Why should schools consider adapting their offer to Web 2.0?

What is Education 1.0?

Education 1.0, or traditional education, refers to an education philosophy which relies on expertise and one-to-many knowledge dispensing (instructor led education). In such a model, information technology plays at best a role in extending the classroom discussion.
This model corresponds to a given environment in which access to information and resources necessary to education has a much higher cost then the one associated with the environment of new information technologies. It also corresponds to learning behaviors that are asking for authority of instructors and face-to-face interaction.

What is Education 2.0?

The tensions between the traditional education philosophy (‘Education 1.0′) and the nascent Learning 2.0 behaviors will shape a set of new educational practices, which we can refer to as ‘Education 2.0′.

Education 2.0 is a set of practices which can help schools successfully achieve their educational objectives in a context of change in learning behaviors and expectations. These consist mainly in:

a) Maximizing the benefits of learning 2.0 in accordance with academic objectives.
b) Providing barriers against the dangers associated with learning 2.0

Learning 2.0 behaviors can become benefits for schools if addressed and managed in the right way. By making sure that learners are equipped with the appropriate skills and knowledge to maximize their use of web 2.0, a School insures that each time they use the Internet for learning purposes they will benefit from it.

This post is a ‘guideline’ to help each educational institution decide on the value of “education 2.0″ in their offer. I will address the different questions which should be asked when trying to weight the potential costs and benefits of web 2.0-related pedagogy for a school.

How can Schools measure the value of Web 2.0?

“Why should it be worthwhile to get involved in ‘education 2.0′, when we are already doing education 1.0 very well?”

 

Before addressing in detail what schools can do to adapt, it is necessary to document the need for change in educational practice. More important than seeing “education 2.0″ as an absolute progression or regression as compared with “education 1.0″ is the need to define costs and opportunities of “education 2.0″ in the changing context of education. In such an effort, we can start by listing potential clusters of value for a school, and which questions need to be asked to decide on its value.

The direct pedagogical value of web 2.0 for academic objectives

As defined previously, Learning 2.0 practices can potentially help learners

• Develop or improve the effectiveness of personal learning styles,
• Reinforce their awareness of the need for critical judgment and evaluation,
• Understand how to deal with and benefit from a complex environment of divergent opinions and experience
• Touch upon the mechanisms of reputation and recognition.

The indirect value linked with change in the context of education

 

In a context of growing weight of digital interaction in the social and economic life, institutions can grasp value by helping students better adapt to the new context. Students who have gained the skills and knowledge to understand and use effectively the logic behind the Internet will have increasing weight on the job market. On the contrary, students who have not been helped by schools how to best use web 2.0 resources are exposed to a higher risk of misuse of these resources and will lack essential skills on the job market.

This direct and indirect value can be seized by institutions if they provide students with the tools and stimulation necessary for them to use Web 2.0 in their learning, while at school, but also far beyond that. Schools have the opportunity to help students become life-long learners who know how to create value from web 2.0.

Is it worth it?

In order to decide on whether a given institution can grasp that value, or in other terms “Is it worth it?”, institutions should start by giving answers to the following questions:

- Is my audience potentially receptive to education 2.0 ?

Does the audience of my institutions have the skill base necessary to use web 2.0 as a support for their learning? Would they be willing to accept learning these skills?
Do students expect Internet resources as part of their curriculum; or rather expect exclusively face-to-face interaction?

- Does education 2.0 provide students with new skills that are recognized as valuable by employers?

Do organizations that work with my school say students will meet these skills in their future workplace? Do they see web 2.0 literacy as a valuable asset?

- Is it valuable in my institution’s current pedagogical base?

Is social interaction recognized as the best way to learn? Are there areas of learning which just “have to be learned”, and tolerate no discussion?

- Can the attributes and potential value of learning 2.0 (personalization, evaluation, variability and reputation) be appealing to my school as a value lever and an incitation to do things differently?

Are these skills important in my institution’s teaching objectives?

- What will be the cost of implementation in my school?

At what cost can my institution deal with the required culture change (activism, authority 2.0) implied by web 2.0? Will faculty use these tools to complement their teaching? (can they accept the challenge to their authority, do they acknowledge its value?)