Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe

Over the last few years, ¿web 2.0¿ or ¿social computing¿ applications like blogs, wikis, photo- and video-sharing sites, as well as online social networking sites and virtual worlds, have seen unprecedented take up. This has changed the way people access, manage and exchange knowledge, and the way they connect and interact. Younger people especially are using these tools and services as a natural way of extending their personal relations and as a means of keeping in touch with friends. This trend is accompanied by the emergence of structurally different learning styles, especially among young people. As a result, living, learning and working patterns have already changed significantly and are expected to change even more dramatically in the future. Education and training systems need innovative ways of fostering new skills for new jobs, taking into account the changing living, working and learning patterns in a digital society. So far, however, education and training systems have not, on the whole, reacted to these changes. Neither schools nor universities have seized the potential of digital media for enhancing learning and addressing their learners¿ needs. Due to the novelty of social computing, take up in education and training is still in an experimental phase. There are various diverse small-scale projects and initiatives all over Europe, which try to exploit social computing for a multitude of learning purposes, but research on enabling and disabling factors is scarce. This study is part of a collaboration project between the European Commission¿s Joint Research Centre (JRC-IPTS) and its Directorate General for Education and Culture (DG EAC). The objective is to investigate the innovative and inclusive potential of social computing applications in formal education by reviewing current practice. The report identifies, structures and analyses existing Learning 2.0 practice in Europe with a view to generating evidence on the impact of social computing for learning and its potential in promoting innovation and inclusion. It combines a review of research on Learning 2.0 with the collection of experience and good practice from a broad variety of cases.JRC.J.4-Information Societ

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Cartoon planet : micro-reflection through digital cartoons – a case study on teaching and learning with young people

Young learners of today tend to show little enthusiasm for formal schooling. This does not necessarily mean pupils are not interested in learning or developing new skills and competences. In fact, the opposite often happens in the informal settings they belong to. Finding ways of transferring pupil’s informal learning into the school setting is therefore important. This paper gives a brief overview on the development of informal learning activities to encourage young people’s active reflection on their informally acquired competencies through the use of web technologies. The researchers also explore the role of the teacher, and the need of a participatory learning environment in a less formal classroom. Reflections on the experiences and recommendations are also provided

Cartoon planet: Micro-reflection through digital cartoons - a case study on teaching and learning with young people

The young learners of today tend to show little enthusiasm for formal schooling. This does not necessarily mean pupils are not interested in learning or developing new skills and competences. In fact, the opposite often happens in the informal settings they belong to. Finding ways of transferring pupil’s informal learning to the school setting is therefore important. This paper gives a brief overview on the development of informal learning activities to encourage young people’s active reflection on their informally acquired competencies through the use of web technologies. The researchers also explore the role of the teacher, and the need of a participatory learning environment in a less formal classroom. Reflections on the experiences and recommendations are also provided

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

An International Prospectus for Library & Information Professionals: Development, Leadership and Resources for Evolving Patron Needs

The roles of library and information professionals must change and evolve to: 1. accommodate needs of tech-savvy patrons; 2. thrive in the Commons & Library 2.0; 3. provide integrated, just-in-time services; 4. constantly update and enhance technology; 5. design appropriate library spaces for research and productivity; 6.adapt to new models of scholarly communication and publication, especially: the Open Archives Initiative and digital repositories; 7. remain abreast of national and interanational academic and legislative initiatives affecting the provision of information services and resources. Professionals will need to collaborate in: 1. Formal & informal networks – regional, national, and international; and; 2. Library staff development initiatives – regional, national, international Professionals will need to use libraries as laboratories for ongoing, lifelong training and education of patrons and of all library staff ( internal patrons ): the library is the framework in which Information Research Literacy is the curriculum . Professionals will need to remain aware of trends and challenges in their regions, the EU, the US and North America, of models which might provide inspiration and support: 1. Top Technology Trends; 2. New paradigms of professionalism; 3. Knowledge-creation and knowledge consumption; 4. The shifting balance of the physical library with the virtual-digital librar

How are higher education institutions dealing with openness?. A survey of practices, beliefs, and strategies in five European countries

Open Education is on the agenda of half of the surveyed Higher Education Institutions (HEIs) in France, Germany, Poland, Spain and the United Kingdom. For the other half of HEIs, Open Education does not seem to be an issue, at least at the time of the data collection of the survey (spring 2015). This report presents results of a representative a survey of Higher Education institutions in five European countries (France, Germany, Poland, Spain and the United Kingdom) to enquire about their Open Education (OE) practices, beliefs and strategies (e.g MOOCs). It aims to provide evidence for the further development of OE to support the supports the Opening Up Communication (European Commission, 2013) and the renewed priority on Open Education, enabled by digital technologies, of ET2020