Web 2.0 based e-learning

I'm in the business of teacher education, and I am interested in using the latest technologies to support their learning. A few years ago, I began to use wikis as embedded module tools to encourage and support collaborative learning. Generally it was a success, but the approach also raised some interesting pedagogical questions and posed some operational challenges for my students and I. So I wrote about it. Several articles on my use of wikis have been published over the last 2 years, most recently in journals and book chapters. The final article in the series was published yesterday in a new volume edited by Mark W. Lee and Catherine McLoughlin. The book is entitled: Web 2.0 Based E-Learning, is about various Web 2.0 contexts in tertiary education, and is published by IGI Global, so it will be expensive. But if you can beg, steal (try not to) or borrow a copy, you will find chapters by not only me, but also from several old friends of mine, including Tony Bates, Thomas Ryberg, Denise Whitelock, Gráinne Conole, Henk Eijkman and Palitha Edirisingha.

Below is the abstract of my chapter, which has the title: Using Wikis in Teacher Education: Student-Generated Content as Support in Professional Learning

This chapter reports on the use of online open content software as a learning resource for students enrolled in an initial teacher-training program at a British university. It features a study undertaken to support the development of professional practice in teacher education for undergraduate and postgraduate students using wikis. The 14 cohorts of student teachers in the program (n = 237) approached the activities in blended format, using a wiki as both a repository to store and retrieve their work, and as a discussion space where they could engage in dialogue with their peers and tutors outside of the classroom. Those who responded to the online questionnaire reported on their perceptions of the wiki as a learning environment. The main findings of the study are that students generated a large amount of content in a short space of time using the wiki and enjoyed its collaboration and communication tools, but resented the added time burden of having to complete minimum core tasks online. Students also found initial use of the wiki problematic due to lack of familiarity with the tools and the concept of group editing. The introduction of a series of wiki activities provided useful scaffolding for structured support in professional learning.

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