In the article “Minds on Fire” by John Brown and Richard Adler, learning in the context of Web 2.0 is presumed to occur both informally and formally through various materials and learning environments such as blogs, wikis, open-source sharing, and even Open Educational Resources (a.k.a “The OER Movement”). The article explains how forms of social learning expand on simply just learning about a subject and add in the concept of “learning to be”. The concept of “learning to be” then invokes opportunity for those to work alongside professionals within a specific and desired field to learn and share in a “community of practice” (Brown and Adler, 2008). Learning then becomes more engaging and interactive through the small groups that form with common-interest focused communities working together to analyze, learn, share in resources, and develop through innovative exploration. Thus providing more real world application and experience, diversity, and opportunity for individuals.
One great example discussed in the article talks about how colleges and universities have organized courses that have opened the opportunity for those within and outside of a degree program to be able to participate, engage, experience and add valuable insight within a specific course/subject matter without having to be physically present. This is achieved through tools used within the Web 2.0 platform. I can remember when I first tried online learning and found that the experience was disengaging. There was no interaction with other colleagues and minimal interaction with the professor. I was given reading materials and assignments and left to complete and turn them in on my own. There were no discussion forums, email exchanges, or conference meetings. The program was set up so you work at your own pace, but there was minimal guidance and support. I ended up leaving the program and at the time was turned away from trying online learning again. When I chose to go back to school (years later and for a different degree program), I had initially started back in the classroom setting. As a working mother, this became harder to manage, so I made the decision to try online learning again. I have since come to find that there have been extensive developments in the tools and applications that are used in online education that have created an environment of developing personal interest. Each course I have taken has become a new exploration into my own personal development.
It can be described that the roles of teachers and student in the “traditional” learning environments are set with the teacher as the knowledge holder, and the student must then listen and learn from them. The teacher is then required to work within criteria of the standards and curriculum set to meet expectations required for the students. This concept changes when you transition outside of the traditional and into “Learning 2.0” (Brown and Adler, 2008). The facilitator in part becomes a learner and in addition, helps to navigate, direct and ensure validity in resource sharing. Whether the structure is in the traditional atmosphere with teachers and classrooms or within learning environments, I believe that the quality of education can be best achieved through professional and experienced educators that guide and mentor the learning process. Even within an informal learning environment, I believe it is still necessary to have a person or defined group that facilitates and guides the experience in order to maintain a level of quality and value behind the overall intention. In more formal environments, goals should be set and achieved through various levels of measurement in performance. This can include overall interaction and participation, as well as milestone-based expectations. I also believe that educators and facilitators should be actively engaged in learning and growing as well.
Learning 2.0 has opened the door for students to become a greater part of the exploration of learning and learning how to be and provided an exchange where the facilitator can also experience growth and knowledge. While I do believe that there should be some foundation and structure more specifically to a younger child’s education, the potential that the future offers when adding in tools and applications within Web 2.0 is exponential in the experience it provides for all learners to continue to learn and grow. As mentioned in the article, this becomes important to lifelong learning that goes beyond what formal education can provide (Brown and Adler, 2008). This becomes exceedingly relevant in today’s globally connected and emerging technology-based world where we are finding that careers and jobs are vastly changing. Learning should not end within the bounds of traditional and formal education. By actively promoting the Web 2.0 platform into formal and informal learning experiences, we are able to expand in developing a world that can thrive on shared knowledge and provide educational resources to those who may not be able to afford or receive higher education in the traditional setting. It also ignites the learning experience for those who are “distance learners” to be provided with a level of engagement similar to what can be offered in the classroom. Essentially, Learning 2.0 in the context of Web 2.0 provides an abundance of resources and shared learning environments to engage, motivate and drive the future.