Seven Types Of Web 2.0 Tools That Enhance The Virtual Learning Experience 2020

The emergence of web 2.0 tools has made the internet more dynamic and interactive, by allowing users to create, share and comment on information, has been named the generation of participation and collaboration.

There are many and all kinds of resources that are part of the web 2.0 tools, and although these were not designed thinking of being used for education or virtual learning. The benefits that its application had in teaching were soon identified, transforming the training process by focusing on the student and his active learning, making him creative and critical.Click here.

When applying web 2.0 tools in teaching, the student is placed in a scenario where his learning is energized since he should not wait for the information to reach him, but go for it, find it, create it and share it to obtain feedback. It can not be only from the professor but from his classmates or the virtual community; changing the learning experience in this way.

New web 2.0 applications are constantly emerging; this time, we will group some of the most used in virtual training, for the results they have offered in relation to their usability, communication and collaboration.

COLLABORATIVE TOOLS

They are applications that allow you to work documents with the contributions of more than one person, even simultaneously so that students tend to be more participatory and motivated when using these types of tools. Among this classification, the most used are Google Drive and Dropbox.

Social Networks

The tendency to use social networks in education is increasing, due to its wide acceptance and incorporation into the daily routine of its millions of users; These are being used in education to share the content of interest and promote student participation and comments to different publications. Among the most used social networks are Facebook, Twitter, YouTube, Vimeo.

Conceptual and Mental Maps

This learning technique used a long time ago to organize and represent graphically, or by diagrams, basic concepts or ideas can now be realized and shared virtually, with tools such as MindMeister, Coggle. It, Mindomo and Bubbl.us.

Presentations

Presentations are already widely used for teaching; However, Web 2.0 tools such as Prezi, Slideshare, and Scribd allow you to publish and share the content of the presentations, facilitating the review and input of comments from the audience to which they are addressed.

Podcast

These types of applications are used to transmit audio on the internet; Although initially they were used by radio programs, their application has grown. In the educational area, they are used to convey brief explanations and are in great demand in language teaching. Among the applications to create and stream podcasts are Audacity, Podomatic and SoundCloud.

Blog

It is a website of constant updating, where texts or articles of one or several authors are published chronologically. Users can read the contributions or entries and leave their comments. When creating a blog for a course, students can publish their articles, result assigned research, can also be used as a portfolio of activities. Among the tools to create blogs are WordPress and Blogger.

Wiki

It is a website where the content is created with the interventions or contributions of several users or students, in this case. In a wiki, participants can read, create, comment or modify information contributions. Its use in the classroom allows students to be part of their learning by creating their material while strengthening collaborative work.

As we can see, there are many tools to improve the learning experience, and there are free, flexible and easy to use online. However, tools are not the end, and they are only a means to facilitate learning and generate the necessary computer skills for students. These do not replace the virtual tutor, and on the contrary, they allow you to transform your role, by a more participatory, dynamic and facilitative one.

DYNAMICS TO CONSIDER FOR EDUCATION

Therefore, we must keep in mind when applying this term in our educational process the following characteristics:

·         Interactivity, it is essential that the website allows interactive contact between two or more subjects.

·         Connectivity Without internet access users cannot participate.

·         Dynamic applications and open standards, where the content is continuously modifiable by the participation of different users who access a particular website.

·         Collaborative and participatory. Collaboration and participation among users should be encouraged when preparing content or clarifying information offered or requested by them.

·         Simple and intuitive applications. Every web 2.0 application must be adapted to all types of users, from the most experienced in computer matters to those with a basic level.

·         Beta character, since all content and applications related to Web 2.0 are continually improving.

·         Free applications, as this allows the greatest possible participation among all network users.

Mobility, this aspect related to the term M-learning, since much of the information that is introduced in web 2.0 applications is done in various places since many of the users are currently connected to the network through their mobile phone, laptops and Ipad.

HOW TO IMPLEMENT WEB 2.0 IN THE TEACHING-LEARNING PROCESS?

Web 2.0 has been implemented for several years in the training process, more specifically, through School 2.0, which is not being well applied in most cases, from the different educational and professional centers that work on it. The introduction of Web 2.0 should go one step further.

·         Changing the role of the educator. The first thing we must change is the way of teaching the educator. We must pass from knowledge speaker to organizer and information counselor.

·         Changing the role of the student. Just as the teacher must change, the students must do the same. It is no longer worth being a mere listener in the classroom, and you must participate and collaborate in the accomplishment of the task, adapting the knowledge to your learning style.

·         From traditional education to the creator of knowledge and researcher. We must leave aside the moment in which teachers issued their knowledge to students who listened attentively to the notions emitted by it. And move on to motivate and organize the knowledge of those who have access to Web 2.0, encouraging constructivism and research by part of the students.

·         Change of methodology and new learning styles. It is essential when implementing Web 2.0 in the teaching-learning process that we change the methodologies and generate new learning styles.

·         Teacher training. It is no use having many technological resources if teachers continue to act as a traditional teacher. We must train the teacher in the use of tools and new learning methodologies.

·         Development of new skills. We must encourage the development of new skills and abilities to search, collect and process information and convert it into knowledge.

CONCLUSION

As we can see, to implement Web 2.0 in the educational system, it is not enough solely and exclusively to provide schools with technological resources or to train teachers in their use. But we have to encourage a change in the teaching philosophy and train it in the principles already seen of Web 2.0 (share, participate), all of them positive aspects that can allow the entire educational community to adapt to the new knowledge society.



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