Entreprise 2.0 and more

What roles do web2.0 apps play in educational arenas? – the challenges remainedcat

Posted on: October 16, 2009

In Web 2.0 approach towards learning – what’s the value-added?, Glenn Johnson has shared his own perspective on this question as follows:

At the International Coalition of Electronic Portfolio meetings in late February conversation centered around Web 2.0 types of tools – i.e., web tools that go beyond simple publication and encourage participation.  I would certainly consider the Blogs@PennState tool as belong to this category.

What roles do these new web apps play in educational arenas and in particular as they relate to electronic portfolios?  Helen Barrett is always reminding us to look back to  our purpose.

I shared this diagram with participants.  This is my own perspective on this question and includes a lot of what I learned from my conversation in these meetings.

web_2_affordances.gif

Purpose? …  Would fostering the development of an active and intelligent citizenry (life-long learning) be a reasonable end goal?  This would necessarily involve one’s looking back and thinking about what happens in life and why (reflective practice), which stems from a sense of legitimate agency (self-authorship).  Ok, but how do we get there…

Given this end goal, in working with undergraduates in a variety of curricular and co-curricular experiences does higher education provide opportunities for students to learn and make connections between theory and practice?  Yes, and in many cases we do this very well.  But what e-portfolios has brought to my attention anew is the lack of experience and confidence that these pre-professionals bring to their newly discovered academic or professional contexts.  How do students move from pre-professional to professional?

How do these individuals become accepted members in these new networks?  Can we use the participatory features of new web apps to provide students with a mode of personal expression that instills a sense of identity, but more importantly within this context, access to a community that can help validate their contribution?  Are these strategies that will assist students in gaining ownership in what they have to contribute – better yet – membership in their chosen field of professional endeavor?

I found this article interesting because it refers to the functionality of e-portfolio professional development. As a part of the course, my e-portfolio has been served as the record for my achievements and experience during the IT70 course. However, it can be assessed via QUT website with my granting the assess rights to viewers.

I believe that if we can broaden the accessibility to the e-portfolio it would be really more helpful to improve one’s digital professional presence. I agree with Glenn Johnson that the authorship and copyright are big issues to deal with. However, there should be solutions for granting different level of access.

How about integrate the e-portfolio with professional network like LinkedIn?

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