Learning 2.0: the Impact of Web 2.0 Innovations on Education and Training in Europe
Over the last few years, 'Web 2.0' or 'social computing' applications like blogs, wikis, photo- and video-sharing sites, and also online social networking sites and virtual worlds, have seen unprecedented take up. Research evidence suggests that these online tools have not only affected people¿s private and professional lives, but are also starting to transform learning patterns and pathways. However, due to the novelty of social computing, take up in formal Education and Training is still in an experimental phase. As a consequence, data and scientific evidence on the current use and potential impact of Learning 2.0 strategies is scarce.
In order to investigate how social computing applications can be used in organised learning settings to enhance learning activities and promote innovation and inclusion in Education and Training, an exploratory study employing a triangulation of different research methodologies was conducted. The findings of this Learning 2.0 study are synthesised in this report. Drawing on a literature review, a collection of some 250 cases, 16 in-depth case studies and en expert workshop, the report outlines the main features of the current Learning 2.0 landscape. It examines the potential of Learning 2.0 strategies for promoting innovation and inclusion and points out challenges to mainstream deployment. The evidence gathered suggests that Learning 2.0 approaches can facilitate technological, pedagogical and organisational innovation in Education and Training and thus contribute to the modernisation of European Education and Training institutions deemed necessary to face the challenges of the 21st century.
REDECKER Christine;
ALA-MUTKA Kirsti;
BACIGALUPO Margherita;
FERRARI Anusca;
PUNIE Yves;
2009-12-10
European Commission
JRC55629
978-92-79-14372-4,
1081-5593,
EUR 24103 EN,
OP LF-NA-24103-EN-N,
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2899,
https://publications.jrc.ec.europa.eu/repository/handle/JRC55629,
10.2791/33043,
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