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A phenomenological understanding of Web 2.0 as a Learning Phenomenon
Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
2008 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

All technological revolutions have created a hope for a new pedagogy. So was the case with the VCR, that created the dream of the perfect distance education. So was the case with the research on Artificial Intelligence – this time the dream was about creating the perfect teacher by aid of software. Now, there is fuzz about the new emerging web, web 2.0, that is supposed to be social and interactive. This time, the dream is that the ‘digital generation’ will be its own best teacher.

 

The article aims to illuminate the character of web 2.0 as a learning phenomenon out of a reading of Martin Heidegger, primarily his earlier work. It applies the ontological grounds on which Heidegger described being-in-world and the worldliness, out from the phenomenon of web 2.0. The article states that web 2.0 could both be considered to be a thing (in Heideggerian terms), and not, a fact that could have massive impact upon learning. A thing, according to the character of equipment, to the feature of self-sameness and by the fact that it is organized in equipmental nexus which makes it recognizable as a thing from different perspectives. This is properties that education has been built upon forever. However, it does also seem to have unthingly features because of its lack of spatio-temporal fixation, the fact that there is no original and no copies of it, and that it lacks timely orientation. This insight could have huge impact upon building strategies for learning within a formal educational system.

 

It further discusses the way the world reveals itself while using web 2.0, and is proposing a new term for this kind of revelation: a stretched world, with both similarities with and differences from a simulated world. The conditions for learning in this stretched world seem to be changed in a number of ways that are elaborated in the article. It finally discusses web 2.0 as a place for dwelling, and the epistemological consequences of these features of web 2.0 as a learning phenomenon.

Place, publisher, year, edition, pages
2008.
Keywords [en]
Phenomenology, web 2.0, learning, being, dasein
National Category
Humanities
Identifiers
URN: urn:nbn:se:hj:diva-19164OAI: oai:DiVA.org:hj-19164DiVA, id: diva2:544364
Conference
NFPF
Available from: 2012-08-14 Created: 2012-08-14

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf