This paper develops understanding of how to design, manage and assess learning environments in which traditional and Web 2.0 technologies are integrated to improve the overall learning experience. To provide preliminary evidence, we designed an integrated model of a web based learning community (WBLC), comprising the following components: learning actors (learners, stakeholders, mentors, tutors, staff); learning processes (abstract conceptualisation, active experimentation, reflective observation and concrete experience); learning modes (inquiry based learning) and learning tools (wiki, blog, folksonomies) together with a learning dashboard (social network analysis, knowledge creation, learning satisfaction, IT adoption). The application of the model to the community of an international Master’s programme provided evidence of the potential benefits of the model. Preliminary results suggest that Web 2.0 technologies in education have great potential in supporting the acquisition of learner competencies and skills. However, they also require significant effort from students and mentors in changing their attitude towards new ways of interacting.
Designing, Managing and Assessing a Web 2.0 Learning community to enhance Inquiry based Learning
Secundo G.;
2010-01-01
Abstract
This paper develops understanding of how to design, manage and assess learning environments in which traditional and Web 2.0 technologies are integrated to improve the overall learning experience. To provide preliminary evidence, we designed an integrated model of a web based learning community (WBLC), comprising the following components: learning actors (learners, stakeholders, mentors, tutors, staff); learning processes (abstract conceptualisation, active experimentation, reflective observation and concrete experience); learning modes (inquiry based learning) and learning tools (wiki, blog, folksonomies) together with a learning dashboard (social network analysis, knowledge creation, learning satisfaction, IT adoption). The application of the model to the community of an international Master’s programme provided evidence of the potential benefits of the model. Preliminary results suggest that Web 2.0 technologies in education have great potential in supporting the acquisition of learner competencies and skills. However, they also require significant effort from students and mentors in changing their attitude towards new ways of interacting.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
