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Research: Learning 2.0 in Europe
The Institute for Prospective Technological Studies (IPTS) is conducting a study on the impact of Web 2.0 innovations on education and training in collaboration with DG Education and Culture of the European Commission. This study assesses the current use of Web 2.0 in Europe and analyses its potential for promoting innovation and inclusion.
It combines an encompassing review of research on Learning 2.0 with the collection of experiences and good practice from a broad variety of cases, of which some particularly interesting and relevant examples are studied in depth.
The final results of the study will be available in December 2008, and the final report will be published soon after this year’s OEB conference.
In spite of the proliferation of social computing applications in the education sector, research on the enabling and disabling factors for a successful deployment of these technologies in work and learning is scarce. IPTS is trying to close this gap by analysing – based on evidence – aspects that contribute to the success or failure of using social computing in learning contexts.
The goal is to investigate the possibilities for deploying social computing applications to enhance learning and identify enablers and barriers. A particular focus lies on analysing how far Web 2.0 supports innovative learning practices and changes learning patterns and trajectories. Furthermore, the potential of social computing in promoting inclusion for different groups is studied.
Some higher education institutions are embracing social networking services primarily to present their institution, preliminary results of the study show. For example, the University of Warwick, UK, has set up MySpace profiles that provide information about the university and act as a meeting place for current, prospective and past Warwick students. The Case Western Reserve University in the US uses a representation in Second Life to recruit prospective students, to offer virtual tours of the campus with student ambassador avatars as guides, to conduct classes and showcase students’ work.
Other institutions take a more comprehensive stance towards social computing, trying to embed different Web 2.0 tools into their virtual learning environments. The University of Edinburgh, for example, uses Web 2.0 applications to improve administrative procedures and the knowledge exchange between staff and students. Blogs and RSS feeds are used instead of newsletters; social bookmarking technologies facilitate the management of course reading lists in a collaborative way and link the service with library resources and WebCT. Podcasts of public lectures can be downloaded after the event, and services such as Frappr can be used
to help build a sense of community among international postgraduate students prior to arrival.
The Learning 2.0 database represents the largest known sample of Web 2.0 implementation in educational contexts to date. The data collected will be used to assess how the education and training systems can address and accommodate Web 2.0 learning approaches.
As discussed in the literature, the current generation of learners – “New millennium learners” – differs profoundly from prior generations in the way they learn and think. Learning 2.0 is far better suited to their interconnected, multi-medial learning style. However, most learning institutions and educators are reluctant and ill-prepared to incorporate Learning 2.0 into their daily practice.
The study investigates the main challenges for education systems in reacting to changing learning styles and proposes avenues for action. The objective of the presentation at OEB is to expound the empirical and analytical results of the study and to reflect upon the implications for educational practice.
Kirsti Ala-Mutka
The study will be presented in session WEB81 at OEB by Kirsti Ala-Mutka from European Commission, Joint Research Centre, Institute for Prospective Technological Studies (IPTS), on Friday, December 5th, 6:30 - 18:00.
More information:
http://is.jrc.es/pages/Learning-2.0.html
October 27, 2008
