Caveats: Iamnotaluddite. I’veworkedwithandinL&Dtechnologysincethemid1980s. WhatIamissomeonewhoputseducaCon,traininganddevelopmentfirstandtechnologysecond. IalwaysquesConandanalyseanynewL&DdevelopmentbeforeIgetexcitedaboutit!

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ExplanaConofthe‘menu’: Howthesetermsarebeingused. Whatisgoingonoutthere. Whoaretheendusers–howmuchdowereallyknowaboutthem. TheimpactWeb2.0appscanhaveonorganisaCons. HowmuchwillinstrucConaldesignersneedtochange‐shouldtheystartlookingforanotherjob. TowhatextentshouldtheuseofWeb2.0appsbeformalised.

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 ManydefiniConsofWeb2.0–thisisafairlycommonone. Importanceofthewords‘create’and‘share’.

 Web2.0mantra–rip,mixandfeed:youtakecontentfromwherever,mixitupasyouseefit,andthenfeedittoallthosewhomightfindituseful.

 Learners,whoarecreaCngandsharingpodcasts,blogsandwikis,andusingsocialnetworks,haveallbeentaggedasundertakinge‐Learning2.0orLearning2.0acCviCes.

 Web2.0anditsassociatedtoolsarejusttechnologies–thehumanelementisneededtomakethemuseful–justbecausetheyaretheredoesn’tmeanthatpeoplehavetousethem.Buttheyarebeingused,mainlytosupportinformallearning.

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 I’mdoingitrightnow!

 Theextenttowhichit’shappening–difficulttotellfor3reasons:i)whenusedforinformallearning,ii)trendonlyresearch,andiii)fartoomanyspuriousclaimsandconsiderablehype. ButWeb2.0technologiesarebeingusedaseducaConalandL&Dtoolsbecausetheyareavailableandaccessibletoalargenumberofcomputerusers.

 SomeorganisaCons,inparCculareducaConalinsCtuCons,havestartedtoformalisetheirstudents’useofWeb2.0technologiesby:a)endorsingtheiruse,b)allowingpeopletopublishtheirowncontent,andc)providingEnterpriseSystemstohandlecontentinanextremelysophisCcatedmanner.

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 Knowthytargetaudience–mantraofallgoodinstrucConaldesigners. Butplease,eithertakewithamassivesprinklingofsaltor,preferably,justignorethestereotypicalrubbishwhichiscurrentlybeingspoutedbysomeofthosewhoarehypingWeb2.0,etc.totheheavens.

 Accordingtothesepeoplethereare4groups(therealwaysare,aren'tthere?):Veterans(b1925‐1945),BabyBoomers(b1946‐1964),GeneraConX(b1965‐1979–Idon’tknowwhytheyarecalledthat–perhapstocomparethemwiththelastgroup,GeneraConY(apparentlybecausetheyareforeveraskingwhy!)(b1980‐1995). EachgroupissaidtohaveadifferentprofilebutthegreatestdifferenceisGeneraConY’sprofilewhencomparedtotheother3.

 OKsomeoftheverygeneralisedstuffmaybefairlyaccurateindescribingsomeofthecommontraitsofpeopleineachofthegroups.However,extrapolaCngthesecommontraitstothewaysinwhichthesepeoplelearnisjustdownrightdangerous.TheoriesandmodelsofLearningStylesarebadenoughbuttohavethisloadofunproventwaddlethrownintothemixisenoughtomakethisBabyBoomermoveprontointotheVeteransclass!

 ....andthen,ofcourse,thereisalwaystheSilverSurfers(theydon’tevengetamenCon–whynot?)

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 Ifyouwanttoknowifit’shappeninginyourorganisaCon‐andwhywouldn’tyou?–thenthese4areasmighthelpyoutofocusyourresearch: Covert–overtdimension(saysalotabouttheorganisaCon’sculture) Whoisdrivingit–thelearnersthemselves,themanagers,IT(!!!)–ifyou’vegotasituaConwherelearnersaredrivingitandmanagersareencouragingitthenraiseaflag! Wherearethetools–howsophisCcatedisthesysteminwhichtheyareaccessible? Likelytobeusedinformallybutyouneverknow–ifsothenhowaretheybeingusedandwithwhateffect.

 Remember,ifyoudowishtoformalisetheuseofsomeorallofthesetools,theyvaryintheextenttowhichtheycanbebrandedforyourorganisaCon–wouldthismajer?

 Don’tassume–askyouremployees(arepresentaCvesampleplease)whatitistheywantnowandwhattheymightwantintheshort‐term.

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 Panic–help–doIneedtobeabletocontrolit?AsaninstrucConaldesignerI’musedtobeingincontroland‘conducCngtheorchestra’.

 Ineedtoknowwhatthisisallaboutandtogetareallygoodfeelforwhat’sgoingonoutthere.Ineedtoworkoutwhy,whenandhowImightneedtoincorporatetheuseofthesetoolsintomylearningdesign.

 EducaConalprogrammes–exisCnginstrucConaldesignstrategiesandmethods(seminars,tutorials,broadobjecCves,groupwork,individualresearch....)shouldeasilyaccommodatetheovertand‘formalised’useofWeb2.0toolsandapps. Trainingprogrammes–ifappliedinanovertmanner,thenawholenewballgameforID.However,formalisedrulesforwhichmayneverbewrijenbecausetheywillneverbeneeded. Developmentprogrammes–maybeformallyincorporatedinsomeareas/aspects,e.g.acConlearningsets,butmorelikelytoremaincovertbutorganisaCon‐backedacCviCes.

 Thiswilldependonthenatureofthe‘learning’programme,thetypeoforganisaConanditsculture,andtheneedsoflearners.

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Severalwaysandlevels: Firstdegree/aspectofformalisaConisfortheorganisaContoendorsetheuseofWeb2.0toolsandappsbethisinacovertorovertmanner.

 ByprovidingsuitableEnterprisesystems,thismakestheuseofsuchtoolsandappsmoreformalised.AretheresCllorganisaConsouttherewhoblockInternetsitesandissuePCswithunusableCDdrives?

 Nowthisisreally‘pushingtheenvelope’–noproblemwhatsoeverineducaConalinsCtuConsbutcouldanothermajeraltogetherinbothpublicandprivateorganisaCons.

 TheulCmatelevel–realpowertothepeoplebutprobablyonewheretherearefartoomanyconstraintsandvestedinterestsineverleongthishappen–butthereagainIsaidthesameaboutRapide‐Learningtoolsseveralyearsago!

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 Horsesforcourses(programmes) The‘toys’arethere,sowhynotendorsetheiruseattheveryminimum?

 Web2.0toolsandappsformearelearnersupporttoolsandthese,inmybook,shouldneverbemadecompulsoryforeveryone–itdependsonwhatindividualsrequire,whentheyrequirethem,andiftheyfindthemhelpful.

 Apointwhichissoopenforgojenintheexcitementandrushtobe‘withitwithtechnology’–dogsandtailsspringtomindasthetechnologytailwagsthelearner’sdog!

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Tosummarise: TherearetwomaindriversfortheuseofWeb2.0toolsandapps–learnersandpeoplelikeus.

 Inthecontextofsociallearningthentheiruseisappropriate.

 Possibly,butitwilltakealotofhardevidencetoconvinceme,bywhichCmewewillprobablybewonderingwhatallthefusswasabout(c/fe‐Learningafewyearsago).

 OnlyCmewillreduceorremovethehypeandbereplacedbysubstance,or,wewilllookbackandsay“ohyes,IremembertheWeb2.0period–whateverhappenedtoit?”.

 ThetoolsandappsarerelaCvelynewasistheiruse(althoughpeoplehavebeenusingtheiriPodstorip,mixandburnsince2001–Apple’sfirstuseoftheconcept).Theprocessisnotthatnew,justeasiertodo.

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Web3.0=thethirdgeneraConofInternet‐basedservicesthatcollecCvelycomprisewhatmightbecalled'theintelligentWeb'—suchasthoseusingsemanCcweb,microformats,naturallanguagesearch,data‐mining,machinelearning,recommendaConagents,andarCficialintelligencetechnologies—whichemphasizemachine‐facilitatedunderstandingofinformaConinordertoprovideamoreproducCveandintuiCveuserexperience.

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