Chapter 3

Web 2.0 Technologies in PLE & ONLE

by Marta Connally, Anita Glau, Cassandra Lee, Valerie Tole

Editor: Roxane Soucy

Overview

Chapter 2 introduced Web 2.0 tools and how they function in an Open Network Learning Environment (ONLE) through Personal Learning Environments (PLE). In this chapter, readers will understand how Web 2.0’s are “less restrictive and more ‘social’ in that they allow [for] more flexibility and customization to suit the preferences of the user” (Boyle & Jackson, 2009, p. 2). We will also build upon PLE in an ONLE with Mobile Learning. The Wordle illustration above represents the various characteristic and elements of a Personal Learning Environment customized with Web 2.0 Tools in an Open Network Learning Environment. Strong Web 2.0 Tools, such as Augmented Reality / Virtual Reality and QR Codes, in a PLE reflect the customization of a user’s learning environment who may also use mobile devices to engage in network learning, anywhere at anytime.

Chapter Objectives:

• Participants will understand Web 2.0 Technology and its emergence.
• Participants will be able to identify key tasks that Web 2.0 tools perform to support PLE and ONLE learning.
• Participants will be able to identify ways they could use Augmented Reality in their teaching after testing out an AR app.
• Participants will be able to create a QR code with linkage to a third-party site.
• Participants will understand the attributes necessary to create a successful accelerated course.
• Participants will add ideas to a discussion forum on mobile learning, QR codes, and minimesters.

What is Web 2.0 Technology?

In the beginning, the web consisted of a one-way feed of information from websites to consumers. Content was static, the web was not interactive, and users relied on pricey software to engage in computerized tasks; basically ‘surfing the web’ was just looking at information on the internet. This period was referred to as Web 1.0 (Techopedia, 2017). With the evolution of the web in 2004 came the onset of a two-way feed of information between websites and users. Known as Web 2.0, users are able to generate content synchronously and asynchronously (collaborate), interact and connect with other users (social), purchase goods and services (trade), and information can also be stored and shared through the internet.

Wolcott (2007) describes the influence of Web 2.0 as “pushing the computing power off the desktop and onto the internet” (para. 2). No longer are floppy or disc software relied upon, rather users seek out web tools that enhanced connections with people and content in a more social manner, which in turn makes everyone and everything-internet, much more accessible and open for users. This 4-minute video (Schwerdtfeger, 2013) below explains a brief history of the web that leaves viewers pondering where the next evolution of the web will journey to in the future.

What Can Web 2.0 Provide for PLE and ONLE Learners?

The theme of this chapter focuses on the concrete purposes that Web 2.0 tools can accomplish. There are four kinds of tasks that can be done inside your PLE or ONLE: Creating new content; Collecting resources; Collaborating with other learners; and Community-building in a learning network. We’ve constructed a diagram to represent the four C’s pictured below:

Figure 1. Four C’s of ONLE and PLE: Create, Collect, Collaborate, and Community. Copyright (2017) by Cassandra Lee.

In this chapter, these four kinds of tasks will be highlighted in a discussion of Web 2.0 technologies. These tools are versatile, serving multiple purposes for the network learner working inside of a PLE and an ONLE. Students create content and contribute to the knowledge community. They participate in collaborative activities that promote learner-learner interaction. They collect resources for their own learning and to share with communities in their school districts and content areas. Web 2.0 tools provide the vehicle to participate fully in learning networks throughout the world.

Why Integrate Web 2.0 Technologies to Support Teaching and Learning?

Web 2.0 tools provide opportunities to students that nothing else can. One of the key parts of PLE learning is making sure students have the digital tools to individualize their learning experiences. Krueger (2014) relates that “giving [students] flexible tools — or letting them choose the tools they want to use to accomplish a goal — helps provide a personalized learning experience that lets each student learn in the pace and way that's most effective for them.” This opens the door for constructivist teaching as learners research topics using the web without teachers providing all of the content for them. Web 2.0 tools allow students to collect, create, and share content with other learners in their networks.

Figure 2. Conversation Prism depicting Web 2.0 tools for listening, learning, and sharing. From “You Are at the Center of the Conversation Prism,” by B. Solis, 2013, @BrianSolis. Copyright (2008) by Brian Solis and Jess3.

Building a social presence online enhances the idea of the ONLE. Web 2.0 tools allow students to collect bookmarks, photos, articles, and videos and share them with those in different networks they participate in. Lee and McCoughlin (2010) maintain that “people develop shared interests in these objects and have conversations around them” (p. 67). This dialogue between learners creates opportunities for critical thinking and problem solving as open education resources are passed around the ONLE.

Not only do students share content and resources using Web 2.0, they participate in a greater capacity than often would happen in a face-to-face class. An ONLE taking place on a tool such as Facebook encourages students to share opinions and participate in a course socially as well as academically. Shy students who may not participate in an in-person class can share their views and ideas through writing. Web 2.0 tools have created social networks where learners build relationships with other learners by getting to know their personalities while having academic discussions. Students can collaborate using tools like Google Sites and Mindmeister to build on each other’s ideas and produce content that contributes to the learning of others. Lee and McCoughlin (2010) discuss the idea of social capital, which is a term that means that “individuals engage in collaborative activity to build knowledge, and seek support from others to solve problems—such processes are intrinsically part of lifelong learning and cognition” (p. 73). Without Web 2.0 tools, this kind of networked learning and collaborating would be impossible. In an ONLE, resources are publically available to use and shared among learners. Learners stay connected by interacting on websites and social networking tools that encourage them to contribute original ideas and opinions on scholarly topics (Tu, 2014). Each learner in the ONLE can store all of the resources he collects and creates on his PLE. Web 2.0 tools are integral to this personalized learning that occurs within an open network.

But why should learners use a PLE for their formal and informal learning? A key reason is that a PLE encourages instruction to be centered on the learner rather than the teacher. The learner builds knowledge to share with the learning network, which in turn creates conversations about content and encourages more sharing. “The clearest argument for the PLE is that it allows the learners themselves to construct their own learning environments by forming communities, and creating, remixing, and sharing resources” (Martindale & Dowdy, 2010, p.183). When a person stores Web 2.0 tools in a PLE, those tools can be used for a number of tasks in formal education as well as lifelong learning. Students use tools in their PLE to connect with other learners and to add content to ONLE social bookmarking sites like Diigo and Delicious. This type of connectivity can be accomplished on desktop devices as well as mobile ones -- the type of learning discussed in the next section.

What is Mobile Learning & Its Applications in Higher Education?

To define mobile learning is to look at how learners learn from a unique technology from more than one perspective. Although it is popular to define this type of learning based on the technology, John Traxler (2009) states that it can not be limited to one definition and argues that “it is more in the methods in which a learner gains new information, or learns” (p. 13). Attention must be paid to the underlying learner experience and how it differs from other forms of learning such as e-learning, how learners find information, and formal and informal learning. Mobile learning is a rich learning experience that ultimately provides the learner the opportunity to Create content, Collect resources, Collaborate with peers, and to engage in building Community through the use of Web 2.0 tools embedded into a strong PLE.

The following graphic depicts the unique characteristics of mobile learning that create a very engaging, personal learning experience.

Figure 3. Personalization wheel of the components of mobile learning principles. From “12 Principles of Mobile Learning,” by T. Heick, 2015, TechThought. Copyright (2012) by TeachThought.

From a technological standpoint, mobile learning is ubiquitous and allows learners to access information on demand from anywhere at any time, facilitating both formal and informal learning opportunities where learners can access learning materials through the Internet, mobile apps, social interactions and online educational hubs (Beal, 2017). The devices used are portable such as tablets, ebook readers, and those that are handheld such as Smartphones, iPods and MP3 players which also have a high accessibility rate.

Bite-sized modules make devices more user-friendly for those on-the-go and want to make use of small chunks of time. The user could access a short reading, watch a brief video, or listen to a podcast. Although some might think that small screens might be a hindrance to accessing web content, that concern has been addressed through the development of applications that resize and edit their web content for quick and easy mobile access. These features are also supplemented by the use of large buttons on the devices, as well as the simple navigation of mobile applications. Overall, these devices are compact and adapted to ensure accessibility in order to participate in learning - both formal and informal.

Not only is mobile learning beneficial from the standpoint of the device, it is what a majority of the learners are comfortable with. In 2011, 70% of students were more motivated to learn using mobile technology (ETP, 2014). More and more learning institutions are adopting mobile learning programs; approximately 71%, according to the graphic below. So why would we not “meet students where they are” (ETP, 2014) in their learning preferences? If they are comfortable with it, they will engage.

Figure 4. Scale of mobile device uses by students and adults. From “A Beginner’s Guide to Mobile Learning,” by Trends, 2014, eTrainingPedia. Copyright (2011) by Columbia University.

Mobile Learning supports an ONLE through both the open network and a greater access to information. PLEs connect learners to learning tools and apps that can be accessed from a mobile device. In turn, these tools and apps engage the learner in such ONLE strategies as Participatory Web, User-General Content (UGC), Social Content Sharing, and RSS feeds. Being able to access and engage in learning at any time, any place, strengthens the link between Mobile Learning and the ONLE. Whether sitting in the doctor’s office waiting room for an appointment, or while riding a bus to work, learners can generate a personal and meaningful constructivist or connectivist learning experience by chatting with classmates, reading a text chapter, or by watching a video. The convenience also adds to the support of the ONLE. Traxler (2009) said it best, “learning that used to be delivered ‘just-in-case,’ can now be delivered ‘just-in-time, just enough, and just-for-me’” (p. 14).

What’s AR/VR & What Can They Do for Learning?

Augmented Reality (AR) is defined as using technology to enhance reality by providing computer generated sensory input while a person looks at an image. With AR, a person sees objects in the real world and other digital content is superimposed on the image--things like videos, images, and sounds. AR has become extremely popular with games like Pokemon Go where users can walk around their own city and interact with characters in the game. This technology has application in the classroom as students can enrich their learning using AR on their mobile devices.

AR can be used for students to create, collaborate, and participate in a virtual community. Two of the most popular apps for Augmented Reality include Aurasma and Layar. Students can create their own AR campaign with these apps. AR in Layar allows you to hold your phone up in front of a real world object. The object appears on the screen as if your mobile device is in camera mode. Users can tap on the screen, selecting parts of the image they see in front of them. As they tap on a spot, digital content appears on their device. This can come in the form of videos, other images, or simply words. These types of activities help enrich learning by giving extra information that coincides with a real world visual image.

Figure 5. Video of augmented reality using an app on a mobile device. From “Layar - How to Use the Layar App,” by Layar AR, 2014. Copyright (2014) by Layar AR.

There are many ways students can use AR. One of the key components of a Personal Learning Environment is the opportunity to create. Students can use the ONLE strategy of Mashup by creating a Layar. Essentially, students would find an image, whether online or in the classroom. They would scan the image so it is inside the app. After researching different websites, videos, and other digital content that relates to their selected image, they can attach their new content to the image. This way they are combining various types of multimedia in one place to extend the learning of the audience. This a great way for students to collaborate while practicing their technology skills.

AR can also be used for students to collect information. Teachers can add extra content to their digital activities by adding AR elements to a homework page. Students can scan a place in the homework and a video can appear of the teacher explaining the content (Bharti, 2014). Many publishing companies are making AR available on the cover of their books. Students can scan the cover to collect background information about a book or author. If students are using Layar to do an AR activity, they can store the digital content they discover so that they can access it later. Layar can be added as an app to a student’s PLE. This way the content is easily accessible and shareable.

An exciting part of AR is its ability to make field trips come to life. Teachers can go ahead of time to the location to scan images of the place the students will be. Then when the students arrive they can immerse themselves in finding all of the digital content at the location using their smart phones. This would be a great collaborative activity. Students could work in small groups to go on a scavenger hunt, collecting digital material and saving it in a shared folder. They could then write a fictional story about from the point of view of a historical figure that lived at the place they visited.

Virtual Reality

The Virtual Reality Society (VRS, 2017) of the U.K. describes virtual reality (VR) as “a three-dimensional, computer generated environment which can be explored and interacted with by a person” (para. 5). When a person participates in virtual reality, they feel like they are a part of this virtual world and can participate in it by doing certain tasks. Teachers are using virtual reality in the classroom in a number of ways.

Virtual reality provides a way for students to collaborate as a group to solve real-world problems. For example, an anatomy teacher could display a virtual patient on a doctor’s table who has an ailment. The students could work as a group to try and diagnose the patient. Students in a science class could enter a virtual reality simulation showing pollution in a city or body of water. Students could then be asked to write about their experience, how it felt to see the pollution, and what solutions they feel could be adopted to improve the quality of the environment in that fictional setting.

In addition to observing VR worlds, students can create their own VR videos to supplement what they are doing in all of the subject areas. One way to do this is to use YouTube360. Schools can purchase cameras that can take 360 video and then teachers could plan to have students film their own footage in a small group. For example, while learning about the Cold War, student could film a skit depicting the role of the U.S. and Soviet Union in the Cuban Missile Crisis. Students could create props and back drops, filming the scenes in a 360 degree view to be watched on headsets.

One of the most inexpensive ways to experience VR in the classroom is by using Google Cardboard. Headsets can be purchased for around 15 dollars that you use by mounting your smartphone inside. There are exciting new sites developed for students to use, including Google Expeditions and Google Streetview. Google Expeditions allows students to take a virtual tour to a number of world landmarks which makes geography and history lessons come alive. For instance, if students were assigned to tour the Pyramids at Giza, they could then use a mind mapping tool like Mindomo to create a mind map showing the layout of Giza, annotating the uses of each site on the map. Google Cardboard can be used in so many subject areas, taking mobile learning to a whole new level. Google Cardboard can also help bridge vision accessibility, as demonstrated in the video below.

Figure 6. Video of virtual reality using Google Cardboard and a smartphone. From “Near Sighted VR - Low Vision App Review,” by The Blind Spot, 2015. Copyright (2015) by TheBlindSpotSam.

Another idea for VR is to have students create their own 360 degree photo tour using Google Streetview. Teachers could take the students on a field trip to a local part of town to shoot their own photos on Streetview. After taking various 360 degree photos, students write local histories of the places they photographed in their city (Gorman, 2016). Using a wiki on Google Sites, or Weebly, students could display their photos along with writings about them. To support community-community interaction in ONLE learning, the class could visit a classroom of younger students to share their local histories with them. The new class could use Google Cardboard headsets to view the site and photos. They could also post comments on the sites about how they felt about what they read and saw.

The possibilities to use AR and VR in the classroom are endless. These emerging technologies increase student engagement and support network learning as students create and share using Web 2.0 tools. AR and VR apps can be collected in a student’s PLE, and they can share their projects with the world using social networking tools. Websites focusing on AR and VR in the classroom can work as ONLE’s, where teachers and students write about their experiences with these technologies as well as post ideas on how to use them. As students move further into the 21^st century, they will have even more opportunities to try out new digital technology that takes learning to another level.

Quick Response Codes & Collaboration?

Quick Response (QR) codes are a Web 2.0 tool with the capacity to allow the users to join groups, create activities and collect rewards. As many know, QR codes can now be found in many places to promote products. The concept of using them to link classes is gaining in popularity. The one aspect that classroom teachers are using it as is a reward system to earn badge or points for use in a school website for prizes. QR code symbols can even be enabled to work as scavenger hunts or quizzes to teach or assess content by creating classroom groups. The possibilities are endless.

The concept of using QR codes to gain achievements encourages the user to work towards a goal that may provide a reward in reality or even a recognition. According to Miller (2011), “students scan a code leading to an animation or badge or even create their own codes to award each other. When a student sees something great happen, they can give a code that links to messages” (para. 8). As most achievements are earned independently, students can also create their own achievements to present to others. Creating these collection of achievements/badge develop a sense of community through the collaboration of the QR codes.

As QR codes become incorporated into the classroom, instructors are enhancing learning with the use of technology. Quizzes can be designed to review content while scavenger hunts using questions and links through the QR codes build collaborative communities and create enhanced instruction (O’Kane, 2015). One of the interesting pieces of creating such activities is that as the instructor, you are setting the pace for the learning, problem solving techniques and peer collaboration. The scavenger hunt quizzes can be used in any classroom for any age level. This website (Tarr, n.d.) is an excellent resource to help break down how to create a QR code scavenger hunt or watch this video (Calhoon, 2013) by a teacher. When creating a scavenger hunt using QR codes you will also want to incorporate a spreadsheet for answers besides the actual hunt, as demonstrated in this 5-minute video (Calhoon, 2013) using Google Forms.

Do Mobile App Designs Matter with Web 2.0?

Mobile apps are applications that are downloaded to today's smartphones and tablet-style computers. From 2013 to 2017, as more apps were downloaded, the time spent by adults using them increased to 3 hours and 15 minutes of use per day (Chamberlain, 2017). Due to this fact, developers are creating more apps for teaching and learning (iNurture, n.d). These apps are built using a sense of creativity and allow teachers to connect with students, collect information, and build community.

Figure 7. Graph comparing hours and minutes per day spent by adults using TV, mobile devices, desktop or laptop computers, radio, and print from 2013 to 2018. From “US Mobile Usage in 2017: Stats You Need to Know,” by L. Chamberlain, 2017, GeoMarketing. Copyright (2016) by eMarketer.

Diving into the world of mobile app design requires a multi-step approach (Pratas, 2016; Sandu, n.d.) to define the function of a good Web 2.0 tool for PLE/ONLE. There needs to be a why, what, and who thought process. When starting the design, there are many considerations such as why an app is needed and how it will be used, for example, helping with instruction for students, or allowing teachers to be creative with content. These are key for designing or choosing apps to ensure a clear purpose and strategy.

Encouraging student engagement leads mobile app designers to create ones that are not based in skill and drill (Clark, n.d.). The apps that teachers choose to design or use need to be creative, interesting to the students, or contribute to the profession of teaching. Websites like www.appsbar.com guide teachers in developing apps that are easy to set up, providing them step-by-step directions. As teachers incorporate apps in the classroom, they can be setup to connect together, in addition to collecting information on how well students are doing. In turn, this builds classroom community and an engaging learning environment.

Minimester Courses & ONLE/PLE?

Minimester courses are accelerated courses offered during a shortened semester. They have grown in popularity with adult learners who find that a shortened term and the ability to work asynchronously (in online courses) are a good fit with busy schedules. Scott (2003) reported that students in well-managed accelerated courses felt that their learning was more focused, in depth, and memorable. There is also the obvious advantage pointed out by Marques (2012) of a faster degree completion (as quoted in Kahrhoff, 2013, p.1). At the same time, these courses are not without their critics who claim that the shortened time frame means sacrificing rigor and time for reflection (Kahrhoff, 2013), as well as deep learning (Trekles & Sims, 2013). In order to avoid the pitfalls, it is imperative that instructors and designers use effective pedagogy to insure success for all learners. Both constructivist and connectivist strategies should be an integral part of these courses along with the use of Web 2.0 tools when applicable.

Of primary importance to the design of the accelerated course is the use of learner-centered activities. When students are engaged with the content in activities that encourage them to apply their learning and build connections between the new ideas and previous knowledge, they experience deeper learning. According to McKeachie, Pintrich, Lin, and Smith (1987), problem-solving, role playing, simulations, and case-based learning may result in “better retention, recall, and use of learning” (as quoted in Scott, 2003, p. 3) after the course ends. This would correlate to ONLE strategies when the course is online, and echoes connectivist principles: a student’s ability to recognize connections between concepts is “a core skill” (Siemens, 2005).

Another key to a positive accelerated learning experience is to provide numerous opportunities for student to student interaction. Instructors should include community-building activities, require participation in course discussions, and provide assignments that require collaboration with peers. Students report that these activities increase their interest in the subject and facilitate learning by allowing them to verbalize their own opinions and analyze the opinions of others (Scott, 2003). The use of ONLE and PLE in accelerated courses provide students with multiple means for communication, interactivity, and collaboration (Tu, 2014).

Two other related areas with which instructors and designers should concern themselves are course structure and content, and teacher presence. According to Scott (2003) students cite the organization of a course as critical to success. Because of the shortened time period, all materials, assignments, and structures (i.e. discussion boards) must be in place and should not be altered once the course has begun. Materials should be easy to follow, and directions for completion of assignments and assessment criteria should be clear (Trekles & Sims, 2013). Instructors should not attempt to cover every topic as they would in a regular length class. Instead, the emphasis should be on depth, not breadth (Scott, 2003). Focusing on the most important topics and allowing time for reflection and critical thinking promotes deeper understanding and a more meaningful learning experience (Scott, 2003). While teacher presence in a traditional learning setting is active and obvious, in an online accelerated course the teacher’s role is transformed. According to Anderson, Rourke, Archer, and Garrison (2001) the teacher’s presence is created through the “design and organization of the learning experience” (p. 344) and in “devising and implementing activities to encourage discourse” (p. 345) among the learning community (as quoted in Anderson, 2008). The inclusion of these elements results in a more memorable learning experience and strong academic performance (Scott, 2003).

Chapter Reflections

From this chapter, we hope participants have increased their understanding of Web 2.0 technology and can recognize the huge impact it has and will make on all learners, both formal and informal. Participants should also now have an understanding of Mobile Learning and the potential for engagement that it offers to users on the go. Learners who build a PLE and participate in ONLE can employ the various Web 2.0 tools available to create content, collect resources, collaborate with peers, and build community to help them stay engaged as lifelong learners. We have introduced some of the most exciting new tools available for creating Augmented Reality, Virtual Reality, QR codes, and Mobile Apps. As these technologies are introduced into the classroom, the possibilities for personalized learning are endless. Finally, we hope that participants have gained some insight into minimesters and accelerated courses. The ability to engage for a shorter time, but for just as much learning is yet another advantage brought to us by Web 2.0 technology. Please join the conversation in our Chapter 3 Discussion Group.

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