3. The Landscape of Learning 2.0
Figure 3-4: Usage of Social Computing Tools for Learning 2.0 (in % of cases) Tools
N
% Cases
% Entries
Blogs
97
41
19
Social Networking
95
40
18
Discussion Platforms
69
29
13
Wikis
68
29
13
Photo- / Video sharing
5
23
11
Podcast / Vodcast
34
14
7
Folksonomies / Tagging
30
13
6
Virtual Realities
11
5
2
Others (e-Portfolios, Twitter, Ning, Moodle, Elgg, games etc)
55
23
11
53% combine different social computing tools.
initiatives (45%) appear to dominate the current
used. Other tools include a wide variety of
landscape with a substantially lower percentage of
applications ranging from dedicated tools for E&T,
local (7%) and regional (14%) initiatives. The latter
like Learning Management Systems (e.g. Moodle),
findings seem to be in contradiction to the existing
Virtual Learning Environments, and ePortfolios,
body of knowledge which highlights the bottom-up
to more generic ones including serious games,
and therefore local and regional nature of Learning
microblogging applications (e.g. Twitter) and
2.0. As a consequence, the data entries have been
voice-over-IP applications (e.g. Skype).
re-assessed and 11% of the total cases were found to have been misclassified. Nevertheless, 34%
It is important to stress that the use of
of cases can be classified as ‘national’ examples,
dedicated learning support tools is residual with
which points to the importance of national pilot
respect to the adoption of more generic Web 2.0
programmes and initiatives in the take up phase of
applications. Further data show that in slightly
Learning 2.0.
more than half of all cases, a pool of different Web 2.0 applications is used in an integrated manner.
To sum up, approximately one third of all
This suggests that the take up of social computing
cases operate at local/regional level, one third
tools in the educational environment is not driven
at national and one third at supra-national level.
by specialised solutions, but results instead from
Finally, two thirds of the Learning 2.0 cases in the
the emergent use in educational contexts of a
database are currently active and running.
combination of tools and technologies, initially designed for purposes other than learning.
3.1.2. Learning 2.0 Tools, Activities and Objectives
The objectives, and the activities which aim to achieve them, are remarkably diverse
30
The collection of cases gathered shows
and manifold. The three most frequently named
that blogs and social networking are the most
objectives are: (1) developing new ways of
frequently applied social computing tools for
learning using social software tools (68% of all
educational purposes. They are followed by
cases), (2) improving collaboration amongst
discussion platforms and wikis, and also tools
actors (57%) and increasing the motivation and
for the sharing of photos and videos. Podcasts,
thus the participation of learners in the Learning
vodcasts, folksonomies (and/or social tagging),
2.0
and virtual realities are currently less frequently
addressed by Learning 2.0 activities comprise
experience
(49%).
Further
objectives