1.2 Overview on the Article
The contribution of this paper is as follows:
First, we will analyze the technological principles of
the Web 2.0 and elaborate on their pedagogical implications
on learning. The focus on technological principles
distinguished our work from prior research in this
area, such as [19, 2] that explores the potential of Web
2.0 for education in general or [6] that describes the
Web 2.0 principles for an educational audience .
Secondly, we intend to 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 programming interfaces 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.
The in-depth analysis is subject of Section 2. In Section 3,
we will elaborate on what we mean by rapid prototyping of
learning applications. We will present two examples that we
realized: micro-blogging for language learning 3.1 and social
bookmarking for authoring learning object annotations
3.2. These two projects allowed us to learn practical lessons
about using Web 2.0 services for prototyping, which we will
discuss in Section 4. We will start by brie
y introducing one
of today's prevalent learning theory, constructivism, which
will provide a context for the subsequent analysis.
1.2 Overview on the Article
The contribution of this paper is as follows:
First, we will analyze the technological principles of
the Web 2.0 and elaborate on their pedagogical implications
on learning. The focus on technological principles
distinguished our work from prior research in this
area, such as [19, 2] that explores the potential of Web
2.0 for education in general or [6] that describes the
Web 2.0 principles for an educational audience .
Secondly, we intend to 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 programming interfaces 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.
The in-depth analysis is subject of Section 2. In Section 3,
we will elaborate on what we mean by rapid prototyping of
learning applications. We will present two examples that we
realized: micro-blogging for language learning 3.1 and social
bookmarking for authoring learning object annotations
3.2. These two projects allowed us to learn practical lessons
about using Web 2.0 services for prototyping, which we will
discuss in Section 4. We will start by brie
y introducing one
of today's prevalent learning theory, constructivism, which
will provide a context for the subsequent analysis.
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