E-Learning 2.0

Online information and communication is changing the way instructors and learners interact and learn. Today, the Web is no longer just an information repository or a place to search for resources. Traditional Web applications typically consist of browsing and searching on the Internet and are essentially a reading operation. In contrast, the new Web (Web 2.0 or Read/Write Web) is a place to find other users, to exchange ideas and thoughts, to demonstrate creativity, and to create new knowledge. Web 2.0 applications, such as wikis, blogs, social bookmarking, and podcasts, have emerged in a rich, interactive, user-friendly application platform that allow users to read and also to write to the Web. Web 2.0 has transformed the Web into a global network community where every user is invited to create content. The Web is shifting from being a medium, in which information is transmitted and consumed, into being a platform, in which content is created, shared, remixed, repurposed, and exchanged. The unique feature of many Web 2.0 applications is that it harnesses the collective intelligence of users. Learners become part of a global human network in which they can harness the collective intelligence of people in the world that could have never been possible previously. Learners can interact with other learners, gain from their experiences, and then construct their own knowledge. The advent of Web 2.0 technologies allows teachers and trainers to empower learners and create exciting new learning opportunities.

The widespread Web 2.0 applications have the capacity for educational institutions and corporations involved in training to extend the possibilities of e-learning. Consequently, the model of e-learning 2.0 (as coined by Stephen Downes) has been emerged. Stephen Downes, in his 2005 article  E-Learning 2.0, noted:

What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is “delivered,” and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read- and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.

Similarly, Steve O’hear, in his 2006 article e-learning 2.0 – how Web technologies are shaping education, pointed out that the early promise of e-learning has not been fully realized. He wrote:

The traditional approach to e-learning has been to employ the use of a Virtual Learning Environment (VLE), software that is often cumbersome and expensive – and which tends to be structured around courses, timetables, and testing. That is an approach that is too often driven by the needs of the institution rather than the individual learner. In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a ‘small pieces, loosely joined’ approach that combines the use of discrete but complementary tools and web services – such as blogs, wikis, and other social software – to support the creation of ad-hoc learning communities.

Web is no longer an information repository or a place to search for resources. The new Web a place to find other learners, to exchange ideas and thoughts, to demonstrate creativity, and to create new knowledge. With the new tools and services provided by the new Web, it starts laying the foundation for innovative ideas such as Classroom 2.0, Library 2.0, School 2.0, University 2.0, and E-learning 2.0.

E-learning 2.0 can capitalize on many sources of content aggregated together into learning experiences and utilize various tools including online references, courseware, knowledge management, collaboration and search. E-learning 2.0 differs from traditional e-learning. Instead of learners simply receiving, reading, and responding to learning content in traditional e-learning; e-learning 2.0 allows learners to create content and to collaborate with peers to form a learning network with distribution of content creation and responsibilities. In addition, e-learning 2.0 allows learners to easily access content through search, aggregation, and tagging. It provides learners with opportunities to interact with the content and share their thoughts and comments with not only the instructors but also with other learners. E-learning 2.0, therefore, is evolving to one of the most exciting, dynamic, and challenging fields involving teaching and learning.

[My colleague, Dr. Harrison Yang at the State University of New York at Oswego, also contributes to this post]

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About Steve Yuen

I am a Professor Emeritus of Instructional Technology and Design at The University of Southern Mississippi in Hattiesburg, Mississippi, United States.
This entry was posted in E-Learning, E-Learning 2.0, Web 2.0 and tagged , , , , , . Bookmark the permalink.

15 Responses to E-Learning 2.0

  1. Amy Thornton says:

    E-learning 2.0 is becoming more and more popular. E-learning 2.0 includes great resources to help instructors make the learning environment an more constructivist learning environment for their students. There is a lot of apprehension from instructors to include tools such as blogs, wikis, and social networks into their instruction because of their fear that they will lose control of their students. I think that is the wrong way to look at it though. As the instructor, it is your privilege to guide your students in experiencing what is available and to learn how to use these tools appropriately.

    I am big believer and allowing students to create their own learning experiences. It shouldn’t just be about students regurgitating what the instructor tells them. They should be given the opportunity to express their own ideas and to work through situations asking questions about why something is the way it is and what can make something better rather than accepting everything at face value. E-learning 2.0 tools give so many opportunities for instructors to allow their students express these ideas in an appropriate avenue.
    I am hoping that more instructors will be open-minded about incorporating these tools into their courses. In fact, I am developing a workshop, right now, to offer to the faculty at our institution to teach about these tools and how they can be used in their courses. I have found when talking with faculty that one of the reasons they don’t use these tools is because they are intimidated by the technology and often do not know the terminology.

  2. Boyd says:

    These distance learning universities all offer Ph.Ds.
    Can anyone rank them in descending order of total students registered (Total student body population in Ph.D programs) in any type of Ph.D program.
    I assume University of Phoenix is number one. Perhaps Capella or Walden is number two.

    1. UOP
    2. Capella
    3. Walden
    4. North Central
    5. Fielding
    6. Argosy
    7. Nova Southeastern
    8. A.T. Still
    9. Liberty
    10. Jones International

    Here is an excellent list of distance learning universities. Most do not offer Doctorate/Ph.D.
    If you can provide the information, please email me at:

    boyd67@comcast.net

    Thank you,
    Boyd

  3. James M. Thompson says:

    In summary, this article discussed the biggest advantage of Web 2.0 as an opportunity for learning to be two way. I believe that authentic learning occurs when it is two-way communication. In this case, individuals can post their documents for others to read and make comments. We should not always accept what we read on the Internet as being factual. In fact, a lot of information that is found over the web is actually fictional. Therefore, if people are willing to post their information; people should have an opportunity to challenge their thoughts and opinions or simply to pose questions.

    E-Learning has definitely emerged from once being a place where people could just retrieve information. In a true sense, the use of Web 2.0 has many advantages to increase learning for everyone because it incorporates cooperative learning. I can see how beneficial Web 2.0 can be in K-12 where teachers can actually get all of their students to participate in learning opposed to only one or two students always participating in a face-to-face classroom setting. This is a great opportunity for the quiet students to have a voice to showcase their intellect without even having to say a single word in class. Students have different learning styles and teachers should be willing to differentiate their instructions in order to meet every student’s learning needs. In post-secondary educational settings, I also see the numerous benefits. Similarly to K-12 education, college students could also use Web 2.0. For example, students from various countries can collaborate on a project without having to be in the same location.

  4. houbinfang says:

    I think eLearning 2.0 is an example of where technology has snuck up on us and there’s something very interesting going on that we are only beginning to recognize.
    To get a sense of eLearning 2.0, it’s helpful to have some sense of what Web 2.0 is. Probably the most cited article on this is from Tim O’Reilly called “What is Web 2.o?” Web 2.0 has numerous definitions. O’Reilly (2006) emphasizes the importance of Web 2.0 in business and industry. Many researchers agree that the phrase “Web 2.0” hints at an improved form of the World Wide Web. The new technologies such as weblogs (blogs), wikis, podcasts, RSS feeds (and other forms of many-to-many publishing), social software, and web application programming interfaces (APIs) provide enhancements over read-only websites. These are also the main components of Web 2.0 (Wiki, http://en.wikipedia.org/wiki/Web_2).
    Based on the definition of Web 2.0, people think that eLearning 2.0 refers to a second phase of e-Learning and emerging trends in eLearning. It can include such features as e-Learning where students create content, collaborate with peers to form a learning network with distribution of content creation and responsibilities, e-Learning that takes advantage of many sources of content aggregated together into learning experiences and e-Learning that utilizes various tools including online references, courseware, knowledge management, collaboration and search.

  5. Lou Ellen says:

    Even though, I am fairly confident in social networking sites and two-way Internet communication, but part of me still feels like Web 2.0 is very new to me. I love that the Web can now be used for more than one-way communication or one-way learning. People, groups, organizations, and others can all communicate collectively. This sharing of information and learning together will most certainly move the education system into another level integrating more technology than ever before. This will surely show that the Web can be used for many more things than just entertainment. The potential for education and technology is astounding, and I feel that if schools and universities do not start recognizing the potential of the Internet, the importance of learning can be lost on the younger generation coming of age. And, students will not be the only ones that can benefit from this new technology, professors and educators will learn along with their students. Learning and knowledge comes from all directions. Educators can also learn with each other, and take different things away from each other to improve them in the classroom. With things like blogs or wikis, learning becomes more of a challenge to people in groups.
    Not only is this great for education, but everyone in general can benefit from Web 2.0. Family members can stay in touch from all over the world. Similar organizations or groups can learn from each other and gain knowledge in many different ways.

  6. guoqiangcui says:

    E-learning is the short form for electronic learning and it is the learning process aided by all the electronic devices. E-learning is the acquisition of knowledge and skill through the help of computer and internet. Instead of learning knowledge in the traditional classroom, students learn what they want online through computers and advanced learning technology. E-learning is always following the development of technology and its application.

    With the great development science and technology, the computer, internet and the application is upgrading in a speed that you can hardly imagine. E-learning is appearing in a new way and modern learners can greatly benefit from that. The development of E-learning 2.0 is based on the improvement of Web 2.0. This brings students more chances to freely communicate with each other and this makes the learning become so convenient and easy. The teaching and learning is no longer the one-way direction, teachers and students can easily and quickly send and get the information. The applications like the Wikis, bolgs or other software can all greatly facilitate the communication and this in some way, changes the learning style. Not only the teachers can create the teaching materials and content online, students can also produce and spread their own understanding to others. Currently, the nationwide schools and institutions are making great use of the development of Web 2.0 and the E-learning 2.0 and there will certainly be greater integration of the education and educational technology. Teachers should learn most of the useful applications and apply them in their traditional way of teaching and educating.

  7. wanda moye says:

    This article is on point. I have experience each situation discussed. First my school district bought into the Virtual Learning Environment (VLE). The equipment was expensive and hard difficult for educators to use. Although each teacher was given training on the equipment no one had any idea how to use it after the facilitator was gone. Another problem was the time when the information was being shared was only conducive for one class, not all of a teachers classes. The courses did not fit into our daily schedule very easily. As stated in the article, students where not very active in this situation. A couple of teachers tried it. It did not work very well and others became reluctant to try.

    Learning is an active give and take sport. E-Learning has transcended from a stagnate platform to an active web 2.0 platform that requires all parties to be actively involved in the learning process. Tomorrow’s job skills will require analytical thinking and searching for solutions that go beyond an answer received from a calculator or a single right or wrong answer. Today and tomorrows jobs require creativity and communications skills.

    As I do more research for my term paper, I come across more and more articles with Classroom 2.0, Library 2.0 and School or University 2.0 as topics for discussions. This learning venue is not going to disappear. The technology for learning, communication, and teaching the Next Generation is just starting to emerge.

  8. Christopher Tisdale says:

    I have always known that the internet would one day be a teaching and learning tool rather than just a pasttime for entertainment. E-learning is a great way to learn about anything you want without leaving your home. With Web 2.0, a collective storage of knowledge, people are able to learn from one another and interact with them as well from across the globe. What better way to learn about another country than by talking to someone in that country?
    The internet has gone from one-way learning where you can only search and view information that someone posted, to two-way learning where you can do all the things you could before, but can also interact via email, blogs, wikis, and chat rooms. I believe that the next step for Web 2.0 will be projection technology. It will not be long before it will become three dimensional, where it will be possible for a projection of whomever you are speaking to appear in your living room. How cool would that be? We are all aware of the increase in violence in schools. With the right program and technology, teachers and students could conduct class at home in the comfort of their own living rooms. This would be less stressful on the students as well as the teachers because they would be able to learn at their own pace. It may be possible for the student to watch his instructor in a repeated loop until he or she grasps the material, or for the instructor to teach more information without being disrupted by an unruly student and having to discipline him.
    E-Learning is a good way to learn and communicate, but with increasing knowledge and technology I believe that it will soon be the only way of learning.

  9. Farid says:

    Theoretically speaking , E-Learning 2.0 stands for the second phase of E-learning based on Web 2.0 and the emerging trends in eLearning. Actually, the connotative meanings of E-learning fall in key functions. Students create content, collaborate with peers through mechanisms such as blogs, Wikis, threaded discussions, RSS and others to form a learning network with distributed content creation and distribution of responsibilities. It takes advantage of many sources of content aggregated together into learning experiences.It utilizes various tools including online references, courseware, knowledge management, collaboration and search.

  10. 莊明廣 says:

    E-learning 2.0所帶來的是學習觀念的改變,之前我所談論的數位學習,都是指單向式的學習管道,由教師提供規畫、設計好的數位學習內容,藉由網路的呈現,讓學生可以進行同步或非同步的學習。而E-learning 2.0添加了互動的元素,也就是學習者可以與其他學生,獲得他們的經驗,然後構建自己的知識。雖然他不再像以前我所認知的結構課程,而是比較零碎、比較鬆散的學習內容,不過,這當中有一個很大的特點,E-learning 2.0的學習是以學習者為主,主動進行資料的取得、搜尋、建構,而形成的一個學習網絡。
    目前,這樣的概念還發展出Classroom 2.0, Library 2.0, School 2.0, University 2.0, 以及我們所談論的E-learning 2.0。網路不再只是一個資料取得、搜尋的地方,他應該可以依不同的學習者提供新的學習方法,彼此交換意見和想法,表現出創造力,並且創造出新的知識的學習場所,小至一個班級,大至一所學校,都應該可以應用才對。
    在規畫文華的時候,為符應我們的學校願景「人文心、科技情」,我提出一些想法和老師們交換意見:
    1資訊是一種環境:我們要為孩子設置一個隨手可得資訊的環境,以利他們的學習。
    2資訊是一種工具:我們要帶給孩子的是,教導他們會運用資訊工具幫助學習,而不是侷限於某一項軟體的操作學習。
    3資訊是一種習慣:唯有讓孩子自然而然的使用,才能養成習慣,也才會思考應用,進而成為能力、素養。
    現在,經過這一學期的閱讀與指導後,我覺得藉由E-learning 2.0觀念的型塑,以及現在科技工具的進步發展,更能體現web 2.0的精髓,讓學生的學習更具多元、適性化。

  11. 莊明廣 says:

    E-learning 2.0所帶來的是學習觀念的改變,之前我所談論的數位學習,都是指單向式的學習管道,由教師提供規畫、設計好的數位學習內容,藉由網路的呈現,讓學生可以進行同步或非同步的學習。而E-learning 2.0添加了互動的元素,也就是學習者可以與其他學生,獲得他們的經驗,然後構建自己的知識。雖然他不再像以前我所認知的結構課程,而是比較零碎、比較鬆散的學習內容,不過,這當中有一個很大的特點,E-learning 2.0的學習是以學習者為主,主動進行資料的取得、搜尋、建構,而形成的一個學習網絡。
    目前,這樣的概念還發展出Classroom 2.0, Library 2.0, School 2.0, University 2.0, 以及我們所談論的E-learning 2.0。網路不再只是一個資料取得、搜尋的地方,他應該可以依不同的學習者提供新的學習方法,彼此交換意見和想法,表現出創造力,並且創造出新的知識的學習場所,小至一個班級,大至一所學校,都應該可以應用才對。
    在規畫文華的時候,為符應我們的學校願景「人文心、科技情」,我提出一些想法和老師們交換意見:
    1資訊是一種環境:我們要為孩子設置一個隨手可得資訊的環境,以利他們的學習。
    2資訊是一種工具:我們要帶給孩子的是,教導他們會運用資訊工具幫助學習,而不是侷限於某一項軟體的操作學習。
    3資訊是一種習慣:唯有讓孩子自然而然的使用,才能養成習慣,也才會思考應用,進而成為能力、素養。
    現在,經過這一學期的閱讀與指導後,我覺得藉由E-learning 2.0觀念的型塑,以及現在科技工具的進步發展,更能體現web 2.0的精髓,讓學生的學習更具多元、適性化。

  12. hsiuminlu says:

    e-learning:舉凡以數位方式學習,如:使用數位化設備或網路都可以統稱e-learning。目前所提到的學習已經與e-learning幾乎可以不需要進行區分,因此談論e-learning的範疇與定義似乎已經不重要,於e-learning更讓人重視的是如何應用科技設備或網路設備用的恰到好處,設計的過程是否流暢,更重要的是是否可以引發有意義的學習與進行有效率的教學!更重要的是如何讓學生的學習達到目的且讓學生對於學習的興趣,進而引發學生學習的自我探索!
    virtual schools:屬於e-learning的一種,但是相對於e-learning而言,在管理與權限設定上更加的嚴謹。在這裡秀敏將virtual schools定義為具學分的正式修課課程管理機制,其不僅只使用數位化的學習外,其涵蓋各種行政機制:如招生、註冊、學員管理、課程管理、教師管理、各式測驗機制,如同一般學校的運作機制。但是與E-Learning最大的差異於權利與義務、開放與不開放關係。至於學習方式並無異!
    Second Life:3D、擬真、隨機真實互動是Second Life的特色,亦是其強調的重點!因為其擬真與進行真實隨機互動因此特別吸引學習者的興趣,但是若真實的說起Second Life其賣點亦如斯!於興趣與功能面上,我想Second Life在興趣引起上佔了絕大優勢,但是相對於功能上卻無新意(語音、文字、影像對談、線上會議、線上研討會)。秀敏不僅要說數位學習重點應為學習的內容及對談的內容的設計與引發,知識承載為所有學習的重點,但是一不可忽略學習興趣與動機的引發與導引,但是孰重孰輕需要課程設計者與教學設計者斟酌!優點若是誤用則會變成缺點,進而隱沒優點!

  13. hsiuminlu says:

    e-learning:舉凡以數位方式學習,如:使用數位化設備或網路都可以統稱e-learning。目前所提到的學習已經與e-learning幾乎可以不需要進行區分,因此談論e-learning的範疇與定義似乎已經不重要,於e-learning更讓人重視的是如何應用科技設備或網路設備用的恰到好處,設計的過程是否流暢,更重要的是是否可以引發有意義的學習與進行有效率的教學!更重要的是如何讓學生的學習達到目的且讓學生對於學習的興趣,進而引發學生學習的自我探索!
    virtual schools:屬於e-learning的一種,但是相對於e-learning而言,在管理與權限設定上更加的嚴謹。在這裡秀敏將virtual schools定義為具學分的正式修課課程管理機制,其不僅只使用數位化的學習外,其涵蓋各種行政機制:如招生、註冊、學員管理、課程管理、教師管理、各式測驗機制,如同一般學校的運作機制。但是與E-Learning最大的差異於權利與義務、開放與不開放關係。至於學習方式並無異!
    Second Life:3D、擬真、隨機真實互動是Second Life的特色,亦是其強調的重點!因為其擬真與進行真實隨機互動因此特別吸引學習者的興趣,但是若真實的說起Second Life其賣點亦如斯!於興趣與功能面上,我想Second Life在興趣引起上佔了絕大優勢,但是相對於功能上卻無新意(語音、文字、影像對談、線上會議、線上研討會)。秀敏不僅要說數位學習重點應為學習的內容及對談的內容的設計與引發,知識承載為所有學習的重點,但是一不可忽略學習興趣與動機的引發與導引,但是孰重孰輕需要課程設計者與教學設計者斟酌!優點若是誤用則會變成缺點,進而隱沒優點!

  14. jennstyron says:

    Hi Dr. Yuen,

    As I read this post and think about E-Learning 2.0 I can’t help but think of how the integration of many of these sources that you spoke of in 2008 are integrated into my instructor’s classrooms today in 2010. However, while the use of these tools are heavily utilized in my Instructional Technology course, I have yet to take outside courses in my PhD coursework (Research and Statistics & Higher Education Administration) that integrate such tools. I can’t help but wonder whether or not the use of these tools is still not realized by many faculty or if there is a lack of resources and/or professional development out there for those faculty who are interested in utilizing such tools.

    To reflect on a completely different subject yet in conjunction with your article, I can’t help but wonder how the use of Netbooks and Apple new iPad will further promote the use of Web 2.0 tools and technologies. I recently got an iPad and while I do not have the ability to access Office (which is pretty much essential for me as a student and a professional) I CAN access all the Web 2.0 tools I utilize in class (my blog sites, class web sites, social bookmarks, Wikis, social networks, etc.). Is the trend of computer devices lending themselves more to the use of Web 2.0 tools? It will be interesting to see view this blog post in 2012 and see where technology has directed us….

    Excellent thoughts and great post!

  15. Jacquelyn Johnston says:

    This is a very exciting blog post. It clearly makes a case for how emerging technologies can be used in education to increase learning. Through the use of Web 2.0 tools, teachers can engage their students in a learning environment that creates increased interest therefore, greater outcomes. Incorporating these innovative technologies in the classroom provides the possibilities for transforming teaching and learning. The teacher a seen as a facilitator to learning, while students are actively engage in the construction their own knowledge across domains. As educators we look at how students learn best. Clearly, these Internet tools with their unique techniques for engaging learners, meets a multitude of the criteria thought to be important to deep learning. Individual needs of learners are met through the various options in interacting and engaging with classmates, the instructor, and information. Students learn from each other and are even given opportunities to teach others through online collaboration and communication. In addition, 21st Century skills are being addressed as students think about their own learning and participate in problem solving activities that prepare them for the future. Exchanging ideas and information within the classroom or with students globally has powerful implications for teaching and learning as students read and write with a community of learners. How exciting this must be for the learner! The student is provided with means to instantly publish work receiving feedback not only the teacher, but from classmates as well. I think that providing these types of learning opportunities for students creates an atmosphere of increased excitement and desire among learners. Their learning has meaning.

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