Web2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity. Discuss.
Many software applications have been applied in our daily life for the usage of collaborative communication, learning and creativity however Web 2.0 is undoubtedly the leading runner in advanced software that supports a variety of technologies assisting collaborative communication for teaching students and learning in a diverse manner to improve an individuals working methods and tools to improve and develop ones creativity. Web2.0 has grown from a local scaled to a larger multi scaled level. Web 2.0 assists students, teachers, businessmen etc in increasing their thinking, creativity, organisation, schedules, basic deadline and much more. The predominant means of using web 2.0 by students of Networked learning at Notre dame is in assisting their student’s education in the near future and furthermore gaining access to their progression in school through diverse means.
Communication and creativity is a necessary component for the learning environment, in order that we may justify the learning services of web 2.0, the necessary ‘needs’ Glasser and Dreikurs states such as power and variety etc and Bloom taxonomy must be administered and worked upon.
There is a myriad of services provided on the web that are working in association with the concept of web 2.0. These myriad of services ware great indication of the future of networked learning as they provide the individuals in particular school and uni students in order to improve and work upon assessments in a collaborative manner and communicate diversely with the wider community in a creative manner. Many forms of Web 2.0 lie in the following services which include: blogs, wikis, multimedia services, podcasting and much more. Cobcroft states that a cross-pollination of ideas occurs as local students participating in different virtual communities carry ideas back and forth between those ones and their local communities (Bruns, Cobcroft, Towers, Smith, 2006). The students via working with Web 2.0 can diversely work upon their ideas and working activities via collaborating ideas with not only students but rather the wider community.
In order to confirm the significance of Web 2.0 in the usage of the classroom and the progression of the students in learning, bloom taxonomy and Glasser’s five biological needs must be reaffirmed, fun, survival, power, love/belonging and freedom. Glasser’s five needs are required for the management of the classroom therefore through attaining to these needs students may feel lesser the need to misbehave due to the teachers teaching skill. When looking at Bloom’s taxonomy and its necessary relations to Web 2.0, the focus lies upon the need for higher order thinking such as evaluate, analyse, create etc.
The social web has the potential to make students feel they are part of a group, something bigger than themselves. (Boulos, Wheeler, 2006) Boulos’ comments seem to be working along the surface with Glasser’s needs, blooms taxonomy and web 2.0. Blogs are a common service of Web 2.0 Blogging is great way to engage someone’s creative side. Individual through using blogs enables them analyse the usage of myriad of sources via the network, such as other peoples blogs, Wiki, encyclopaedia etc. through this usage of Web 2.0 services, individuals are able to discover a more creative and diverse side to themselves. Blogging and Wiki’s have much association with Blooms taxonomy and it enables the student once again to involve themselves in a manner of higher order thinking as explained in blooms taxonomy.
Blogging has the means to work in partnership with Glasser’s five biological needs; firstly power focuses on our ability to achieve our goals with an element of self ability. Through blogs and wikis and web 2.0 in general, the student is able to exercise his/her power in a higher order manner through posting all they need in the blogs. Secondly love and belonging is centred on the importance of acceptance among your peers and community. Web 2.0 allows the students to receive feedback by not only the teacher but also the wider community along the web chain, therefore the student’s gain the feeling of importance and belonging both in and out of the classroom. Through the feedback from different members of community the students are then able to construct a stable foundation to work upon, the student will then seek assistance from the students if any negative feedback has occurred, if that has been the case the teacher will provide the student with assistance in gaining a higher order thinking routine. The third need of Glasser’s in which is also interrelated to the needs that prelude this is freedom, This need relies on the ability to act upon what we want in a free manner, with no ‘dirty play’ in other words, just manner. Students are able to exercise their need of freedom through higher order thinking via the usage of blogs, wikis multimedia services etc. Web 2.0 gives the students the ability to share their resources and opinions through a diverse collaborative manner. Students are free to adjust their wiki’s and blogs with multimedia and other source. Fun is yet the third need that students as stated by Glasser seek in the classroom. Fun is basically the ultimate goal in which every student must achieve, minimal student have an inclination to ‘work’ therefore to apply fun to work equals the process and assists higher order thinking as they ‘love’ to study. As Cyndi Lauper sang students just ‘want to have fun’, well not students, girls, although students can be a suitable counterfeit. The final Glasser need is survival, this is a basic need in which states students strive for the feeling of being able to survive in the classroom. The Web 2.0 assists the student to gain prestige from the class and wider community through their higher order thinking. The teacher can give the students a group project where the students are given certain jobs in that group, as the student works on their aspect of the project, through this usage of web 2.0 the student s are able join the multitude parts of the project into one main Wiki where all students are able to see the progress and compliment each other on the final outcome. This provides the student with a sense of survival through individual input on a group project. Therefore the web 2.0 services have many advantages in the progression of higher order thinking and the support web 2.0 gives the student in learning and creativity through open and collaborative learning.
The problem with the needs in achieving higher order thinking through the usage of Web 2.0 are the possible loss of power from he students therefore the teacher must reward the students with motivation intrinsically for higher order thinking in order that students have an inclination to continue to improve. One method of restraining the over powered student is through beginning a de.licio.us account where all wikis and blogs updates are visible. Therefore although there are significant advantages the teacher must be upon high alert when directing students in a project due to the fact the net has been on a multitude of occasion an object for the loss of morals in many individuals.
There are significant advantages of Web 2.0 in guiding higher order thinking from students. Glasser’s five biological needs are constantly witnessed through the usage of web 2.0 and students usage of web 2.0 in collaborative learning. Web 2.0 has assisted in allowing a significant amount of progression and improvement among students in regards to communication, learning and creativity as web 2.0 has given the students the ability to gain a means of acquiring information through various methods in order to restrict boredom and as a consequence loss of interest in the school.
Web2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity. Discuss.
Many software applications have been applied in our daily life for the usage of collaborative communication, learning and creativity however Web 2.0 is undoubtedly the leading runner in advanced software that supports a variety of technologies assisting collaborative communication for teaching students and learning in a diverse manner to improve an individuals working methods and tools to improve and develop ones creativity. Web2.0 has grown from a local scaled to a larger multi scaled level. Web 2.0 assists students, teachers, businessmen etc in increasing their thinking, creativity, organisation, schedules, basic deadline and much more. The predominant means of using web 2.0 by students of Networked learning at Notre dame is in assisting their student’s education in the near future and furthermore gaining access to their progression in school through diverse means.
Communication and creativity is a necessary component for the learning environment, in order that we may justify the learning services of web 2.0, the necessary ‘needs’ Glasser and Dreikurs states such as power and variety etc and Bloom taxonomy must be administered and worked upon.
There is a myriad of services provided on the web that are working in association with the concept of web 2.0. These myriad of services ware great indication of the future of networked learning as they provide the individuals in particular school and uni students in order to improve and work upon assessments in a collaborative manner and communicate diversely with the wider community in a creative manner. Many forms of Web 2.0 lie in the following services which include: blogs, wikis, multimedia services, podcasting and much more. Cobcroft states that a cross-pollination of ideas occurs as local students participating in different virtual communities carry ideas back and forth between those ones and their local communities (Bruns, Cobcroft, Towers, Smith, 2006). The students via working with Web 2.0 can diversely work upon their ideas and working activities via collaborating ideas with not only students but rather the wider community.
In order to confirm the significance of Web 2.0 in the usage of the classroom and the progression of the students in learning, bloom taxonomy and Glasser’s five biological needs must be reaffirmed, fun, survival, power, love/belonging and freedom. Glasser’s five needs are required for the management of the classroom therefore through attaining to these needs students may feel lesser the need to misbehave due to the teachers teaching skill. When looking at Bloom’s taxonomy and its necessary relations to Web 2.0, the focus lies upon the need for higher order thinking such as evaluate, analyse, create etc.
The social web has the potential to make students feel they are part of a group, something bigger than themselves. (Boulos, Wheeler, 2006) Boulos’ comments seem to be working along the surface with Glasser’s needs, blooms taxonomy and web 2.0. Blogs are a common service of Web 2.0 Blogging is great way to engage someone’s creative side. Individual through using blogs enables them analyse the usage of myriad of sources via the network, such as other peoples blogs, Wiki, encyclopaedia etc. through this usage of Web 2.0 services, individuals are able to discover a more creative and diverse side to themselves. Blogging and Wiki’s have much association with Blooms taxonomy and it enables the student once again to involve themselves in a manner of higher order thinking as explained in blooms taxonomy.
Blogging has the means to work in partnership with Glasser’s five biological needs; firstly power focuses on our ability to achieve our goals with an element of self ability. Through blogs and wikis and web 2.0 in general, the student is able to exercise his/her power in a higher order manner through posting all they need in the blogs. Secondly love and belonging is centred on the importance of acceptance among your peers and community. Web 2.0 allows the students to receive feedback by not only the teacher but also the wider community along the web chain, therefore the student’s gain the feeling of importance and belonging both in and out of the classroom. Through the feedback from different members of community the students are then able to construct a stable foundation to work upon, the student will then seek assistance from the students if any negative feedback has occurred, if that has been the case the teacher will provide the student with assistance in gaining a higher order thinking routine. The third need of Glasser’s in which is also interrelated to the needs that prelude this is freedom, This need relies on the ability to act upon what we want in a free manner, with no ‘dirty play’ in other words, just manner. Students are able to exercise their need of freedom through higher order thinking via the usage of blogs, wikis multimedia services etc. Web 2.0 gives the students the ability to share their resources and opinions through a diverse collaborative manner. Students are free to adjust their wiki’s and blogs with multimedia and other source. Fun is yet the third need that students as stated by Glasser seek in the classroom. Fun is basically the ultimate goal in which every student must achieve, minimal student have an inclination to ‘work’ therefore to apply fun to work equals the process and assists higher order thinking as they ‘love’ to study. As Cyndi Lauper sang students just ‘want to have fun’, well not students, girls, although students can be a suitable counterfeit. The final Glasser need is survival, this is a basic need in which states students strive for the feeling of being able to survive in the classroom. The Web 2.0 assists the student to gain prestige from the class and wider community through their higher order thinking. The teacher can give the students a group project where the students are given certain jobs in that group, as the student works on their aspect of the project, through this usage of web 2.0 the student s are able join the multitude parts of the project into one main Wiki where all students are able to see the progress and compliment each other on the final outcome. This provides the student with a sense of survival through individual input on a group project. Therefore the web 2.0 services have many advantages in the progression of higher order thinking and the support web 2.0 gives the student in learning and creativity through open and collaborative learning.
The problem with the needs in achieving higher order thinking through the usage of Web 2.0 are the possible loss of power from he students therefore the teacher must reward the students with motivation intrinsically for higher order thinking in order that students have an inclination to continue to improve. One method of restraining the over powered student is through beginning a de.licio.us account where all wikis and blogs updates are visible. Therefore although there are significant advantages the teacher must be upon high alert when directing students in a project due to the fact the net has been on a multitude of occasion an object for the loss of morals in many individuals.
There are significant advantages of Web 2.0 in guiding higher order thinking from students. Glasser’s five biological needs are constantly witnessed through the usage of web 2.0 and students usage of web 2.0 in collaborative learning. Web 2.0 has assisted in allowing a significant amount of progression and improvement among students in regards to communication, learning and creativity as web 2.0 has given the students the ability to gain a means of acquiring information through various methods in order to restrict boredom and as a consequence loss of interest in the school.
Bibliography
Boulos, Maged Kamel, Wheeler, Steven (2006), Mashing, Burning, Mixing and the Destructive Creativity of Web 2.0: Applications for Medical Education, (online), Available: http://healthcybermap.org/publications/RECIIS_51_EN.pdf (23rd October 2007)
Bruns, Axel, Cobcroft, Rachel, Smith, Judith, Towers, Stephen, (2006), Towards User-Led Education via Mobile Technology, (online), Available: http://snurb.info/files/Mobile%20Learning%20Technologies.pdf (23rd October 2007)
