research-article

Why web 2.0 is good for learning and for research: principles and prototypes

Authors:

Carsten Ullrich,

Ruimin ShenAuthors Info & Claims

WWW '08: Proceedings of the 17th international conference on World Wide Web

Pages 705 - 714

https://doi.org/10.1145/1367497.1367593

Published: 21 April 2008 Publication History

Abstract

The term "Web 2.0" is used to describe applications that distinguish themselves from previous generations of software by a number of principles. Existing work shows that Web 2.0 applications can be successfully exploited for technology-enhance learning. However, in-depth analyses of the relationship between Web 2.0 technology on the one hand and teaching and learning on the other hand are still rare. In this article, we will analyze the technological principles of the Web 2.0 and describe their pedagogical implications on learning. We will furthermore show that Web 2.0 is not only well suited for learning but also for research on learning: the wealth of services that is available and their openness regarding API and data allow to assemble prototypes of technology-supported learning applications in amazingly small amount of time. These prototypes can be used to evaluate research hypotheses quickly. We will present two example prototypes and discuss the lessons we learned from building and using these prototypes.

References

[1]

H. S. Al-Khalifa and H. C. Davis. Folksannotation: A semantic metadata tool for annotating learning resources using folksonomies and domain ontologies. Innovations in Information Technology, November 2006.

[2]

B. Alexander. Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2):32--44, March/April 2006.

[3]

C. Anderson. The Long Tail: Why the Future of Business Is Selling Less of More. Hyperion, July 2006.

Digital Library

[4]

J. R. Anderson. The Architecture of Cognition. Harvard University Press, Cambridge, MA, 1983.

Digital Library

[5]

J. R. Anderson, A. T. Corbett, K. R. Koedinger, and R. Pelletier. Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4(2):167--207, 1995.

[6]

P. Anderson. What is Web 2.0? Ideas, technologies and implications for education. Technical report, JISC, 2007.

[7]

H. Barrett. Electronic portfolios: Digital stories of lifelong and lifewide learning, 2005. Keynote at ePortfolio 2005. This is an electronic document. Date retrieved: August 28, 2006. http://www.eife-l.org/publications/eportfolio/proceedings/ep2005/presentations/barrett_Eifel2005.pdf.

[8]

S. Bateman, C. Brooks, and G. Mccalla. Collaborative tagging approaches for ontological metadata in adaptive e-learning systems. In Proceedings of the Fourth International Workshop on Applications of Semantic Web Technologies for E-Learning (SW-EL 2006), pages 3--12, Dublin, Ireland, 2006.

[9]

T. Berners-Lee. Weaving the Web. Orion Business Books, 1999.

[10]

T. Berners-Lee, J. Hendler, and O. Lassila. The semantic web. Scientific American, 284(5):34--43, 2001.

[11]

M. Birbeck and B. Adida. RDFa primer. W3C working draft, W3C, Oct. 2007. http://www.w3.org/TR/2007/WD-xhtml-rdfa-primer-20071026/.

[12]

J. S. Brown, A. Collins, and P. Duguid. Situated cognition and the culture of learning. Educational Researcher, 18(1):32--41, 1989.

[13]

J. S. Bruner. On knowing: Essays for the left hand. Harvard University Press, Cambridge, Mass., 1967.

[14]

E. Brynjolfsson, Y. J. Hu, and D. Simester. Goodbye Pareto Principle, Hello Long Tail: The Effect of Search Costs on the Concentration of Product Sales. SSRN eLibrary, 2007.

[15]

M. Caceres and A. van Kesteren. Widgets 1.0. W3C working draft, W3C, Oct. 2007. http://www.w3.org/TR/2007/WD-widgets-20071013/.

[16]

F. Carmagnola, F. Cena, and C. Gena. User modeling in the social web. In B. Apolloni, R. J. Howlett, and L. C. Jain, editors, Knowledge-Based Intelligent Information and Engineering Systems, 11th International Conference, KES 2007, XVII Italian Workshop on Neural Networks, Proceedings, Part III, volume 4694 of Lecture Notes in Computer Science, pages 745--752, Vietri sul Mare, Italy, 2007. Springer.

Digital Library

[17]

J. Collins, M. Hammond, and J. Wellington. Teaching and learning with multimedia. Routledge, London, 1997.

[18]

A. Dash. Introducing the microcontent client, 2002. This is an electronic document. Date of publication: November 13, 2002. Date retrieved: November 1, 2007. http://www.anildash.com/magazine/2002/11/introducing_the.html.

[19]

S. Downes. E-learning 2.0. eLearn, 2005(10):1, 2005.

Digital Library

[20]

N. Henze and W. Nejdl. Adaptation in open corpus hypermedia. International Journal of Artificial Intelligence in Education, 12:325--350, 2001.

[21]

R. Khare. Microformats: The next (small) thing on the semantic web? IEEE Internet Computing, 10(1):68--75, 2006.

Digital Library

[22]

G. Lawton. Web 2.0 creates security challenges. Computer, 40(10):13--16, 2007.

Digital Library

[23]

R. Lelouche. Intelligent tutoring systems from birth to now. Künstliche Intelligenz, 4:5--11, 1999.

[24]

S. Mantyka. The Math Plague: How to Survive School Mathematics. MayT Consulting Cooperation, 2007.

[25]

E. Melis, G. Goguadze, M. Homik, P. Libbrecht, C. Ullrich, and S. Winterstein. Semantic-aware components and services of ActiveMath. British Journal of Educational Technology, 37(3):405--423, 2006.

[26]

M. D. Merrill. Instructional transaction theory: Instructional design based on knowledge objects. In C. M. Reigeluth, editor, Instructional Design Theories and Models: A New Paradigm of Instructional Theory, volume 2, pages 397--424. Lawrence Erlbaum Associates, 1999.

[27]

M. Niss. Mathematical competencies and the learning of mathematics: the danish KOM project. Technical report, IMFUFA, Roskilde University, 2002.

[28]

R. Noss and N. Pachler. The Challenge of New Technologies: Doing Old Things in a New Way, or Doing New Things? In P. Mortimore, editor, Understanding Pedagogy and its impact on learning., pages 195--211. Sage, London, 1999.

[29]

OECD, editor. Learning for Tomorrows World - First Results from PISA 2003. Organisation for Economic Co-operation and Development (OECD) Publishing, 2004.

[30]

T. O'Reilly. What is Web 2.0: Design Patterns and Business Models for the next generation of software, 2005. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html.

[31]

S. Papert. Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, New York, NY, 1980.

Digital Library

[32]

R. Schulmeister. Grundlagen hypermedialer Lernsysteme. Oldenbourg, München, Germany, 2002. English version: http://www.izhd.uni-hamburg.de/paginae/Book/Frames/start_frame.html, last accessed 29.10.2007.

[33]

M. Sharples, J. Taylor, and G. Vavoula. Towards a Theory of Mobile Learning. In Proceedings of mLearn 2005 Conference, Cape Town, South Africa, 2005. http://www.mlearn.org.za/CD/papers/Sharples-%20Theory%20of%20Mobile.pdf.

[34]

A. Smith. Plagiarism and google generation under spotlight, 2006. This is an electronic document. Date of publication: June 19, 2006. Date retrieved: October 29, 2007. http://www.guardian.co.uk/technology/2006/jun/19/news.highereducation.

[35]

S. O. Tergan. Hypertext und Hypermedia: Konzeption, Lernmöglichkeiten, Lernprobleme und Perspektiven. In P. Klimsa and L. Issing, editors, Information und Lernen mit Multimedia und Internet - Lehrbuch für Studium und Praxis, pages 99--112. Beltz Verlag, Weinheim, 2002.

[36]

M. D. Thang, V. Dimitrova, and K. Djemame. Personalised mashups: Opportunities and challenges for user modelling. In C. Conati, K. F. McCoy, and G. Paliouras, editors, Proceedings of the 11th International Conference on User Modeling, volume 4511 of Lecture Notes in Computer Science, pages 415--419, Corfu, Greece, 2007. Springer.

Digital Library

[37]

C. Ullrich. The learning-resource-type is dead, long live the learning-resource-type! Learning Objects and Learning Designs, 1(1):7--15, 2005.

[38]

C. Ullrich. Course Generation as a Hierarchical Task Network Planning Problem. PhD thesis, Computer Science Department, Saarland University, Saarbrücken, 2007.

[39]

M. van Harmelen. Personal learning environments. In ICALT '06: Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies, pages 815--816, Washington, DC, USA, 2006. IEEE Computer Society.

Digital Library

[40]

J. Vassileva. Dynamic Courseware Generation: at the Cross Point of CAL, ITS and Authoring. In Proceedings International Conference on Computers in Education, ICCE'95, pages 290--297, Singapore, 1995.

[41]

L. S. Vygotsky. Mind in society. Harvard University Press, Cambridge, MA, 1978.

[42]

X. Wu, L. Zhang, and Y. Yu. Exploring social annotations for the semantic web. In WWW '06: Proceedings of the 15th international conference on World Wide Web, pages 417--426, New York, NY, USA, 2006. ACM Press.

Digital Library

[43]

J. Zhang. A cultural look at information and communication technologies in eastern education. Educational Technology Research and Development, 55(3):301--314, June 2007.

Cited By

Turan SDönmez A(2024)Dijital Okuryazarlığın Uzaktan Eğitime Yönelik Tutuma EtkisiThe Online Journal of Recreation and Sports10.22282/tojras.153533813:4(449-455)Online publication date: 30-Oct-2024
https://doi.org/10.22282/tojras.1535338
Varina HOsadchyi VShevchenko S(2023)Enhancing adaptive learning: leveraging interactive exercises through the LearningApps serviceCTE Workshop Proceedings10.55056/cte.56210(281-293)Online publication date: 21-Mar-2023
https://doi.org/10.55056/cte.562
Grammatikopoulou AGrammalidis N(2023)Artful—An AR Social Self-Guided Tour App for Cultural Learning in Museum SettingsInformation10.3390/info1403015814:3(158)Online publication date: 2-Mar-2023
https://doi.org/10.3390/info14030158
Show More Cited By

Index Terms

Why web 2.0 is good for learning and for research: principles and prototypes
1. Applied computing
  1. Education
2. Information systems
  1. World Wide Web
    1. Web applications
      1. Internet communications tools

Recommendations

Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments

Web 2.0 Personal Learning Environments (PLEs) are becoming a promising area of development in e-Learning. While enhancing students' control over the entire learning process including constructing learning environment appears to be an essential objective ...
Has Web 2.0 revitalized informal learning? The relationship between Web 2.0 and informal learning

Learning is becoming increasingly self-directed and often occurs away from schools and other formal educational settings. The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime. Web 2.0 technology ...
Learning Management Systems and Learning 2.0

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of ...

Comments

Information & Contributors

Information

Published In

cover image ACM Conferences

WWW '08: Proceedings of the 17th international conference on World Wide Web

April 2008

1326 pages

ISBN:9781605580852

DOI:10.1145/1367497

General Chairs:
Jinpeng Huai
Beihang University, China
,
Robin Chen
AT&T Labs, USA
,
Hsiao-Wuen Hon
Microsoft Research Asia, China
,
Yunhao Liu
HK University of Science and Technology, Hong Kong
,
Program Chairs:
Wei-Ying Ma
Microsoft Research Asia, China
,
Andrew Tomkins
Yahoo! Research, USA
,
Xiaodong Zhang
The Ohio State University, USA

Copyright © 2008 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Sponsors

ACM: Association for Computing Machinery

In-Cooperation

SIGWEB: ACM Special Interest Group on Hypertext, Hypermedia, and Web

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 21 April 2008

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article

Conference

WWW '08

Sponsor:

ACM

WWW '08: The 17th International World Wide Web Conference

April 21 - 25, 2008

Beijing, China

Acceptance Rates

Overall Acceptance Rate 1,899 of 8,196 submissions, 23%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

113
Total Citations
View Citations
5,375
Total Downloads

Downloads (Last 12 months)24
Downloads (Last 6 weeks)1

Reflects downloads up to 05 Mar 2025

Other Metrics

View Author Metrics

Citations

Cited By

Turan SDönmez A(2024)Dijital Okuryazarlığın Uzaktan Eğitime Yönelik Tutuma EtkisiThe Online Journal of Recreation and Sports10.22282/tojras.153533813:4(449-455)Online publication date: 30-Oct-2024
https://doi.org/10.22282/tojras.1535338
Varina HOsadchyi VShevchenko S(2023)Enhancing adaptive learning: leveraging interactive exercises through the LearningApps serviceCTE Workshop Proceedings10.55056/cte.56210(281-293)Online publication date: 21-Mar-2023
https://doi.org/10.55056/cte.562
Grammatikopoulou AGrammalidis N(2023)Artful—An AR Social Self-Guided Tour App for Cultural Learning in Museum SettingsInformation10.3390/info1403015814:3(158)Online publication date: 2-Mar-2023
https://doi.org/10.3390/info14030158
Rosell-Aguilar F(2022)Twitter as a Language Learning ToolResearch Anthology on Applying Social Networking Strategies to Classrooms and Libraries10.4018/978-1-6684-7123-4.ch039(731-745)Online publication date: 8-Jul-2022
https://doi.org/10.4018/978-1-6684-7123-4.ch039
Ursu APanisoara IChirca R(2021)The Changes Brought by Digital Technology to Cognitive LearningHandbook of Research on User Experience in Web 2.0 Technologies and Its Impact on Universities and Businesses10.4018/978-1-7998-3756-5.ch010(161-182)Online publication date: 2021
https://doi.org/10.4018/978-1-7998-3756-5.ch010
Picha Edwardsson MAl-Saqaf WNygren G(2021)Verification of Digital Sources in Swedish Newsrooms — A Technical Issue or a Question of Newsroom Culture?Journalism Practice10.1080/17512786.2021.200420017:8(1678-1695)Online publication date: 22-Nov-2021
https://doi.org/10.1080/17512786.2021.2004200
Gloerfeld C(2021)Analyse didaktischer Veränderungen durch Digitalisierung. Die Mär von mehr Partizipation?Digitalisierung in Studium und Lehre gemeinsam gestalten10.1007/978-3-658-32849-8_15(249-265)Online publication date: 28-Oct-2021
https://doi.org/10.1007/978-3-658-32849-8_15
Gaur LAfaq A(2020)Metamorphosis of CRMHandbook of Research on Engineering Innovations and Technology Management in Organizations10.4018/978-1-7998-2772-6.ch001(1-23)Online publication date: 2020
https://doi.org/10.4018/978-1-7998-2772-6.ch001
Burland K(2020)Music for all: Identifying, challenging and overcoming barriersMusic & Science10.1177/20592043209469503Online publication date: 18-Aug-2020
https://doi.org/10.1177/2059204320946950
Nami F(2020)Edmodo in semi-technical English courses: towards a more practical strategy for language learning/practiceComputer Assisted Language Learning10.1080/09588221.2020.181934035:7(1533-1556)Online publication date: 11-Sep-2020
https://doi.org/10.1080/09588221.2020.1819340
Show More Cited By

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Figures

Tables

Media

View Table of Conten