1. The (Untapped) Potential of Learning 2.0
Christine Redecker
Kirsti Ala-Mutka, Romina Cachia,
Anusca Ferrari & Yves Punie
IPTS Information Society Unit
Creative Learning – Innovation Marketplace 2009, 16 October 2009, Lisbon
The views expressed by the authors are not necessarily those of the EC

2. Institute for Prospective Technological Studies
IPTS: Part of Joint Research Centre of the EC: 7 Research Institutes across Europe
Mission: “to provide customer-driven support to the EU policy-making process by researching science-based responses to policy challenges that have both a socio-economic as well as a scientific or technological dimension” 1

3. Presentation Overview
1. Context: The growth of the Web 2.0
2. The Potential of Web 2.0 tools for Learning
Content: providing greater access and diversity
Creating: supporting the creation of educational content
Connecting: connecting different actors
Collaborating: supporting collaboration
3. Challenges
4. Conclusions

4. The Growth of Web 2.0
 Web 2.0 applications are becoming mainstream internet use...
Source: Social Media Tracker, Universal McCann

5. Persistent Digital Divides
... for those already connected!

6. Two Learning 2.0 Studies Key research questions
What is the potential of Learning 2.0 for promoting innovations in E&T in Europe?
What is its potential for promoting inclusion by re-engaging groups at risk of exclusion?
Two Learning 2.0 Studies
Key research questions
Can new ICT-enabled communities innovate lifelong learning? How?
What can E&T systems learn from them?
What are the risks and challenges?
Learning 2.0 – Innovating
Formal Education & Training
Innovations in
ICT-enabled Learning Communities
Scope
Investigate Learning 2.0 initiatives
in primary, secondary and tertiary E&T;
assess the potential for supporting technological, pedagogical and organisational innovation;
identify & study projects for inclusion
Scope
Innovative Learning approaches emerging in
online communities consisting of (Preece 2000):
People, who interact socially with a shared purpose;
Policies that guide people’s interactions
Computer systems to mediate social interaction
as well as learning through
individuals’ networked activities
Methodology
Literature and resource review
Case collection (250 cases)
In depth case studies (8+8 cases)
Expert Workshop (October 2008)
Synthesis and Assessment
Methodology
Literature and resource review
In depth case studies (12 cases)
Expert Workshop (March 2009)
Synthesis and Assessment
The paper for this conference is focusing on presenting the results from the first review phase. Information of the case studies, workshop results and overall synthesis can be found from the study reports, which will be published soon.

7. The Potential of Web 2.0 for Learning
Content
user as customer
access
diversity
Creating
user as producer
sharing
modifying
recommending
Connecting
user as social being
networking
help & support
bridging distance
Collaborating
user as
team worker
pooling resources
joint production

8. Greater access to academic content
> 1500 videos from MIT, Stanford, Berkeley, Harvard, Princeton, and Yale
Top rated courses, lectures, instructors

9. ... and other learning content
> 8348 videos, 6062 lectures, 5379 authors, 291 events

10. Creating and sharing knowledge
worldwide
> 100,000 walking and mountain bike trails uploaded
by users

11. Creating educational content
Online community (“a safe venue”) for sharing instructional videos for teachers, schools, and home learners
About 800,000 visitors every month; 220,000 regular users and more than 54,000 videos (launched in 2007)
Most popular: teacher rapping about the math concept of perimeter (355,000 hits) and top 10 list of "things you do not learn about teaching in college" (227,000 hits).
Top 1 video is "Pay Attention" (820,000 hits) (Cf infra)

12. Connecting: Sharing Experiences
5800 members; mean age 38;
62.6% female;
more than 40% with university degree.

13. Connecting learners
Over 3,000,000 members from over 220 countries, speaking over 100 different languages.
Livemocha members completed over 2.2 million language learning activities in May 2009
Livemocha members who submit a spoken or written language exercise receive an average of 3 reviews from native speakers.
Livemocha has a global footprint, with paying customers in 76 countries
( )

14. Collaborating on a school subject

15. Collaborating at work IBM internal knowledge exchange:
Discussion forums: 400,000 entries, 150,000 threads
Blogs: 13,000 blogs; 2,000 blogs frequent entries; 60,000 active contributors
Wikis: 12,000 wikis with 190,000 pages; 65,000 daily users; 2/3 of staff use wikis actively
Bookmark sharing: 550,00 0 links shared by 20,000 employees
‘Bluepages’ networking tool: 580,000 profiles; 3 million queries per month
There are threads in discussion forums with about entries employees
have been actively contributing to blogs within the last 12 months and there are about
blog entries and comments blogs are rated as especially active with at least 2
new entries per week. The blogs are linked to the 'bluepages' networking tool and can be
accessed directly from user profiles and take over a verification role during expert search
processes. There are wikis organised in a central wiki platform with about
pages and daily users. Two thirds of all employees work actively with the wikis.
Additionally, links have been collected collaboratively in the bookmark sharing
system by employees.
There are
profiles in 'bluepages', a tool for documentation of internal employee and external
partner data, contact information and personal know-how for expert searches with about 4
million queries per month. The bluepages have been in use for more than 5 years and are
requested frequently by external customers. The bluepages can represent dynamic networks in
addition to the normal reporting and communication pathways.
As described above in detail, knowledge transfer takes place on several levels supporting
internal documentation of personal knowledge, person- and content-related information
detection, cross-hierarchical and cross-departmental communication and collaboration,
project-related distant collaboration, knowledge transfer between distant locations, creation of
new ideas and innovation and personal informal further education, competence development
and public documentation of competence portfolios.

16. Content Creating Connecting Collaborating The Potential
and the Challenges
Content
user as consumer
Addressing the digital divide:
access
basic ICT skills
critical skills
access
diversity
Creating
user as producer
sharing
quality
reliability
safety
of user generated content
modifying
recommending
Connecting
user as social being
security
supporting
privacy
identity
bridging distance
networking
user as
team worker
Collaborating
joint production
ownership
copyright
pooling resources

17. Conclusions Learning 2.0 is a reality
... at least outside of formal education and training;
Web 2.0 applications open up new learning opportunities
... by making content available; allowing the creation of content; providing virtual networks connecting learners; and supporting collaboration;
Learning 2.0 can support learning in a lifelong learning continuum.
However,
Most public or private organisations have not (yet) seized the opportunities of Learning

18. Thank you very much for your attention!
The question is:
Why?
Thank you very much for your attention!
Christine Redecker
(+34)