 suggests that it is something
futuristic, it is actually the web as we know it today. We need to explore the potential of
using these new technologies, or there is a risk that ICT in schools and further education
becomes irrelevant and far removed from the way young people use technology
elsewhere. However, this is not about technology for technology's sake and we need to
use technology when it is effective and appropriate to do so. As with most new
technology, successful implementation relies on effective leadership, reliable
infrastructure and support, and the space and time to allow teachers to innovate and
embed technology into their everyday practice.

The author
Tony Richardson is executive director for Strategy & Policy at Becta.

(ITadviser, Issue 55, Autumn 2008)

Teaching with Web 2.0

Benefits Interactive Web Technology Brings to Education
Read more: "Teaching with Web 2.0: Benefits Interactive Web Technology Brings to Education" -http:
//teachingtechnology.suite101.com/article.cfm/teaching_with_web_20#ixzz0DLIaW1qb&A

Blogs, wiki's, and other Web 2.0 tools are becoming a popular way to integrate technology into the
classroom.

The concept ofWeb 2.0grew from the ashes of the dot.com bust in 2001. As it morphed from a
buzzword to an active concept, Web 2.0 became an important part of the World Wide Web. Because
of its two-way communication abilities, it is also becoming an increasingly popular way to integrate
technology into the classroom.
What is Web 2.0?

Web 2.0 is any World Wide Web technology or website that allows interactive content. One example
is a blog, which permits the writer to post commentary and visitors to leave responses. Another similar
example is a wiki since it allows the continual updating and revision of posted content. Interactive
online games and virtual worlds are Web 2.0, as are video posting and social networking sites. Even
RSS (Really Simple Syndication) feeds, podcasting and videoconferencing fall into the Web 2.0
category.

This is becoming popular in schools for several reasons. First, is its ability to combine technology with
collaboration. Next, it is using technology with which many students are already familiar through their
own explorations of the web and popular sites such as MySpace, Wikipedia and Flikr. Also, it provides
an avenue to communicate with professionals, subject experts and other students who have Internet
access.

Examples of Classroom Use

Writing can be transformed from a one-on-one communication between teacher and student. With the
use of a school-centered blog students can also receive advice and corrections from their peers. Wiki
software can enable students to add their section of research to a document being created by a group
or class, while also permitting live editing of the document. Both blogs and wikis promote peer editing.
This gets students more involved in the writing process, thus strengthening writing, editing and
communication skills.

Videoconferencing brings the world into the classroom. Guest speakers can participate from
anywhere there is an Internet connection. Students can ask scientists questions while an experiment
is being conducted in a lab the students would not otherwise be permitted to enter. Students from
classes in different countries can ask each other questions about their society and culture. Young
children in remote communities could even take a virtual field trip to a nature park.

Read more: "Teaching with Web 2.0: Benefits Interactive Web Technology Brings to Education" -http:
//teachingtechnology.suite101.com/article.cfm/teaching_with_web_20#ixzz0DLIOzhO6&A

RSS, sometimes also called Web feeds, are becoming popular with administration and high school
teachers. Administrators can have parents and guardians sign up for updates about school events
and news. High school students, who typically have email accounts of their own, can sign up for a
feeds from teachers, allowing teachers to easily send homework assignments and classroom
reminders.

Podcasts are gaining popularity for similar reasons as RSS, the ease of mass communication.
Administrators and teachers can update parents and students with a pre-recorded audio or video
message. Teachers can even use podcasts to record classroom lessons for absent students, or
create an archive for students to review before exams.

Read more: "Teaching with Web 2.0: Benefits Interactive Web Technology Brings to Education" -http:
//teachingtechnology.suite101.com/article.cfm/teaching_with_web_20#ixzz0DLIVAdTE&A