The Wonderful World of Web2.0!

     The Internet has changed and evolved to become the interactive user-created web of information that I am becoming ever more familiar with. The design of Web1.0 meant that only people with a high level of techno-know-how were able to create websites or put information on the web, which made it exclusive. Users were provided access to a wide range of information, but not with the opportunity to add to it in a meaningful way. Web2.0 arrived, delivered a swift kick to this old version, and replaced it with accessible technology allowing virtually anyone with an Internet connection to become an editor, collaborator, publisher and more, at the click of a button.

     Similarly to the way in which the Internet itself developed, e-learning has changed. As Richardson asserts in his 2005 article, “adjusting to the Read/Write Web is not as simple as moving students from writing essays on paper to writing essays on a blog”. Stephen Downes coined the term ‘e-learning2.0’ to describe the move towards more empowering learning experiences using the Internet.

Students are writing blogs, to access a meaningful audience, whilst simultaneously allowing students to track their own progress and thinking over time. They are also reading the blogs of other people to gain access to a whole range of sources and experts for research.

     Wikis are another option for students to access information. Anyone on the web is able to contribute to, edit, and access the information. Although the potential inaccuracy exists, whole online communities monitor the changes made and police content. Lamb explains in this article  how the process of “Darwikinism” rules, whereby information is ruthlessly culled and replaced if it is not considered fit for the wiki.

     This whole new web of experiences requires a new standard for literacy. Richardson states that, “to be literate in the age of the Read/Write Web means to skilfully manage the flood of information now available.” This requires to teacher to provide students with the skills to critically evaluate and question the sources they gain information from. Because ANYONE can be published, students must be savvy. You can't trust everything you read on the Internet! The former role of teachers, just providing content to be learned, is irrelevant, but these critical thinking skills that students can use to in the future are invaluable.


References
     Lamb, B. (2004). Wide open spaces: Wikis ready or not. Educause Review, 39(5), 36-48.
     O’Hear, S. (2006).  E-learning 2.0; How web technologies are shaping education. Retrieved April 15^th, 2011, from ReadWriteWeb webiste http://www.readwriteweb.com/archives/e-learning_20.php
     Richardson, W. (2005). The educators guide to the read/write web. Educational Leadership, 63(4), 24-27.

Image: '2nd Anoniversary' 
http://www.flickr.com/photos/25414324@N02/4281777022