In an open world as ours, interactive communication technologies generate an impact which has an influence on both individual learners and the organisations administrating learning processes.

This new issue of eLearning Papers aims to contribute to the debate highlighting several articles which address the openness and changing world of learning as well as the pervasive nature of some related public policies.

Richard Straub argues that the idea of “openness” is emerging as a dominant attribute of key developments in our current economic and social fabric. Open systems are like living organisms with significant elements of self-organisation. But now, says Richard Straub, we have the necessary infrastructure and tools to operate in new ways in open systems. These new ways have a clear impact on business, employees, learners and innovation, and they require changes in our individual behaviours and institutional adjustments.

In this changing process, Web 2.0 has a significant role. Antonio Bartolomé offers a clear frame around the concept of “Web 2.0: ideas, technologies and implications for learning.” The article argues that Web 2.0 resources seem to have little impact on the structure and conception of the old learning paradigms on which today’s curricula are built. So, where are the new paradigms? The author says it is too early to speak of a new paradigm, but there are some elements that do not fit easily in the old eLearning models.

What about the changes at eLearning institutions due to Web.2.0? Juan Freire analyses this in the article “Universities and Web.2.0: Institutional challenges.” He describes a list of bottlenecks which constrain the institutional adoption of Web 2.0 when universities and their managers assume an active role to adapt to the new reality. The article concludes pointing out a set of elements for a Web 2.0 adoption in universities.

“Openness” is also associated with values such as tolerance, individual freedom, lifelong learning, intercultural cooperation and innovation. In the interview with Anna Kirah we appreciate her vision of innovative thinking and education. The first question invites us to read the rest: How did an anthropologist end up in teaching person-centred and innovative thinking to business managers?

We experience every day what openness means and the benefits it may offer. The article submitted by Aina Chabert and Monica Turrini describes an intergenerational learning experience and shows us an example of enhancing democratic values in the open world. The digital literacy and eInclusion of older citizens can be promoted with a help of “digital facilitators” and experiential learning, providing the elderly learners with real life experiences when learning to use ICT.

Source: elearningpapers

UK – 5th September, 2008 -  Teachers are split over the merits of Web 2.0 tools in the classroom, according to research conducted for ntl:Telewest Business. Half of teachers questioned believe that Web 2.0 applications, such as Facebook, MySpace, YouTube and Wikipedia are valuable educational tools, yet the rest felt they are a distraction with no real academic benefit.

Tech-savvy parents are the biggest advocates of Web 2.0 in schools and colleges.

This confusion over the advantages of Web 2.0 tools in the classroom can be linked to teachers being in the dark when it comes to next generation applications. A fifth of all teachers polled felt that when it came to Web 2.0 tools, they lacked the knowledge or training to integrate them into their lessons. Another key barrier to their adoption in the classroom proved to be security concerns. Almost a quarter of teachers worry about the amount of personal information that students disclose online and their behaviour when using social networking sites.

Tech-savvy parents are the biggest advocates of Web 2.0 technologies, with two thirds of parents feeling that the tools were useful for engaging and teaching children as they encouraged creativity and helped students to develop their communications skills.

Dave Alderson, Public Sector Specialist, ntl:Telewest Business, said: “Web 2.0 has really crept up on the school system as social networking sites,blogs and YouTube have become a global phenomenon in a relatively short space of time. Many of today’s pupils live and breathe this technology, using applications such as instant messaging, Facebook, MySpace and Wikipedia every day to create content, communicate and collaborate with people worldwide. Whilst security is a valid concern, there are measures that can be put in place to address this.”

“Schools and colleges need to ask themselves if they are living up to the expectations of the digital generation. The interactive and collaborative nature of Web 2.0 tools is ideal for engaging children in the classroom and nurtures the skills and enthusiasm they have developed at home.”

According to the study, next generation applications are now an integral part of children’s personal lives:
- 54 per cent of 13 to 18 year-olds use YouTube in their spare time
- Half use social networking sites
- 47 per cent use Wikipedia

When children were asked what Web 2.0 tools would be useful at school:
- 44 per cent stated Wikipedia
- 35 per cent chose instant messaging
- 34 per cent said YouTube

However, less than a fifth of teachers used Wikipedia as a resource in classrooms and only five per cent used YouTube. Even general internet information sites only scored 14 per cent of teachers’ votes, despite the fact that almost a third felt the internet had added the most value to education.

Mr Alderson added: “Our study reveals that there is a Web 2.0 chasm between the tools that children would like to see in the classroom and what teachers are actually using. The key to using these tools effectively though, is having the right infrastructure to deliver them. Schools and colleges need to have a robust Next Generation Network (NGN) in place that can provide sufficient bandwidth and resilience to support media-rich applications and offer the necessary foundation for a collaborative, digital environment.

“Some schools and colleges are in the early stages of adoption and it is only a matter of time before Web 2.0 takes on a more extensive role in the classroom. Whether using YouTube to view the latest videos from around the world in geography, or visiting Facebook sites to collaborate with other students, schools need a provider that can help them plan, design, and implement the technology required to deliver to the digital generation, the interactive education they demand.”

LM Research interviewed 1,500 teachers, parents and students nationwide. The teachers were based at secondary schools, sixth form colleges and Further Education colleges. The parents questioned had children aged 13 to 18 years old and the children surveyed were aged 13 to 18 years old.

Source PublicTechnology.Net, for all you need to know concerning UK Public Sector ICT & e-Government news.

“These results would highlight a need for teachers to expand their understanding of ICT, outside of the standard ECDL Certificate to web-based tools that are freely available today”, said Sean Griffin, Co-Founder of Learn Skills, web-based skills and compliance training company,  “and teachers should set aside some hours of CPD to address this teacher training issue.”

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