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Past and Present into Future: engaging adult educators and learners in Web 2.0

Past and Present into Future: engaging adult educators and learners in Web 2.0. John Daley John.Daley@tafesa.edu.au. Web 1.0. Top-down One-way Comparable to transmissive form of teaching. Web 1.0. Example White Pages Australia. Web 2.0. Definition 2

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Past and Present into Future: engaging adult educators and learners in Web 2.0

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  1. Past and Present into Future: engaging adult educators and learners in Web 2.0 John Daley John.Daley@tafesa.edu.au

  2. Web 1.0 • Top-down • One-way • Comparable to transmissive form of teaching

  3. Web 1.0 • Example White Pages Australia

  4. Web 2.0 • Definition 2 … commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design … and collaboration on the World Wide Web. A Web 2.0 site gives its users the free choice to interact or collaborate with each other in a social media dialogue as creators (prosumer) of user-generated content in a virtual community, in contrast to websites where users (consumer) are limited to the passive viewing of content that was created for them. - Wikipedia - Web 2.0

  5. Roles needed in online educational environment • pedagogical (educational) role • social support/group development role • managerial role • technical support role - Jacques, D., and Salmon, G (2007)

  6. Obstacles Encountered - • by the teacher • by the learner • in educational institutions

  7. Obstacles encountered by the teacher • The individual’s view of this technology • The individual’s skill at instructional design in this medium • Level of institutional support

  8. Obstacles encountered by the teacher • The individual’s view of this technology

  9. Obstacles encountered by the teacher • The individual’s skill at instructional design in this medium

  10. Obstacles encountered by the teacher • Level of institutional support

  11. Obstacles encountered by the teacher Dunlap (1997) on life-long learning skills • Learner assignments involve collaboration • Learners are helped to reflect on their work • Learners are given increasing autonomy in direction and planning • Activities are intrinsically motivating - Quoted in: Collis & Meeuwsen in French et al. (ed) (1999), p. 32

  12. Obstacles encountered by the learner • Reluctance to embrace ICT • Lack of access to the WWW • Institutional availability / support

  13. Obstacles encountered in educational institutions • Financial constraints • Resource management constraints • Privacy /confidentiality • Access • Staff training issues

  14. Action! • Sign up for training • Be confident in front of your learners • Be aware of privacy / confidentiality issues • Give it a go!

  15. References for this presentation • Collis, D, and Meeuwsen, E, “Learning to learn in a WWW-based environment”. Published in: French, D et al. (1999). Internet based learning: an introduction and framework for higher education and business. Sterling VA, USA: Stylus

  16. References for this presentation • Jacques, D., and Salmon, G (2007). Learning in groups: a handbook for on and off line environments. Routledge, London & New York.

  17. References for this presentation • Shaw, G, (2010). Information communication technology at university: skills for success. Darwin NT: Charles Darwin University

  18. Thanks, folks!

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