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The developing role of the educator in Web 2.0 and OER environments

Wilson, Tina (2011). The developing role of the educator in Web 2.0 and OER environments. In: EDEN conference 2011 - Learning and Sustainability - The new ecosystem of innovation and knowledge, 19-22 June 2011, Dublin, Ireland.

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Abstract

The proliferation of Web 2.0 social networking tools enables the creation of new open teaching and learning spaces. However the adoption of open social networks to encourage collaborative work around Open Educational Resources (OER) is a more recent phenomenon. This paper investigates the use of an open social forum associated with OER to facilitate informal and formal online activity between learners and teachers. The two participants who are lecturers are familiar with the use of closed and password protected online environments.

The developing role of the educator in open social networks is investigated through actual use of OER and open forums for informal learning and the lecturers’ attitudes towards use for formal learning are explored. The findings suggest that one lecturer wanted to consider using open environments for formal learning and one lecturer did not. Although the findings in the main are positive, there is a suggestion that facilitative techniques (both human and activity based) need to be further developed to support and sustain learning communication with OER and associated open forums. This paper gives initial feedback about expected and actual usage of OER and open forums for co-operative and collaborative learning.

Item Type: Conference Item
Copyright Holders: 2011 The author
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetWilliam and Flora Hewlett Foundation
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 29819
Depositing User: Tina Wilson
Date Deposited: 19 Oct 2011 12:51
Last Modified: 23 Oct 2012 16:38
URI: http://oro.open.ac.uk/id/eprint/29819
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