Good Practices for Learning 2.0: Promoting Innovation. An In-depth Study of Eight Learning 2.0 Cases
- Authors: Simon Heid, Thomas Fischer and Walter F. Kugemann
Editors: Christine Redecker, Margherita Bacigalupo and Kirsti Ala-Mutka
- EUR Number: Tecnical Note JRC 53212
- Publication date: 9/2009
Over the last few years, “Web 2.0” or “social computing” applications like blogs, wikis, photo- and video-sharing sites, as well as online social networking sites and virtual worlds, have seen an unprecedented take up, changing the way people access, manage and exchange knowledge, and the way they con-nect and interact. This trend is accompanied by the emergence of structurally different learning styles, especially among young people. Furthermore, social computing applications are extremely versatile and offer flexible and dynamic learning opportunities that are often more appealing and engaging than traditional learning arrangements. Their potential, therefore, for supporting and facilitating learning processes is considerable.
However, due to the novelty of social computing, take up in Education and Training is still in an experi-mental phase. All over Europe, various small-scale projects and initiatives, which try to exploit social computing for a multitude of learning purposes, have been started. However, data and scientific evi-dence on these Learning 2.0 projects is scarce. This study tries to provide some evidence of good prac-tices for using Learning 2.0 approaches to support innovation by investigating eight examples of initia-tives in depth. The cases studied are different in focus and address a variety of audiences and learning objectives, illustrating the scope and variety of Learning 2.0 for innovation. The case assessment criti-cally examines impacts and outcomes, as well as obstacles and barriers, and factors for failure and success. All the cases highlight the vast potential of social computing for promoting pedagogical and organisational innovation, thus transforming educational approaches, institutions and systems, and, at the same time, they indicate the existing obstacles and bottlenecks.
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