Show Less
Restricted access

.edu

Technology and Learning Environments in Higher Education

Tracey Wilen-Daugenti

The Internet has transformed higher education by changing the way universities and colleges teach students. As a result, many institutions are struggling to understand how the next generation of Internet technologies, including Web 2.0, multimedia, virtual presence, gaming, and the proliferation of mobile devices, will impact their students and infrastructures. .edu: Technology and Learning Environments in Higher Education discusses how higher education institutions can use these technologies to enable learning environments. In the future, students will have complete access to any higher education resource, including expert scholars, lectures, content, courseware, collaborative dialogues, information exchanges, hands-on learning, and research – no matter where they are located. If fully enabled, this new learning environment will blur the lines between on- and off-campus experiences and remove barriers to learning and research – greatly improving the quality of education for students globally.
Show Summary Details
Restricted access

14. Learning 2.0: Revisiting the 7 Principles by Lev Gonick, Ph.D.

Extract

CHAPTER FOURTEEN

Learning 2.0: Revisiting the 7 Principles

Lev S. Gonick, Ph.D.

Blink: Learning 2.0 is a framework for understanding how to leverage a new generation of collaboration technologies, commonly referred to as Web 2.0, to help realize the full potential of the university learning environment. This chapter is a self-reflective and critical narrative that explores how technologies, such as blogs, wikis, tag clouds, mashups, mobile platforms, Second Life, 3D virtual worlds, digital storytelling, and others, can advance more than 25 years of understanding of what constitutes good practices in the process of discovery and the journey learning. Specifically, the chapter focuses on the new paradigm of participatory learning as a reflection of a broader participatory culture to (1) encourage active learning, (2) advance peer-to-peer cooperation among students, (3) emphasize time on task and project and time management, (4) provide prompt and authentic feedback through mentoring and communicating high expectations.

Click frame 1: [Context ]

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.