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Web 2.0 to Pedagogy 2.0: A Social-Constructivist Approach to Learning Enhanced by Technology

Web 2.0 to Pedagogy 2.0: A Social-Constructivist Approach to Learning Enhanced by Technology
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Author(s): Judith A. Kuit (University of Sunderland, UK) and Alan Fell (University of Sunderland, UK)
Copyright: 2010
Pages: 16
Source title: Critical Design and Effective Tools for E-Learning in Higher Education: Theory into Practice
Source Author(s)/Editor(s): Roisin Donnelly (Dublin Institute of Technology, Ireland), Jen Harvey (Dublin Institute of Technology, Ireland) and Kevin O'Rourke (Dublin Institute of Technology, Ireland)
DOI: 10.4018/978-1-61520-879-1.ch019

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Abstract

Despite the extensive use of technology in teaching and supporting learning, teaching methods and approaches have for some academic staff remained largely unchanged. However, 21st century learners appear to have a different approach to learning and have different expectations regarding the use of technology in learning than their predecessors. For some academic staff this can be seen as a threatening scenario since they appear to believe that they have no role in future learning because it has been usurped by technology. Many suggest therefore, that the role of academic staff must change in the 21st century if they are to remain at the core of the learning process. The new learning paradigms of connectivism, navigationism, pedagogy 2.0 and heutagogy are described and discussed in the light of the role of academic staff. All of these paradigms have strong social constructivist learning theory underpinning their foundations and as such still have at their centre a fundamental role for academic staff. This is a role not in spite of the technology but rather one that is supported and enabled by the technology, particularly with respect to the Web 2.0 social networking tools.

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