Designing Dynamic Learning Environment for Web 2.0 ApplicationRobert Z. Zheng (University of Utah, USA)
Copyright © 2010.
17 pages.
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DOI: 10.4018/978-1-60566-729-4.ch004
Sample PDFCite
MLA
Zheng, Robert Z. "Designing Dynamic Learning Environment for Web 2.0 Application." Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global, 2010. 61-77. Web. 19 Jun. 2013. doi:10.4018/978-1-60566-729-4.ch004
APA
Zheng, R. Z. (2010). Designing Dynamic Learning Environment for Web 2.0 Application. In H. Yang, & S. Yuen (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 61-77). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-729-4.ch004
Chicago
Zheng, Robert Z. "Designing Dynamic Learning Environment for Web 2.0 Application." In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 61-77 (2010), accessed June 19, 2013. doi:10.4018/978-1-60566-729-4.ch004
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  | | TopAbstractThe growth of online resources and the advancement of Web 2.0 technology are changing the instructional landscape and have significantly impacted the practices in education. With its ill-structured learning and rapid incrementation of information in a non-linear fashion, Web 2.0 learning poses enormous challenges to online instructional designers and teachers. The traditional ID models are deemed less fit for Web 2.0 learning due to their linear, well-structured design approach. This chapter proposes a new ID model that specifically addresses the cognitive demands involved in Web 2.0 learning, promotes learning that focuses on metacognitive thinking and self-regulation, facilitates knowledge integration and construction of schemas-of-the-moment for ill-structured learning, and delivers an environment by connecting activities with behavior to form a dynamic learning environment in Web 2.0 application. TopWeb 2.0 Learning And Cognitive Demands
Akbulut and Kiyici (2007) describe Web 2.0 technology as the second generation web services which provide a new learning platform for online collaboration and sharing among web users. These services enact a perceived transition from static and isolated information chunks as represented by the learning model of the first generation web services to self-generated and open communication where the authority is decentralized allowing end-users to use the web space as a conversation field (Collis & Moonen, 2008). Whereas the first generation web services are characterized by a search for information coupled with well structured instructional strategies like WebQuests to facilitate learners’ knowledge acquisition (Zheng, 2007), Web 2.0 learning reflects a participatory, collaborative, and dynamic approach with which knowledge is created through the collective efforts of participants (Rogers, Liddle, Chan, Doxey, & Isom, 2007). In this section the discussion will primarily focus on the idiosyncratic features of Web 2.0 learning and cognitive demands associated with such learning. TopComplete Chapter List
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Reset | 1. |
Stephen Downes (National Research Council, Canada)
The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of t...
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| 2. |
Ann Dutton Ewbank (Arizona State University, USA), Adam G. Kay (Dartmouth College, USA), Teresa S. Foulger (Arizona State University, USA), Heather L. Carter (Arizona State University, USA)
This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving use of social netwo...
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| 3. |
Judi Repman (Georgia Southern University, USA), Cordelia Zinskie (Georgia Southern University, USA), Elizabeth Downs (Georgia Southern University, USA)
As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online pedagogy. The busin...
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| 4. |
Robert Z. Zheng (University of Utah, USA)
The growth of online resources and the advancement of Web 2.0 technology are changing the instructional landscape and have significantly impacted the practices in ed...
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| 5. |
Marshall G. Jones (Winthrop University, USA), Stephen W. Harmon (Georgia State University, USA)
This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand for real time and near real-time interaction among user...
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| 6. |
Daniel W. Surry (University of South Alabama, USA), David C. Ensminger (Loyola University Chicago, USA)
Higher education is changing in important and profound ways. New technologies are enabling universities to reach new students and create innovative learning environm...
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| 7. |
Jay Alden (National Defense University, USA)
The emergence of Web 2.0 technologies with its emphasis on social networking has presented an opportunity for academic institutions to take advantage of new tools to...
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| 8. |
Curtis J. Bonk (Indiana University, USA), Mimi Miyoung Lee (University of Houston, USA), Nari Kim (The University of Wisconsin Oshkosh, USA), Meng-Fen Grace Lin (University of Hawaii, USA)
A Wikibook is a transformative and disruptive technology that is finding increasing use in schools and higher education institutions. This new form of technology is...
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| 9. |
Chareen Snelson (Boise State University, USA)
The recent explosive growth of Web-based video has expanded the repository of free content that can be tapped into for e-learning. Millions of video clips are now av...
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| 10. |
Deborah Everhart (Georgetown University, USA), Kaye Shelton (Dallas Baptist University, USA)
Collaborative research teaches students critical knowledge management skills, whether they are undergraduates learning the basics of Web research or advanced scholar...
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| 11. |
Morris S.Y. Jong (The Chinese University of Hong Kong, Hong Kong), Junjie Shang (Peking University, China), Fong-Lok Lee (The Chinese University of Hong Kong, Hong Kong), Jimmy H.M. Lee (The Chinese University of Hong Kong, Hong Kong)
VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach en...
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| 12. |
Patricia Edwards (University of Extremadura, Spain), Mercedes Rico (University of Extremadura, Spain), Eva Dominguez (University of Extremadura, Spain), J. Enrique Agudo (University of Extremadura, Spain)
Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovative e-learning formats like on-demand video, file shar...
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| 13. |
Hyung Sung Park (Korea National University of Education, South Korea), Young Kyun Baek (Korea National University of Education, South Korea)
The purpose of this chapter is to offer practical ideas and cases for educational use of the Second Life® virtual world with Web 2.0 based technology. Virtual worlds...
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| 14. |
Sharon Stoerger (Indiana University, USA)
Schools based in the United States are trapped in a Henry Ford factory model of education that is focused on high-stakes testing. This model was effective when facto...
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| 15. |
Youmei Liu (University of Houston, USA), Shawn McCombs (University of Houston, USA)
E-Learning has undergone an amazing metamorphosis: it has changed from the delivery of individualized, static curricular information to the consumption and sharing o...
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| 16. |
Steve Chi-Yin Yuen (The University of Southern Mississippi, USA), Harrison Hao Yang (State University of New York at Oswego, USA)
This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in education; and pr...
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