Catherine McLoughlin and Mark J. W. Lee discuss the new pedagogical landscape made possible by the emergence of Web 2.0 social software, which allows users to become active contributors. Web 2.0 tools offer unparallelled opportunities for participation, productivity, and interaction. Through a discussion of emerging learning scenarios enabled by social software, McLoughlin and Lee posit that future learning environments must capitalize on the potential of Web 2.0 by combining social software tools with connectivist pedagogical models. The combination produces what the authors call Pedagogy 2.0, a model of learning in which learners are empowered to participate, learn, and create knowledge in ways that are personally meaningful and engaging.
“Pedagogy 2.0 is defined by:
- Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas;
- Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;
- Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;
- Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;
- Resources: Multiple informal and formal sources that are rich in media and global in reach;
- Scaffolds: Support for students from a network of peers, teachers, experts, and communities; and
- Learning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
With this learner-based, communal, media-rich, flexible approach, Pedagogy 2.0 uses social software tools to enable the development of dynamic communities of learning through connectivity, communication, and participation.”