Digital tools and affordances, especially those emanating from the Web 2.0 movement, call for a new conceptualization of teaching and learning that is focused on participation in communities and networks for learning, personalization of learning tasks, and production of ideas and knowledge. Pedagogy 2.0 is a response to this call. It represents a set of approaches and strategies that differs from teaching as a didactic practice of passing on information; instead, it advocates a model of learning in which students are empowered to participate, communicate, and create knowledge, exercising a high level of agency and control over the entire learning process. See also Web 2.0.
Published in Chapter:
Applying Web 2.0 Tools in Hybrid Learning Designs
Mark J.W. Lee (Charles Sturt University, Australia) and Catherine McLoughlin (Australian Catholic University, Australia)
Copyright: © 2010
|Pages: 22
DOI: 10.4018/978-1-60566-380-7.ch023
Abstract
This chapter explores how educators can harness the potential of a new wave of social software to respond to the challenges of tertiary education in the new millennium, by combining the interactivity and immediacy of face-to-face instruction with the openness, connectivity, and flexibility afforded by the new tools and technologies. It also argues for a new conceptualization of “hybrid” or “blended” learning in the Web 2.0 era, and presents a number of exemplars of Web 2.0-based hybrid learning that typify the emergence of a new pedagogy for the digital age. Finally, it concludes with a discussion of the issues, barriers, and dilemmas that exist in implementing an effective hybrid approach to learning within a formal education setting.