What Video Games Have to Teach Us about Learning and Literacy

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided.

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Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning

Within 15 years the web has grown from a group work tool for scientists at CERN into a global information space with more than a billion users. Currently, it is both returning to its roots as a read/write tool and also entering a new, more social and participatory stage. These trends have led to a feeling that the web is entering a ‘second phase’ – a new, ‘improved’ Web version 2.0. But how justified is this perception?

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What is Web 2.0? Ideas, technologies and implications for education

Web 2.0 sociable technologies and social software are presented as enablers in health and health care, for organizations, clinicians, patients and laypersons. They include social networking services, collaborative filtering, social bookmarking, folksonomies, social search engines, file sharing and tagging, mashups, instant messaging, and online multi-player games. The more popular Web 2.0 applications in education, namely wikis, blogs and podcasts, are but the tip of the social software iceberg. Web 2.0 technologies represent a quite revolutionary way of managing and repurposing/remixing online information and knowledge repositories, including clinical and research information, in comparison with the traditional Web 1.0 model. The paper also offers a glimpse of future software, touching on Web 3.0 (the Semantic Web) and how it could be combined with Web 2.0 to produce the ultimate architecture of participation. Although the tools presented in this review look very promising and potentially fit for purpose in many health care applications and scenarios, careful thinking, testing and evaluation research are still needed in order to establish ‘best practice models’ for leveraging these emerging technologies to boost our teaching and learning productivity, foster stronger ‘communities of practice’, and support continuing medical education/professional development (CME/CPD) and patient education. Background The early World Wide Web (Web 1.0) has demonstrated powerful capability to connect clinicians, patients and materials. In this paper, we explore how this connective matrix may further grow through the impact of the democratic and social nature of Web 2.0. We discuss its application to education within a health and health care context and outline some of the social web’s key features. We compare Web 2.0 with Web 1.0, and look forward to the arrival of Web 3.0—the Semantic Web. Throughout, we provide documented uses of social software such as wikis, blogs, social tagging, and emerging uses of social technology such as collaborative writing, aggregative content management, RSS (Really Simple Syndication) feeds and podcasting in health care contexts.

The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education

The first edition of this popular book explored new literacies, new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely new edition discusses a fresh range of practices like blogging, fanfiction, mobile/wireless communications, and fan practices that remix audio and visual texts. Revised and updated throughout, the book examines:

Popular practices and social networks associated with contemporary phenomena like Flickr and Wikipedia.
Blogging, podscasting and mobile/wireless communication practices.

Writing practices within online fanfiction and manga-anime communities.

The production of Anime-Music-Video artifacts and online multimodal 'memes'.

The authors look at how digital technologies and new forms of mobile communications have been embraced by young people and integrated into their everyday lives. They argue that schools ignore some of these trends at their peril, and discuss how wireless mobility might be integrated effectively into school-based pedagogies and due attention paid to new literacies in teaching and learning. The new edition is essential reading for undergraduates and academics within literacy studies and for policy writers working within the area of digital literacy, new technologies or ICT development within education.

New Literacies: Everyday Practices and Classroom Learning

© 2 0 0 6 B r y a n A l e x a n d e r chronological structure implies a different rhetorical purpose than a Web page, which has no inherent timeliness That altered rhetoric helped shape a different audience, the blogging public, with its emergent social practices of blogrolling, extensive hyperlinking, and discussion threads attached not to pages but to content chunks within them Reading and searching this world is significantly different from searching the entire Web world Still, social software does not indicate a sharp break with the old but, rather, the gradual emergence of a new type of practice These sections of the Web break away from the page metaphor Rather than following the notion of the Web as book, they are predicated on microcontent Blogs are about posts, not pages Wikis are streams of conversation, revision, amendment, and truncation Podcasts are shuttled between Web sites, RSS feeds, and diverse players These content blocks can be saved, summarized, addressed, copied, quoted, and built into new projects Browsers respond to this boom in

/pdf/web-2-0-a-new-wave-of-innovation-for-teaching-and-learning-18msrk6do5.pdf

Web 2.0: A New Wave of Innovation for Teaching and Learning?

Going Nomadic: Moblile Learning in Higher Education.

A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.

Web 2.0 Storytelling: Emergence of a New Genre

Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief

Digital Literacy: An NMC Horizon Project Strategic Brief

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