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Journal Issue
Volume 10 Issue 3, Special ECEL issue / Aug 2012  pp257‑379

Editor: Sue Greener, Asher Rospigliosi

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Editorial for the ECEL 2011 Special Issue of EJEL  pp257‑258

Sue Greener, Asher Rospigliosi

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Starting online: Exploring the use of a Social Networking Site to Facilitate transition into Higher Education  pp259‑263

John Knight, Rebecca Rochon

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Cognitive communication 2.0 in Higher Education: to tweet or not to tweet?  pp264‑276

António Andrade, Cornélia Castro, Sérgio André Ferreira

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A Case of Problem Based Learning for Cross‑Institutional Collaboration  pp277‑285

Chrissi Nerantzi

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Research ethics in emerging forms of online learning: issues arising from a hypothetical study on a MOOC  pp286‑296

Antonella Esposito

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Comparing Childrens E‑safety Strategies with Guidelines Offered by Adults  pp297‑309

Birgy Lorenz, Kaido Kikkas, Mart Laanpere

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Mediating Diversity and Affection in Blended Learning: a Story With a Happy Ending  pp310‑319

Dina Soeiro, António Dias de Figueiredo, Joaquim Armando Gomes Ferreira

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Empathy and Dignity through technology: using lifeworld‑led multimedia to enhance learning about the head, heart and hand  pp320‑330

Andy Pulman, Kathleen Galvin, Maggie Hutchings, Les Todres, Anne Quinney, Caroline Ellis-Hill, Peter Atkins

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Getting the Message: supporting students’ transition from Higher National to degree level study and the role of mobile technologies  pp331‑341

Julia Fotheringham, Emily Alder

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Exploring a ‘middle ground’: engagement with students in a social learning environment.  pp342‑350

Anne MJ Smith, Sonya Campbell

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Fostering a web 2.0 ethos in a traditional e‑learning environment  pp351‑359

Marie Martin, Michaela Noakes

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Fostering a web 2.0 ethos in a traditional e‑learning environment  pp360‑368

Marie Martin, Michaela Noakes

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Abstract

As technology continues to flatten the world and as Web 2.0 changes the way knowledge is created and shared, tertiary education institutions are turning increasingly to e‑learning to extend access to students globally as well as to improve the quality of their learning experience. Learning Management Systems (LMS) currently dominate the delivery of e‑learning at this level. Though these systems have extended functionality by including some Web 2.0 tools, they are generally perceived as a walled gardenŽ , essentially embodying the traditional transmission paradigm of teaching and learning rather than the philosophy of Web 2.0. This is leading, particularly in the blogosphere, to calls to break down the walls of the LMS and to explore more open online cou rses. There is, however, an emerging view that Web 2.0 ideals can be realised within an LMS environment, provided the environment is aligned with these ideals. This paper supports that view. It presents a case study of an eight‑week e‑learning course base d on this premise, offered first in spring 2011, with a second iteration in spring 2012, as part of a doctoral programme in Instructional Technology by Duquesne University, Pittsburgh, USA, and designed and delivered within an LMS by an instructor living in Northern Ireland. The course is underpinned by the concept of learning by wandering. The pedagogy is aligned with the fundamental Web 2.0 philosophy. Within broad parameters, it is flexible, student‑centred and, from an early stage, student‑led. Studen ts are encouraged to use a variety of Web 2.0 tools, according to their preferences, to collaborate in preparation for their leadership role and as a language to express their ideas and to share their learning. The teachers role is identified as sage at the side. This case study is intended to contribute to the provision of a framework for transformative e‑learning through fostering a Web 2.0 ethos within a traditional learning environment. 

 

Keywords: learning management systems, Web 2.0 ethos, case study, learning by wandering, sage at the side, transformative e-learning

 

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