As Web 2.0 allows internet users not only browse the rigid content on webpages, but also give accesses to users to be co-builders of content and participants in the virtual social network.
“Web 2.0, has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people. New kinds of online resources – such as social networking sites, blogs, wikis, and virtual communities – have allowed people with common interests to meet, share ideas, and collaborate in innovative ways. Indeed, the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning.” – Seely Brown & Adler, 2008
Grounded on these features, the Web 2.0 provides open educational resources to developing the social learning environment. In the Minds on Fire (Seely Brown & Adler, 2008), the social learning refers based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others around problems or actions. From the social learning perspective, the focus of learning should shift from the content of a subject to the learning activities and human interactions around which that content is situated.
Then, this new Internet technology – Web 2.0 and the new form of learning – social learning ignited the new concept of mastering in a knowledge field. In the past, people understood the master in a knowledge field is “learning about” a subject and becoming proficient in this field. However, now, because of the Web 2.0 and the social learning environment, grow up to a master in a field can through “learning to be”. “Learning to be”, as I understood, is learners not learning in traditional sit, listen, and reading way. Instead, learners will take place themselves with other non-teacher learners and learning together through personal post, peer comments, problem based learning, and situated learning. Generally, “Learning to be” will starts at an authentic problem and then developing deep learning beyond the initial problem. Under this wave, teachers or experts will not deliver the knowledge in one way road as traditional classroom education. They should provide helps and guide when learners needed and collaborate with learners as supporters during their learning.
Reference:
Brown, J.S., & Adler, R. (2008). Minds on fire: Open education, the long tail, and learning 2.0. EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16-32.