CARÁCTER DEL PACTO DAVIDICO

New ways of collaborative creation, identification, aggregation and exchange of learning content and metadata

Web 2.0 offers more possibilities for collaborative content production and review of content. Whereas in traditional web-based learning approaches the learning content is typically delivered in a top-down approach, wikis, social bookmarking systems and other Web 2.0 tools allow user-based content sharing, exchange and tagging (user-based enrichment with metadata). While, in traditional environments, user activities are usually limited to the communication about the content, users of Web 2.0 enriched environments can work more directly on the content itself. The aggregation of content and, in the future, also the aggregation of tool functionalities (mash-ups) is possible.

New forms of communication among learners and teachers/trainers (vs. digital isolation)

The different Web 2.0 tools each come with new forms of communication between users. While for some tools the focus is on the communication aspect (virtual meeting, software, virtual classrooms and partly for MUVEs) for other tools new communication structures and processes are an accompanying phenomenon (e.g. commenting in blogs, self-presentation and user-tagging in communities, commenting and rating in content-sharing tools). Communication structures like one to one and many to many have existed for a long time (E-Mail, Forums) in online learning environments. More typical for Web 2.0 initiatives is that communication between learners and with teachers is distributed through a greater number of different channels.

More personalized and learner-centred environments; individual documentation of competen- cies; e-portfolios; personal learning plans and learning diaries

Web 2.0 tools support self-presentation and thereby put more focus on the individual learner than traditional web-based learning management systems. In MUVEs the person is represented by an avatar, which makes a more playful and experimental approach to learning possible. Personal blogs are increasingly replacing the traditional individual homepage (possibly including individual documentation of competencies) and can be linked from LMS user profiles. Blogs are ideal tools for setting up personal learning plans and learning diaries.

New forms of blended learning scenarios (formal/informal; classroom/distance; intra-/extra- institutional; mixed learning scenarios & pedagogical approaches)

By its very nature Web 2.0 is predestined for informal learning scenarios. The eight case studies in this report give examples for implementation within formal learning whereas the tools typically are connected to the more informal aspects within a formal learning situation. Web 2.0 tools can offer new ways for blended learning, implementing mixed classroom/distance learning scenarios (see e.g. Welker's Wikinomics; Nettilukio). They also support new pedagogical approaches (e.g. anchored instruction by using blogs in KooL).

Motivational advantages by active, enjoyable, discovery-based learning approaches and learners’ sense of ownership of produced content

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Low digital literacy is related to low motivation to use new ICT-based tools. Web 2.0 tools support more active learning processes (e.g. Kool) and support the learner’s sense of ownership of content, which is encourages general motivation.

Trend towards embedded or integrated solutions (e.g. LMS & Web 2.0 tools) vs. isolated tools

In most of the studied cases a trend from the use of isolated tools (e.g. stand-alone wikis or blogs) towards integrated solutions (e.g. blogs and wikis embedded in a LMS) was visible. The developmental line of Web 2.0 in educational settings seems to go from more unstructured/creative tools in the past towards more structured/organised environments, which is also a current trend for Web 2.0 applications in general. Some disadvantages of isolated tools could be detected (e.g. higher efforts for software development administration, higher danger of getting lost for the learner) and some additional advantages of integrated solutions can be reported (e.g. easier transfer of data between different tools within one environment, easier navigation processes for users).

Virtual worlds and mash-ups are near-future trends; a more intense integration of external so- cial communities and tools is emerging

Two cases studied already use virtual worlds (i.e. MUVEs like e.g. SecondLife): in the SecondReiff project SecondLife is used as the main learning environment, whereas at IBM MUVEs are used within the context of research and experimental development. As a further near future trend, mash-ups (flexible individual combinations of functions from different applications) have been mentioned. Several project managers of different case studies plan to improve their initiative by integrating external social communities like Facebook and content of other external Web 2.0 environments like del.icio.us, Flickr or YouTube. The latter tools are especially seen as rich resource databases for learning material that could be integrated in different teaching and learning scenarios.

The contribution of each case study to Innovation is summarised in the table below – whereby ‘++’ stands for a strong contribution, ‘+’ for a moderate contribution and ‘0’ describes a neutral effect of the single case to innovative aspects related to the use of Web 2.0 in educational initiatives.

Innovation22 W e lker ’s Se c ondRe iff Protov oulia

IBM KooL ELKOnet LeMill Nettilukio

1. New ways of collaborative creation, identification, aggregation

and exchange of learning content and metadata ++ ++ ++ ++ ++ + ++ + 2. New forms of interconnection and communication among learn-

ers and teachers/trainers (vs. digital isolation) ++ ++ ++ ++ + ++ ++ ++ 3. More personalized and learner-centred environments; individual

documentation of competencies; e-portfolios; personal learning plans and learning diaries

++ ++ + ++ + ++

4. New forms of blended learning scenarios (formal/informal; class- room/distance; intra-/extra-institutional; mixed learning scenarios & pedagogical approaches)

++ ++ ++ + ++ + ++

5. Motivational advantages by active, joyful, discovery-based learn-

ing approaches; learner's sense of ownership of produced content ++ ++ + ++ ++ + + 6. Trend towards embedded or integrated solutions (e.g. LMS &

Web 2.0 tools) vs. isolated tools + ++ ++ ++ ++ 7. Virtual worlds and mash-ups are near-future trends as well as an

more intense integration of external social communities and tools ++ ++ Table 15: Contribution of Learning 2.0 Cases to the Innovation Dimension

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