E-learning 2.0
By Stephen Downes. ELERN, 2005
1,075 citations recorded by the source corpus.
When we think of learning content today, we probably think of a learning object [https://edtechbooks.org/-nLgm]. Originating in the world of computer-based delivery (CBT) systems, learning objects were depicted as being like lego blocks [https://edtechbooks.org/-gjo] or atoms [https://edtechbooks.org/-pPc], little bits of content that could be put together or organized. Standards bodies have refined the concept of learning objects into a rigorous form [http://ltsc.ieee.org/wg12] and have provided specifications on how to sequence and organize these bits of content into courses [https://edtechbooks.org/-CVBg] and package them for delivery [http://www.intrallect.com] as though they were books or training manuals.
Subfields: Computer Science Applications
View Paper: https://www.semanticscholar.org/paper/cd56d387e41f162303e85288905dbafab8bd386a
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In Computer Science Applications
Citations in the corpus
- Social software and participatory learning (2007, background): “Current social software tools not only support social interaction, feedback, conversation and networking (Boyd, 2007; Downes, 2005), but are also endowed with a flexibility and modularity that enables collaborative remixability – a transformative process in which the information and media organised…”
- Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning? (2010, background): “Stephen Downes (2005) introduced a new term, ‘‘e-Learning 2.0”, and thus coined a name for the use of wikis, weblogs and podcasts in educational settings.”
- Learning Networks and Connective Knowledge (2010, background): “A new, distributed, model of learning was emerging, which came to be characterized as e-learning 2.0 ( Downes, 2005 ).”
- Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software. (2010, background): “Downes (2005) describes a learning environment as an approach, not an application, one that protects and celebrates identity, supports multiple levels of socialising, and encourages the development of communities of inquiry.”
- Places to Go: Connectivism & Connective Knowledge (2008, background): “As suggested by the concept I have called "e-learning 2.0" (Downes 2005 ), online course offerings should move away from large, centralized applications and instead make use of a network of connected applications.”
- Personal Learning Environments: Challenging the Dominant Design of Educational Systems (2006, neutral): “We have an emerging discourse of “e-learning 2.0” (Downes, 2005), new tools for competence-based learning in projects such as TenCompetence, and also of existing VLEs adding features such as weblogs and Wikis.”