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Transforming Pedagogy Using Mobile Web 2.0: 2006 to 2009

Transforming Pedagogy Using Mobile Web 2.0: 2006 to 2009

Thomas Cochrane, Roger Bateman
Copyright: © 2011 |Pages: 27
ISBN13: 9781609604813|ISBN10: 1609604814|EISBN13: 9781609604820
DOI: 10.4018/978-1-60960-481-3.ch018
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MLA

Cochrane, Thomas, and Roger Bateman. "Transforming Pedagogy Using Mobile Web 2.0: 2006 to 2009." Combining E-Learning and M-Learning: New Applications of Blended Educational Resources, edited by David Parsons, IGI Global, 2011, pp. 281-307. https://doi.org/10.4018/978-1-60960-481-3.ch018

APA

Cochrane, T. & Bateman, R. (2011). Transforming Pedagogy Using Mobile Web 2.0: 2006 to 2009. In D. Parsons (Ed.), Combining E-Learning and M-Learning: New Applications of Blended Educational Resources (pp. 281-307). IGI Global. https://doi.org/10.4018/978-1-60960-481-3.ch018

Chicago

Cochrane, Thomas, and Roger Bateman. "Transforming Pedagogy Using Mobile Web 2.0: 2006 to 2009." In Combining E-Learning and M-Learning: New Applications of Blended Educational Resources, edited by David Parsons, 281-307. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-481-3.ch018

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Abstract

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and learner-generated content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share learner-generated Web 2.0 content. This chapter outlines how a Product Design course has moved from a traditional teacher-centred face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

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