Barnes, Cameron and Tynan, Belinda (2007) The adventures of Miranda in the brave new world: learning in a Web 2.0 millennium. Research in Learning Technology, 15 (3). pp. 189-200. ISSN 0968-7769
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Abstract
This paper looks at the implications of Web 2.0 technologies for university teaching and learning. The latest generation of undergraduates already live in a Web 2.0 world. They have new service expectations and are increasingly dissatisfied with teacher-centred pedagogies. To attract and retain these students, universities will need to rethink their operations. New social technologies mean that universities have the chance to create a new generation of student-centred learning environments, to realize the idea of a University 2.0. The following discussion draws upon a fictional character in order to capture the possible futures of such a brave new world.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to published version due to publisher copyright policy. Note variation in title of journal (also known as ALT-J). |
| Faculty / Department / School: | Historic - Learning and Teaching Support Unit |
| Date Deposited: | 17 May 2012 01:02 |
| Last Modified: | 03 Jul 2013 01:10 |
| Uncontrolled Keywords: | teaching and learning; social technologies; University 2.0 |
| Fields of Research : | 13 Education > 1301 Education Systems > 130103 Higher Education |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies |
| Identification Number or DOI: | 10.1080/09687760701673568 |
| URI: | http://eprints.usq.edu.au/id/eprint/21170 |
Available Versions of this Item
- The adventures of Miranda in the brave new world: learning in a Web 2.0 millennium. (deposited 17 May 2012 01:02) [Currently Displayed]
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