This article is showing the value of using intercation in the Web 2.0 context to creating deeper learning. The study focused on a multi-dimensional Web 2.0 experience including Wiki, blogs and Flickr photo stream. They used pre- and post-test surveys in order evaluate the learning progress and the students’ reactions to the project. Afterwards, they used various methods to evaluate the correlation between the results of the test and how the students learned. What they found was that students learned the most when they were able to do the wiki-based activities. The interaction of not only finding new information, but also reorganizing that knowledge, had the highest correlation to deeper learning (Laryu, Naykki, Jarvela, 2012, 37).
I thought that this article was interesting on how they studied the effects of how the students learned best. They had to take into account what kind of learning was taking place and how the student’s interacted, including changes made by students and how often they posted.All of this information was then synthesized and made into comparable numbers. Laryu’s, Naykki’s and Jarvela’s (2012) conclusion that wiki worked the best in that context was interesting. The reason that they gave for this was that the students “do not simply assimilate new information into existing knowledge but actually change knowledge” (37). So the students have to take the informatin they found and truly understand what is happening so that they can integrate it well into the wiki that they are working on. Being that the wiki is a website, there is a certain amount of accountability, because the teacher can check with software designed to prevent plagarism.
This especially applies to how we design lessons. We have to keep in mind what kind of activity we are trying to do and how to engage the student in the lesson. The tools that we use in Web 2.0 are useful, and wikis are shown here that among the technology used, the wikis are the most helpful.
Laru, J., Naykki, P., Jarvela S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15, 1, pp 438-455.