| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Pandoras Box

Page history last edited by Siri 13 years, 4 months ago

Critical Thinking Within Web 2.0

 

 

  • Can a communication tool designed for emotional response and/or marketing potential be transformed into a heuristic for critical reflection? 

 

  • What changes to the instructional design process or to our instructional strategies do we need to make in order to incorporate the power of the read-write web?

 

  • How do the benefits of entering this territory compare with the risks incumbent in the public production of student work and peer/instructor feedback?

 

  • Can we teach our learners to operate effectively in this world without fully entering it ourselves?

 

  • If we have to enter the web2.0 sphere ourselves, how do we ensure that entering it will bolster our resources rather than exhaust them?

 

Critical Thinking About Web2.0

 

  • What are the long-term ramifications for learners of having their formative (novice) work made public?

 

  • What tools available provide the most appropriate capacity for learning within a given activity? 

 

  • How do we separate private from public in a forum that was developed to integrate and cross-reference everything? Do we need to?

 


 

Additional considerations:

 

  • How could others help improve, expand, or refine the gathering of information for this project?  

 

  • Who else could benefit from having access to this information once it is assembled?

 

  • Which applications should the student use to store his/her: (1) background research, (2) analysis of the findings, and (3) connections used in creating this product?

 

  • Is the final student product communicated most effectively as text, audio, video, or image display? Is the knowledge static or should it be allowed to evolve?

 

  • Does one student need to “own” the completed project or can it be part of a broader network of materials within the class or within the world?

 

  • Within the chosen tool(s), how should students develop the infrastructure of their work for highest fidelity--given the purpose of the research and the needs of future users? In other words: What design principles will facilitate the best organization--for the type of data being organized, for other contributors to this resource, and for the end-user interface?

 

  • Given all of the above: Which design tool(s) will best facilitate this type of analysis?

 

 

 

 

 

 

This video demonstrates how one professor has used Web2.0 to ask critical questions not only about Web2.0 but about what it means to be a student or a professor today.

 

This is long for an embedded video (18 minutes) but well worth the time.

 

 

 

 

 

Opportunities to make Web 2.0-based classroom content dynamic, relevant, and encouraging of critical reflection are multifold. Besides fostering critical thinking, for instance, through encouraging consideration of multiple perspectives, integrating reflection and review over time, or facilitating individual accountability for analyzing and synthesizing findings, making student work public may raise students’ interest in taking the work seriously. (Greenhow, Robelia, & Hughes, 2009) Moreover, it has to be noted that some Web 2.0 applications afford exceptional learners unique prospects for success over traditional classroom assignment models.

 

Clearly there are also significant unresolved questions about using Web 2.0 tools in educational settings--about which all stakeholders will need to think critically. Still, perhaps to balance the consideration of potential pitfalls from students’ online “doodling” against the potential benefits students might gain from being taught how to purposefully ride the digital “wave” of Web 2.0, we acknowledge this: Most of the students are already out there.


 

 

 

Return to

The Opportunity

The Challenge

Diigo Tags

FrontPage

 

Comments (0)

You don't have permission to comment on this page.