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http://www.ectel07.org/cfps/callforpapers.2008-07-01.1750270947 Web 2.0 has become a major technology that supports content publishing over the Internet. Web 2.0 refers to an expected second generation of Web technology that allows people to create, publish, exchange, share, and cooperate on information (knowledge) in a new way of communication and collaboration. The Web 2.0 technology makes the Web not only for browsing, but also for creating and sharing. The success of Web 2.0 heavily relies on interactive communication and collaboration among people over the Internet - where are the people; what people possess; whether people are willing to communicate; how a group of people can be formed as communities of practice; and how people can work together trough new generation of interactive social software such as Wikis, Blogs, RSS feeds, podcast, Ajax-based browsers, peer-to-peer, instant messenger, and other social networking software. Some successful examples of Web 2.0 applications are Wikipedia, YouTube, MySpace, and Flickr. The Web 2.0 is shifting economical value of the Web to new business models for the next generation of Web technologies and interactive e-learning. One of the essential goals of applying Web 2.0 technologies to interactive e-learning is to enhance interactive communication and collaboration among participants in the Web-based learning. By participants, we refer to the learners who either possess related learning resources, or can help to discover and obtain the resources, or are willing to exchange and share the resources with others. By learning resources, we refer to the participating learners and available learning content and services. In Web 2.0, learners are co-learners as well as co-authors. They can read and write to the Web, in which learners become the consumers and producers of learning resources. As a result, the critical challenges of Web 2.0 for interactive e-learning is how to identify the right co-learners, find the right conte

The concept of andragogy was made popular by Malcolm Knowles in the 1970s. Knowles' ideas stemmed from the belief that teaching and learning approaches for adults should be fundamentally different from those for children and are based on the belief that the more mature a learner becomes, the more self-directed the learner will be in his or her own learning. The andragogical approach is a holistic, learner-centered model comprised of the following six principles: Learner's need to know:Adult learners want to decide what will be learned, and when and how it will be learned. Self-concept of the learner:Adult learners want to plan and direct their learning. Prior experience of the learner:Adult learners have a wide range of past experiences to draw from in understanding and applying what they learn. Readiness to learn:Adult learners want to understand the relevance of what they are learning to them and to their environment. Orientation to learning:Adult learners prefer a problem-centered approach to learning. Motivation to learn: Adult learners are internally, rather than externally, motivated to learn (Knowles, Swanson, & Holton, 2011, p. 3)

Raiker, A. (2009). Transformational Learning and e-portfolios: A Pedagogy for Improving Student Experience and Achievement. International Journal Of Learning, 16(8), 313-323. Abstract Article Review:  Transformative learning occurs when an individual's understanding opens up a new vista of interconnected learning. As an individual develops, s/he is increasingly able to solve abstract problems logically and to think critically of the self and others in moral, social, emotive and judgmental terms. The individual assimilates and accommodates the reformed knowledge gained into new structures of thought, affecting esteem and efficacy. The transformation achieved results in autonomy, a necessary attribute in the current climate of world-wide change. Of course, the reformed knowledge might result in negative outcomes with the individual's sense of self being lowered with resulting dependency. A way of ensuring positive outcomes is through the structured and supported use of e-portfolios in personalized and reflective mode. This approach reflects current policies in England calling for the development of e-assessment and the embedding of personal learning and thinking skills into school, further and higher education curricula. However, the success of these initiatives determined by what happens at the point of pedagogical interaction. This paper takes as its starting point the UK's Joint Information Systems Committee's declaration that in using e-portfolios the pedagogy not the resource comes first

Rambe, P. (2012). Constructive disruptions for effective collaborative learning: Navigating the affordances of social media for meaningful engagement. Electronic Journal of E-Learning, 10(1), 132-146. The essentialist view that new technological innovations (especially Social Media) disrupt higher education delivery ride on educators' risk averse attitudes toward full-scale adoption of unproven technologies. However, this unsubstantiated logic forecloses possibilities for embracing the constructive dimensions of disruptions, and grasping the tremendous academic potential of emerging technologies. Community of inquiry and virtual ethnography adopted as theoretical and methodological lenses for exploring the productive pedagogical impacts of appropriating Social Media in an Information Systems course at a South African University. Lecturer-student and peer-based postings on Facebook examined to understand the influence of Facebook adoption on student meaningful learning and pedagogical delivery. The findings suggest that Facebook constituted a collective "Third space" for student enactment of counter scripts, augmented traditional academic networking, fostered "safe" havens for student democratic expression, and afforded learning communities for student co-construction of knowledge. Shortfalls identified include challenges of developing quality academic discussions and fostering student engagement at epistemological and conceptual levels to ensure deep learning. The study recommends a multi-pronged strategy that foregrounds contingent relaxation of academic authority, on-task student behavior, strategic alignment of powerful collaborative technologies with pedagogical designs, and learning needs and styles of students.

E-learning initiatives that did not reach targeted goals The third book published by the Mega-trends project, E-learning initiatives that did not reach targeted goals , provides case study articles and analyses of nine prestigious European e-learning initiatives that did not reach their targeted goals.

Reports, Research and Dissertations This website contains various online learning visions in collaboration with schools, school districts, educational agencies, and colleges for planning and implementation of online courses for students.  The reports, research, and dissertations reference sources can help leverage the power of online learning from idea to collaborative planning to strategic plan and implementation to long-term sustainability.  One learning vision fall under the belief that student should have access to high quality affordable online courses and educational tools.

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Michael Moore uses the pedagogical categories of dialogue, structure, and autonomy (Moore & Kearsley, 2012, pp. 209-214), which, in our course reading for this week, Peters (2004) refers to as the three constitutive elements of distance education. According to Moore's theory of transactional distance, the interrelation of these three categories influences transactional distance, which is the mental or psychological distance experienced by students learning in a distance education environment. For example, Moore's theory states that in a course where there are high levels of dialogue, transactional distance tends to be lower, whereas a higher level of transactional distance often exists in courses where there are low levels of dialogue.

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