Kommentare zu: Can you teach web2.0?

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Von: Web 2.0 vs. etablierte Lernstrategien | E-Learning 2.0

Web 2.0 vs. etablierte Lernstrategien | E-Learning 2.0 — Fri, 09 Jan 2009 14:16:56 +0000

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Von: Cristina Costa

Cristina Costa — Fri, 09 Jan 2009 12:02:20 +0000

just in a conclusion note: for me the added value of web 2.0 is the great conversations i hosts. And the ability of listen to and provide feedback; being listened to and get feedback is something the machine is far from achieving… it needs human intervention. The web is only useful if people use it to add extra meaning to what they already do offline.

Von: Cristina Costa

Cristina Costa — Fri, 09 Jan 2009 11:57:42 +0000

Great post!
I couldn’t agree more.
you said so many interesting and important things that I don’t even know where to start. So I may start with what is dearest to me: ‚aiming at the hearts‘. That’s what teaching has always been about. Because some teachers have reportedly not been able to achieve that as part of their practice – as a more mechanic approach to fulfill the curricula outcomes is required – teaching has been giving a bad name. But teaching is not bad, it’s actually good. It all depends how we face the ‚mission‘ of teaching and of the teachers. I always regarded them respectively as the cation of mentoring and mentors. The role of teachers is to educate. Education transforms, develops and help us mature our ideas. Education cannot be forced and deprived of a context which has to be coherent with the surrounding reality of the individual.
That is where ICT starts playing a role in the way people teach and learn. In the way people do things! Web 2.0 is as a fashionable title as Communities of practices. These days everyone wants to set up a CoP – they just forget that ideas only acquire value when adopted by those who take part in the initiatives these same ideas support.
So to your question: ‚can we teach web 2.0?‘ i ask what is there to teach? I prefer to believe that what we can do is to guide people to join this ‚incredible new world of technologies‘ with the purpose to foster new learning possibilities, and also support their explorations. We can help them to learn which button to push, but if we don’t show them the added value of going through the trouble of pushing those buttons, they will not perceive the potential of being online. And the added value of web is the multi-cultural conversations about a huge diversity of topics that happen all day long n cyberspace, most times in an open-forum format. The free access to people and their ideas has become a new way to pursue my education (=enable my transformation).
Again, of course I need to know how the tools work (how to push that button and which button to push) but it’s really the people that belong to that platform that give me a reason for my being there.. 😉

Von: Andreas

Andreas — Fri, 09 Jan 2009 10:36:24 +0000

Tomek, Regina, thanx a lot for your feedback. Regarding to Regina’s statement about Mark Presky – I am quite not sure if this is a question of truth but i am sure there are much more motivations outside than the expected change. Why this small sort of warning? Because nobody can asure that all students or digitnatives reaching those observations – even if all will show those changes. I often have the feeling students are fed up by tools in their mightyness and use, just because they just dont see the immediate need. („Why do we have to login there and there and there…“). Even there are others claiming to limit the time to be online. And this are not just educational experts. Handling all those fears and expectations – even overe xpectations, arguing means to be good prepared. Giving argues, reflecting those, exploring benefits and the natural limits should be one of our main aims in the research part of our activities. I think Tomek hit the point – there is a difference between teaching of and teaching with ICT. And I would like to add one thought which was contained but maybe should be cristallized out: Thinking about educational use of what has been buzzed by elearning2.0 has to do a lot with us in the teaching challange and personal developement too. Its still more than the tools itself, which maybe should be transported. You have to bring the flame of your personal benefit. So others can share your enthusiasm. And maybe it would be easier starting in small steps additionally enriching and embedding those tools inside your teaching practice. You wont reach all your students, but you are offering more and more fields and locations of learning. Doing so – maybe we can later switch to the level of understanding. It is cool seeing students the first times coming up by curiesoty about what podcasting is or could be. It is selfsufficient, observing them when they spread their transfered and filled understanding of podcasting by explaining it to others. And those points i doubt we reach when it stays on the tecchie level. Sorry a bit too long for a reply, but maybe a bit more clear.

Von: tomaszwalasek

tomaszwalasek — Fri, 09 Jan 2009 08:27:50 +0000

Thanks for this post.
Even if it is not possible to teach Web 2.0 it is very easy to teach with Web 2.0 (or I should I say learn with it). And to do it, IMHO we should teach our students what can be done with Web 2.0. I mean the tools. Believe me it takes time to understand how can I use some of the Web 2.0 tools:) And what are they for? And sometimes still don’t know WHY?
All the best,
Tomek

Von: Regine Heidorn

Regine Heidorn — Thu, 08 Jan 2009 18:13:18 +0000

Jep, those are the questions I also had in mind during the twitter-discussion.
My point of view is: If, as Marc Prensky states, the digital natives develop different brain structures, then what would be the brain prepared for the future? I would say: the one with the greatest ability to serve all channels, providing the brainstructure used to read AND the one used to play.
Back to the question „How to teach web2.0?“ that would mean to answer the needs of the students and show them how they could use web2.0 and how to integrate with traditional ways of learning and researching. The combination would reduce the prob of introducing a new technology, so we would remain in the flow.