Exploring the Pedagogical Affordances of Mobile Web 2.0

Exploring the Pedagogical Affordances of Mobile Web 2.0

Thomas Cochrane (Te Puna Ako (Centre for Teaching and Learning Innovation), Unitec, New Zealand)
Copyright: © 2011 |Pages: 20
DOI: 10.4018/978-1-60960-613-8.ch014
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This chapter explores the potential of Mobile Web 2.0 to enhance tertiary education today, outlining both research-informed principles, as well as providing case study examples of Mobile Web 2.0 participants’ experiences of how the use of Mobile Web 2.0 within a pedagogical framework has transformed both students’ and lecturers’ conceptions of teaching and learning.
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This section briefly outlines some of the core concepts and the author’s position on mLearning and Mobile Web 2.0.

Web 2.0

While definitions of Web 2.0 are difficult to pin down, it is their similar characteristics that link these diverse web services. “Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope” (Alexander, 2006, p. 33). McLoughlin defines Web 2.0 as “a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users” (McLoughlin & Lee, 2007, p. 665).

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