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Ramon Ovelar

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This document discusses a study on faculty use and ratings of Web 2.0 tools for personal learning and as teaching tools. The study aims to understand drivers and barriers for adopting these tools. It explores using Web 2.0 to extend traditional faculty development approaches in a more active and collaborative way. The study focuses on faculty ratings and use of Web 2.0 tools for personal learning and teaching in the context of adapting to the Bologna methodological approaches.

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Faculties use and rate of Web 2.0 tools for personal learning as a way of understanding drivers and barriers for adoption as teaching tools Ramón Ovelar Basque Country University (Spain )

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Background Working as online tutor/f2f trainee in the area of TEL Collaborating in the design and content of Web sites with TEL ressources Giving support to faculties for TEL implementation in the classroom AND, during this years, getting involved in learning communities and networks

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From background to motivation Explore new ways of extending traditional faculty development methodologies with more active and collaborative systems. ¿bottom up? ¿why not? Enhancing learning with technology in any modality (f2f, blended, informal…) Overcoming barriers for Web 2.0 “peripheral technologies” in the current process of transformation to Bologna

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From background to motivation I decided to focus my study on: Faculties rating and utilisation of Web 2.0 tools as an instrument for: personal learning teaching in the context of adaptation to the Bologna methodological approaches. Why? A new perspective for understanding opportunities and barriers for Web 2.0 in HE Identifying bottom-up approaches for promoting TEL innovative practices

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Context and related work New methological approaches adopted in the process of adaptation to the Bologna accords (Lifelong Learning, Active learning…) Technological innovation in HE and faculties role in the adoption of innovative TEL practices Web 2.0 uptake in the context of HE formal education and other related contexts (students, informal learning, faculty development).

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Mapping Web 2.0 utilisation in HE Micro level (at a personal and informal base) Managing information / Critical thinking about the information they found on the Internet / Working in a collaborative basis / Learning about safety and privacy issues / Learning to create and keep learning networks Meso level (tools and/or activities proposed by teachers) Barriers related to skills or access / Web 2.0 tools suporting students learning / Web 2.0 supporting teaching / Web 2.0 tools supporting the goals of Bologna process (active learning, new definition of roles, lifelong learning) Macro level (beyond the classroom context) Institutional provision of Web 2.0 learning tools / Should universities foster the emergence of networks and communities / Support and promotion of e-portfolio

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TEL networks

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Ramon Ovelar

  • 1. Faculties use and rate of Web 2.0 tools for personal learning as a way of understanding drivers and barriers for adoption as teaching tools Ramón Ovelar Basque Country University (Spain )
  • 2. Background Working as online tutor/f2f trainee in the area of TEL Collaborating in the design and content of Web sites with TEL ressources Giving support to faculties for TEL implementation in the classroom AND, during this years, getting involved in learning communities and networks
  • 3. From background to motivation Explore new ways of extending traditional faculty development methodologies with more active and collaborative systems. ¿bottom up? ¿why not? Enhancing learning with technology in any modality (f2f, blended, informal…) Overcoming barriers for Web 2.0 “peripheral technologies” in the current process of transformation to Bologna
  • 4. From background to motivation I decided to focus my study on: Faculties rating and utilisation of Web 2.0 tools as an instrument for: personal learning teaching in the context of adaptation to the Bologna methodological approaches. Why? A new perspective for understanding opportunities and barriers for Web 2.0 in HE Identifying bottom-up approaches for promoting TEL innovative practices
  • 5. Context and related work New methological approaches adopted in the process of adaptation to the Bologna accords (Lifelong Learning, Active learning…) Technological innovation in HE and faculties role in the adoption of innovative TEL practices Web 2.0 uptake in the context of HE formal education and other related contexts (students, informal learning, faculty development).
  • 6. Mapping Web 2.0 utilisation in HE Micro level (at a personal and informal base) Managing information / Critical thinking about the information they found on the Internet / Working in a collaborative basis / Learning about safety and privacy issues / Learning to create and keep learning networks Meso level (tools and/or activities proposed by teachers) Barriers related to skills or access / Web 2.0 tools suporting students learning / Web 2.0 supporting teaching / Web 2.0 tools supporting the goals of Bologna process (active learning, new definition of roles, lifelong learning) Macro level (beyond the classroom context) Institutional provision of Web 2.0 learning tools / Should universities foster the emergence of networks and communities / Support and promotion of e-portfolio