For the visually inclined…
Web 2.0 represents the ultimate resource—it is a medium to deliver communal learning by connecting the individual with content, experts, and other learners alike. In this realm, learners are in the driver’s seat; students are able to learn from the collective wealth of knowledge via access to multiple sources (not just one), allowing them to learn in a way that works for them. In the transcript from the 1999 Conference on Higher Education of the American Association for Higher Education entitled Learning, Working and Playing in the Digital Age (Seely Brown, 1999), Seely Brown discusses the usefulness of “multiple intelligences”. This really resonated with me as I am much more visually inclined, and therefore it takes me longer to understand something I have read as opposed to an image I’ve seen. The benefit to multiple intelligences is it levels the playing field—students are able to optimally extrapolate what they need to without wasting time and potentially losing interest in the subject matter. Super long articles that tend to meander a bit before finally getting to the point always do this to me, thus making learning that much more frustrating/time-consuming.
With Web 2.0, learners are setup to engage in communal learning—this is extremely useful for a number of reasons. The first is that students are in a collaborative environment, allowing them to freely ask questions and express ideas because they can do so with some anonymity. Secondly, communal learning provides a platform for students to gain insight from differing points of view. This is critical in my opinion. Students who rigidly learn one way (the “right” way) to do/understand something, tend to lack the ability to creatively problem-solve and aren’t as likely to accept (or even consider) contradicting perspectives. Therefore, many students lack true critical thinking skills—they can only think from within the box. Using differing perspectives at the start will result in a higher comprehension and mastery of the subject matter.
In the traditional approach to learning, the teacher (facilitator) lectures and the student (learner) listens. In contrast, in the realm of web 2.0 based learning, the role of the facilitator is to direct the student’s learning efforts using a number of reliable resources to bring context, depth, and relevance to the subject matter. This is dynamic and immersive in nature as it allows the learner access to multiple forms of the same core and/or supporting content to drive home the lesson. This is a game changer because who hasn’t read at least one textbook and been confused as to what the author was trying to say? Or what about a professor who explains a complex concept, then pretty much just repeats themselves when asked for clarification? In the same way, the social aspect of web 2.0 allows the learners to share their take on what they understood or deduced; thus, the role of the “teacher” extends to the students as well.
The shift from Web 1.0 to 2.0 brings with it a few powerful takeaways. Optimizing learning by providing multiple avenues for students to get to the same place academically and establishing a diverse brain trust of like-minded peers opens the mind to increased possibilities and applications. The need for a platform and access to content, along with thought-provoking insights and questions are necessary to help initiate the critical dialogs that can bring about the next great insight, product, or discovery.
Lastly, I think it’s sometimes necessary to go back to basics and reevaluate from the ground up. Many of the accepted instructional practices are based on a more static world, and therefore may not be optimal or even relevant today. For example, in the article Minds on Fire (Seely Brown & Adler, 2008), the authors discuss the concept of “productive inquiry” which essentially flips the traditional educational model on its head—theory, then experience vs experience, then theory. Innovative approaches like these better prepare students for the challenges of the future.
As more people are attending higher institutions than ever before, it is wise to implement strategies that enable the student to take ownership of their education while helping them be more self-sufficient.
Image Resource:
https://1.bp.blogspot.com/_zwxM2tYuubQ/R5jUpYPTOhI/AAAAAAAAAA8/U_QUT44pqWQ/s400/learning+2.0.png
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