MAKING THE TACIT EXPLICIT: DEVELOPING A PEDAGOGY USING WEB 2.0 TO ENGAGE THE NET GENERATION LEARNER

This paper shares a tutors approach to exploiting the pedagogic potential of social networking technologies such as blogs, podcast and video embedded in a wiki with 60 campus based students. The tutor role was front-loaded providing detailed instruction, learning activities, templates, resources and materials for learning, thus enabling students to engage with each other inter and intra group without tutor intervention. Students were prepared for the online experience in class using a variety of learning approaches including an online simulation activity.
Through a practical example of implementing Wiki, video, and podcasts this paper examines how social networking technologies can be used as part of a social constructivist pedagogical practice to guide learners to undertake group work in the context of learning groups.
The pedagogic model developed is explored and includes the course design, type of ‘blend’, such as the mix of online and face-to-face, student preparation and the use by the tutor of freely available web 2.0 tools to record and edit the video and audio.
Evidence of the impact of the role of the tutor on the learning experience was measured using a pre and post test questionnaire. 44 (73%) responded to both the pre and the post test questionnaire and a Wilcoxon Signed-Rank test was performed to determine whether there was a significance difference between the responses.

Results show a less positive attitude by learners to working in group assignments following the experience z = -3.81 N = 44 p = 0.0001, a more positive attitude that the tutorial activities set by the tutor provided sufficient knowledge to undertake the group work z = -2.21 N = 44 p = 0.03, there was no change in attitude towards the tutor choosing group members z = 0.69 N = 44 p = 0.49, learners showed a more positive attitude that the learning materials set helped to feel a sense ownership of group work z = -2.56 N = 44 p = 0.01. Finally, the results show a more positive attitude towards the online learning activities which were designed to prepare students for the group experience z = -2.21 N = 44 p = 0.03