New beginnings

Facilitating effective learning through the use of Web 2.0 tools

Abstract

Web 2.0 is driving change both in the mainstream society and education. Web 2.0 enhances the experience by allowing users not to only download pre-packaged content but by empowering them to become active contributors and publishers. Web 2.0 affordances such as the ability to network, communicate, collaborate, co-create and aggregate knowledge offer considerable opportunities for learning and teaching. The growth of Web 2.0 technology and rising easiness to collaborate, communicate and co-create provides an opportunity to move away from a transmission method of teaching to one that empowers learners to learn collaboratively through interaction with peers.

Trade education is perceived by many as “learning the skills”. In this era of fast changing technology, learning the skills is not enough. The need to continually up-skill and the ability to learn on your won is fast becoming a necessity to deliver expected outcomes.

The Certificate in Mechanical Automotive Engineering (CAME) is a foundation level mechanical course that in the past was mainly geared towards "teaching the skills" and also suffered from poor student retention and success rate. This paper explores an example of how Web 2.0 tools were implemented in the curriculum to address these problems: student retention and success and gearing students towards becoming independent learners.

Phase 1 of the proposed 3-phase scaffolded student-centred learning model is implemented in the course. The design and use of chosen Web 2.0 tools for use in the course is described. An overview of the outcome from semester 1 of 2-semester research is discussed. Data for the research was collected using various methods: the administration of post semester survey (student), student and staff blog, data gathered from discussions and reflections in the community of practice that was established with students and staff and an evaluation of student results at the end of the first semester.