eLearn: Feature Article

E-learning 2.0

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E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea—the effectiveness of which was yet to be proven—to something that is widely regarded as mainstream. It's the core to numerous business plans and a service offered by most colleges and universities.

And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.

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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].

"The changing demographics of the student population and the more consumer/client-centered culture in today's society have provided a climate where the use of student-centered learning is thriving" [6]. 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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E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea—the effectiveness of which was yet to be proven—to something that is widely regarded as mainstream.

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E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical ideaâ€”the effectiveness of which was yet to be provenâ€”to something that is widely regarded as mainstream. It's the core to numerous business plans and a service offered by most colleges and universities.

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E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea—the effectiveness of which was yet to be proven—to something that is widely regarded as mainstream. It's the core to numerous business plans and a service offered by most colleges and universities.

And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.

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been around for ten years or so

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been around for ten years or so

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Where We Are Now

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Where We Are Now

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learning content today

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a learning object

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depicted as

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little bits of content that could be put together or organized

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Today, e-learning mainly takes the form of online courses.

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learning management system (LMS)

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learning management system (LMS)

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The learning management system takes learning content and organizes it in a standard way, as a course divided into modules and lessons, supported with quizzes, tests and discussions

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As a consequence, the dominant learning technology employed today is a type of system that organizes and delivers online courses—the learning management system (LMS).

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where we are now in the online world is where we were before the beginning of e-learning

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Traditional theories of distance learning, of (for example) transactional distance, as described by Michael G. Moore, have been adapted for the online world

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Trends

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Trends

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the people using the Internet, has begun to change.

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changing nature of Internet users themselves

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absorb information quickly

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constant communication with their friends

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random "on-demand" access to media

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and feedback

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create their own media

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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. They prefer random "on-demand" access to media, expect to be in constant communication with their friends (who may be next door or around the world), and they are as likely to create their own media (or download someone else's) as to purchase a book or a CD

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They absorb information quickly, in images and video as well as text, from multiple sources simultaneously

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"learner-centered" or "student-centered" design

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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. They prefer random "on-demand" access to media, expect to be in constant communication with their friends (who may be next door or around the world), and they are as likely to create their own media (or download someone else's) as to purchase a book or a CD [3].

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placing of the control of learning itself into the hands of the learner

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learner-centered"

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Learning is characterized

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emphasis on active learning

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by greater autonomy for the learner

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the placing of the control of learning itself into the hands of the learner

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creation, communication and participation playing key roles

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"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

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Chaos is a new reality for knowledge workers

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chaos states that the meaning exists— the learner's challenge is to recognize the patterns which appear to be hidden

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collapse of the distinction between teacher and student

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

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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

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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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knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment

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essential for the creation

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open content is viewed

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of learning network described by Siemens

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"The changing demographics of the student population and the more consumer/client-centered culture in today's society have provided a climate where the use of student-centered learning is thriving" [6]. 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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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

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open societ

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information is something meant to be shared

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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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pervasive belief that information is something meant to be shared

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the structures and organization that characterized life prior to the Internet are breaking down

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The Web 2.0

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The Web 2.0

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social networking sites

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social networking sites

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Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. We are no longer just looking to the same old sources for information. Now we're looking to a new set of tools to aggregate and remix microcontent in new and useful ways

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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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information is broken up into "microcontent" units that can be distributed over dozens of domains

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"Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains.

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"Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains.

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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. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.

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

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blogging

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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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these blogs were connected to each other through the mechanism of RSS

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It's about enabling and encouraging participation through open applications and services

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Web 2.0 is an attitude not a technology

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technically open

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XML format

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XML format

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socially open

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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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collaborative writing tool

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began recording their own talk and music; this, when combined with RSS, became podcasting

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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 not a technological revolution, it is a social revolution

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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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Web 2.0 is an attitude not a technology

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Web 2.0 is an attitude not a technology

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Web 2.0 is an attitude not a technology

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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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E-Learning 2.0

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E-Learning 2.0

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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 closest thing to a social network is a community of practice

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having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on.

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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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instead of discussing pre-assigned topics with their classmates, students found themselves discussing a wide range of topics with peers worldwide

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For the most part, though, what constituted "community" in online learning were artificial and often contrived "discussions" supported by learning management systems [15]. These communities were typically limited to a given group of learners, such as a university class, had a fixed start and end-point, and while substantially better than nothing, rarely approached Wenger's theory.

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"We're talking to the download generation,"

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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

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That's not to say no communities of practice were forming. There were some attempts to foster them, as for example MuniMall, directed toward the municipal governance sector, and

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a personal learning center, where content is reused and remixed according to the student's own needs and interests

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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.

It also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].

This approach to learning means that learning content is created and distributed in a very different manner. 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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e-learning content is syndicated, much like a blog post or podcast

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The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [

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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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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.

Highlighted by jesslm

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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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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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.

Highlighted by carlaraguseo

This approach to learning means that learning content is created and distributed in a very different manner. 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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This approach to learning means that learning content is created and distributed in a very different manner. 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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having learning available no matter what you are doing

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workflow learning

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workflow learning is "a deep integration with enterprise applications assembled from Web Services into composite applications" with "task and work support fused into the aggregated business processes that make up the real-time workflow" and supported by "contextual collaboration with people and systems" and "design and modification achieved by modeling and simulation

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ubiquitous computing

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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. Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content.

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The challenge will not be in how to learn, but in how to use learning to create something more

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"a deep integration with enterprise applications assembled from Web Services into composite applications" with "task and work support fused into the aggregated business processes that make up the real-time workflow" and supported by "contextual collaboration with people and systems" and "design and modification achieved by modeling and simulation" [28].

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