Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education

Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education

Charlotte Holland (Dublin City University, Ireland) and Miriam Judge (Dublin City University, Ireland)
DOI: 10.4018/978-1-4666-2851-9.ch001
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Abstract

Higher education institutions are promoting the integration of online technologies in teaching and learning as an attempt to provide flexible modes of delivery, to diversify the profile of students accessing higher education and to facilitate the development of life-long learning skills. The availability of personal digital devices, such as wireless laptops and mobile phones, and campus-wide Internet connectivity has the potential to enhance or detract from learning in higher education. This chapter explores the trend towards online learning in higher education, examining the potential of and current practices in the integration of Information and Communication Technologies, focusing on the use of Web 2.0 technologies in teaching and learning, and presenting some of the challenges that arise in the integration of online technologies and implementation of Learning 2.0 in higher education.
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Introduction

ICT are key enablers for creating future learning spaces, although they are not the sole drivers. (Punie & Ala-Mutka, 2007, p.213)

The traditional notion of what constitutes learning spaces in higher education evokes images of lecture halls, chalkboards and lecture-dominated instruction for many. Teaching and learning processes and practices in higher education are evolving from this didactical institutional model towards a student-centered, active learning model. According to Ituma (2011), this shift towards a student-centered learning model is being facilitated by the integration of online learning in higher education’ institutions.

Punie & Ala-Mutka (2007) present a vision of future learning spaces that integrate Information and Communication Technologies (ICTs) to enable personal digital spaces for learners and educators, to connect the community of learners and to enable individual and collective knowledge construction and transformation. ICTs are critical in providing access to multiple perspectives, facilities to promote reflexivity, opportunities to rate, recommend or certify contributions from members of the learning community, and to motivate learners. They also can support the inclusion of learners of all ages with varying abilities, learning styles and learning preferences, as well as those from socio-economic disadvantaged backgrounds or with special needs. Online technologies in particular are perceived as a means to reduce costs whilst providing greater access and flexibility in the service of education.

Higher education institutions are promoting the integration of online technologies in teaching and learning in an attempt to provide flexible modes of delivery, to diversify the profile of students accessing higher education and to facilitate the development of life-long learning skills. This chapter explores the trend towards online learning in higher education, examining the potential of and current practices in the integration of ICTs. It focuses on the use of Web 2.0 technologies in teaching and learning, and presents some of the challenges that arise in integrating online technologies and implementing Learning 2.0 in higher education.

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