Abstract:

Web 2.0 and social media technologies contribute to an ongoing profound shift in learning styles and knowledge creation as well as changing learners' information needs and expectations. The convergence of diverse philosophical and pedagogical concepts such as creation of new cognitive authorities, knowledge construction through individual learning styles, autonomy of the learner in formal educational contexts or the increasing role of informal learning promote innovative pedagogical approaches and models to enhance teaching.

How can instructors harness the power of online technologies like blogs, podcasts, and wikis for student engagement and learning? How is the Read/Write Web changing the professional dynamics in the classroom?

The authors discuss a model of a blended course of instruction to university nursing faculty on successful integration of Web 2.0 technologies in teaching and research incorporating formal and informal learning. The analysis of the model is situated in the following research contexts: relationship between Web 2.0 technologies and Connectivism as a learning theory, creation of cognitive authorities in the Web 2.0 environments and its implication on knowledge acquisition and scholarly integrity, and the role of faculty attitudes influencing their acceptance and adoption of Web 2.0 technologies.

The five-week course primary objectives were twofold: to prepare Nursing Education faculty to apply Web 2.0 tools to expand the limits of teaching and learning beyond the classroom time, provide efficient tools for students to collaborate, and reflect on their learning outside the face-to-face classroom environment; and to brainstorm ideas about how faculty could use these tools for research and enhance the communication among colleagues. The content consisted of five modules: RSS Feeds, Podcasting, Social Bookmarking, Blogs, and Wikis. Each week one of the five topics was introduced and delivered in Blackboard learning management system. Participants completed each module tutorials and assignments online during the week prior to 90 minute, face-to-face, weekly meeting. During the face-to-face meetings, participants completed hands-on exercises applying the concepts and skills presented in the online lesson tutorials. A discussion board was made available for the exchange of ideas on implementing each tool in the classroom and questions and answers.

The course was piloted with nursing faculty due to their demonstrated high level of motivation to use Web 2.0 tools in the classroom and professional work, strong support of the Dean of the School of Nursing and a high compatibility of these tools with the rapid dissemination of nursing and medical information. Course evaluations indicated a high level of satisfaction among participants. The high level of motivation among faculty, combined with the high level of the administrative support and the hands-on course design allowed faculty to apply these tools in the classroom immediately after finishing the course. Examples of how faculty applied each tool in the classroom along with students' reactions to each tools, and how they use these tools with their colleagues will be shared with the audience.

The course serves as a successful model of learning that can be implemented in other disciplines where Web 2.0 tools have considerable research and teaching applications.

Keywords:

learning styles, web 2, 0, nursing education, professional development, communities.