Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-27T09:25:36.505Z Has data issue: false hasContentIssue false
  • English
  • Français

Web 2 technologies for Net Native language learners: a “social CALL”

Published online by Cambridge University Press:  01 May 2009

Andrea Kárpáti
Andrea Kárpáti
Affiliation:
Eötvös Loránd University, Faculty of Science, UNESCO Chair for ICT in Education, H-1117 Budapest, Pázmány s. 1/aHungary (e-mail: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

In order to make optimal educational use of social spaces offered by thousands of international communities in the second generation web applications termed Web 2 or Social Web, ICT competences as well as social skills are needed for both teachers and learners. The paper outlines differences in competence structures of Net Natives (who came of age in the 21st century) and the Net Generation of the 1980s and 1990s who evolve in response to changes between Web 1 and Web 2 technologies.

Virtual educational environments in the age of the Social Web represent a perfect embodiment of the Constructionist paradigm: they offer shared discussion and work spaces instead of presentation tools, coaching utilities instead of help desks, and digital learning resource repositories instead of ready-made learning materials. LRE, the European Learning Resource Exchange, and several collaborative web based services and applications will be presented, to illustrate the interrelated change in educational software design and use.

New teaching and learning aids require and at the same time inspire new educational theories. The trialogical learning paradigm that invites all educational stakeholders to work on shared objects of inquiry and development and thus develop epistemic agency will be offered as a foundation for a ‘social CALL’.

Keywords

Web 2.0educational paradigms and ICTteacher education
Type
Invited keynote presentation
Information
ReCALL , Volume 21 , Issue 2 , May 2009 , pp. 139 - 156
Copyright
Copyright © European Association for Computer Assisted Language Learning 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Coach, C. (nd) Personal Learning Spaces. http://personal-learning-environments.wikispaces.com/Google Scholar
Dillenbourg, P. (1999a) What do you mean by collaborative learning? In: Dillenbourg, P. (ed.), Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier, 1–19.Google Scholar
Dillenbourg, P. (1999b) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. http://hal.archives-ouvertes.fr/docs/00/19/02/30/PDF/Dillenbourg-Pierre-2002.pdfGoogle Scholar
The Friend of a Friend (FOAF) project. http://rdfweb.org/foaf/Google Scholar
Gilbert, D., Chen, H. L. Sabol, J. (2008) Building Learning Communities with Wikis. http://www.wildwiki.net/mediawiki/index.php?title=%E2%80%9CBuilding_Learning_Communities_with_Wikis%E2%80%9DGoogle Scholar
Gruber, T. (2006) Where the Social Web Meets the Semantic Web. http://tomgruber.org/writing/social-web-meets-semantic-web.pdfCrossRefGoogle Scholar
Kárpáti, A. Blamire, R. (2008) Evaluation and validation of the first European learning Resource Exchange. http://calibrate.eun.org/shared/data/calibrate/deliverables/D4_2_Final_Validation_ReportFinal.pdfGoogle Scholar
Kárpáti, A., Török, B. Szirmai, A. (forthcoming) The Effects of Personality Traits and ICT Skills on Changes in Teaching Style of Experienced Educators. In: Nicholson, P. and McDougall, A. (eds.), Current and Future Issues in Research Into ICT and Education. Berlin: Springer Publishers.Google Scholar
Knowledge Practice Laboratory Project (KP-Lab) (2006–2011). www.kp-lab.orgGoogle Scholar
Kozma, R. (ed.) (2007) Technology, Innovation, and Educational Change – A Global Perspective. Eugene, Oregon: International Society for Technology in Education (ISTE).Google Scholar
Lipponen, L., Hakkarainen, K.Paavola, S. (2004) Practices and Orientations of CSCL. In: Strijbos, J., Kirschner, P. and Martens, R. (eds.), What we know about CSCL in higher education. Boston, MA: Kluwer Academic Publishers, 31–50.CrossRefGoogle Scholar
Mika, P. (2007) Social Networks and the Semantic Web (Semantic Web and Beyond). New York: Springer Publishers.Google Scholar
OECD – Directorate for Education (1996) Education at a Glance. Paris: OECD.Google Scholar
OECD – Directorate for Education (2006) Education at a Glance. http://www.oecd.org/document/52/0,3343,en_2649_39263238_37328564_1_1_1_1,00.htmlGoogle Scholar
O’Reilly, T. (2005) What Is Web 2.0? Design Patterns and Business Models for the Next Generation of Software. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.htmlGoogle Scholar
Paavola, S.Hakkarainen, K. (2005) The Knowledge Creation Metaphor – An Emergent Epistemological Approach. Learning Science & Education, 14(6): 535–557.Google Scholar
Paavola, S.Hakkarainen, K. (2006) Background and Characteristics of “Trialogical Learning”, v.2.0. Working Paper. Helsinki: University of Helsinki.Google Scholar
Paavola, S., Lipponen, L.Hakkarainen, K. (2004) Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4): 557–576.CrossRefGoogle Scholar
Poldoja, H. Toikkanen, T. (2006) Social media in education. http://www.hanspoldoja.net/work/presentations/2006-11-16-itko.pdfGoogle Scholar
Rubinstein, G. (2007) The Way of the Wiki: Building Online Creativity and Cooperation. http://www.edutopia.org/whats-next-2008-wiki-technologyGoogle Scholar
Scardamalia, M. (2002) Collective cognitive responsibility. In: Jones, B. (ed.), Liberal Education in the Knowledge Age. Chicago: Open Court, 67–98.Google Scholar
SITES Module 2 (2003) Case Reports of the Second Information Technology in Education Study: Module 2. http://sitesm2.org/sitesm2_search/Google Scholar
Tapscott, D. (1998) Growing Up Digital: The Rise of the Net Generation. New York: McGraw-Hill. Excerpts: http://www.growingupdigital.com/Google Scholar
Tartsay-Németh, N.Kárpáti, A. (2007) The Role of the Facilitator in the Development of Teachers’ ICT Competence. In: Proceedings, /NEW LEARNING 2.0? Emerging Digital Territories, Developing Continuities, New Divides/. Naples: EDEN (European Distance Education Network), 58–62.Google Scholar
Vygotsky, L. (1934, 1978) In: Cole, M., John-Steiner, V., Scribner, S. and Souberman, E. (eds.), Mind in Society. Cambridge, MA: Harvard University Press.Google Scholar
Wenger, E. (2006) Communities of practice – Learning, Meaning and Identity. Cambridge: Cambridge University Press.Google Scholar