Web 2.0 Implications: Personalized and Learner-Centred Experiences

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Two terms that have been churning in my head recently have been "personalized learning" and "learner-centred environments." The article "Web 2.0 Tools for Learning in Higher Education: The Presence of Blogs, Wikis, Podcasts, Microblogs, Facebook and Ning" (Shih & Waugh, 2011) explores these terms and the article's discussion on Web 2.0 tools has lead me to consider how I could be using Web 2.0 tools differently in some of my courses, particularly Broad-Based Technology 9 (BBT 9).

The BBT 9 class I teach explores various Web 2.0 tools. There has been a move away from using software that is isolated in an individual computer to
introducing students to a range of Web 2.0 applications for collaboration and online publishing. Additionally, the cost factor has also played a part, since most Web 2.0 tools have little to no cost associated with them. For example, students can now explore photo editing and manipulation without schools needing to invest in a large number of licences for specialized software. In fact, the problem now is trying to determine which Web 2.0 application would be most effective for the learning objectives, since there is such a wide variety of choices. 

Reflection: Online Collaboration and Web 2.0

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Many of the online courses I have taken require group work. The prospect of creating a group in an online course can be stressful. I know when I introduce a group work activity in my classroom, you can see the students deciding on the strategy they will use to form their desirable group. Sometimes it has more to do with who they prefer to socialize with as opposed to which of their peers will make for the best group to do the work. Nevertheless, the forming of a group, I think, is an important part to the whole process of collaboration and cooperation. I seldom assign students to groups, unless there is a history of conflict between the students.

Reflection: Online Professional Development

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This past semester I was part of an online professional development for Media Studies 120 and Journalism 120. Each curriculum went through a much deserved revamp, and the purpose of the online professional development was to become acquainted with new material, new ideas and hear from some teachers who shared best practices in the classroom.

That previous summer a similar onsite session was held, and I had planned to attend, but was unable to attend due to some other commitments. The onsite session had been videotaped, so part of that was included in the online session.