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E-Learning 2.0 ~ Stephen's Web ~ by Stephen Downes

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form of online courses

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(LMS).

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WebCT, Blackboard

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Desire2Learn

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system that organizes and delivers online courses

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In general, where we are now in the online world is where we were before the beginning of e-learning [1].

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One trend that has captured the attention of numerous pundits is the changing nature of Internet users themselves. Sometimes called "digital natives" and sometimes called "n-gen," these new users approach work, learning and play in new ways [2].

They absorb information quickly, in images and video as well as text, from multiple sources simultaneously. They operate at "twitch speed," expecting instant responses and feedback.

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One trend

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These changes are sweeping across entire industries as a whole and are not unique to education; indeed, in many ways education has lagged behind some of these trends and is just beginning to feel their wake.

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In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner [5].

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People in networked markets have figured out that they get far better information and support from one another than from vendors

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In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design

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Taking this approach even further is George Siemens's Connectivism. "We derive our competence," writes Siemens, "from forming connections... Chaos is a new reality for knowledge workers... Unlike constructivism, which states that learners attempt to foster understanding by meaning-making tasks, chaos states that the meaning exists— the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities." Readers of Douglas Rushkoff's Cyberia will recognize a similar theme as knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment [8].

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Learning is characterized not only by greater autonomy for the learner, but also a greater emphasis on active learning, with creation, communication and participation playing key roles, and on changing roles for the teacher, indeed, even a collapse of the distinction between teacher and student altogether [7].

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This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner

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autonomy

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emphasis on active learning, with creation, communication and participation playing key roles, and on changing roles for the teacher,

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Connectivism

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Meaning-making and forming connections between specialized communities are important activities

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major parts of the World Wide Web were acquiring the properties of communications networks

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n a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along

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The new Internet user may not vote, but that is only because the vote is irrelevant when you govern yourself

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Educators began to notice something different happening when they began to use tools like wikis and blogs in the classroom a couple of years ago. All of a sudden, instead of discussing pre-assigned topics with their classmates, students found themselves discussing a wide range of topics with peers worldwide. Imagine the astonishment, for example, when, after writing a review of a circus she had viewed, a Grade 5 student received a response from one of the performers [16]. In a very short time, blogs were used for a wide variety of purposes in education; an educational bloggers' network formed and by this year thousands of teachers were encouraging their students to blog.

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the Read Web" to the "Read-Write Web,"

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the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along.

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the emergence of the Web 2.0 is not a technological revolution, it is a social revolution.

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For all this technology, what is important to recognize is that the emergence of the Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"

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What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.

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on 2008-10-08 by theron_d

good questions!

In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along

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The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.

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what constituted "community" in online learning were artificial and often contrived "discussions" supported by learning management systems [15].

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a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."

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"a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."

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According to Wenger, a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."

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Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts

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The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head.

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These communities were typically limited to a given group of learners, such as a university class, had a fixed start and end-point

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what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.

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Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.

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While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.

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an environment rather than a system.

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It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests.

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It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.

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Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast.

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More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications.

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In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used.

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Papert writes, "The most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design"

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Mobile learning offers not only new opportunities to create but also to connect

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