Flat Word Strategies: New Technologies Create Interactive Learning

 

Introduction

In "The World is Flat," Thomas Friedman makes the case that a number of forces have converged to flatten and restructure the global competitive landscape, and that this process is continuing and accelerating.  This flattening has empowered individuals to compete and collaborate on a global scale like never before.  As educators, we must understand the implications for us, our students and our institutions and more globally on education and learning.  Key flatteners that are already impacting education include the Internet, open source software, search, wireless/mobility, VoIP, digitalization, personalization and virtualization. One of the key observations of this less predictable, less hierarchical flattened world is that knowledge is widely distributed and rapidly changing leaving traditional course-based learning increasingly unable to meet the needs of students.  Bridging this divide requires new paradigms in education that incorporate "flat' world strategies such as informal learner-driven knowledge transfer and new technologies and forms of learning.

Question from Mike: Gordon, can you give us a little background on some of the new tools being used?

In the 1990's many of us first started to use the Internet to deliver and supplement content for our courses. We developed relatively static web pages that included text and pictures in similar format to traditional textbooks. Today with the combination of high bandwidth access and new development tools, fresh web content looks and feels much different. With "Web 2.0" tools and delivery methods, instructors are discovering new ways to develop and deliver content to and engage their students. Among the new tools finding their way into business and into the hands of our students are:

• Search,
• Instant Messaging,
• Blogging/Podcasting,
• Wikis,
• RSS/Subscription, and
• Wireless/Mobility.

While many faculty are well-versed at using websites, email, and course management systems to interact and engage with their students, most have been slow to adopt some of these "new" technologies into and outside of their classroom.

These new tools are part of the dynamic, interactive new Internet many are calling Web 2.0. According to techtarget.com, the term Web 2.0 was first used by O'Reilly Media and MediaLive International in 2004 during a next generation web conference. Web 2.0 based technological advances have continued over the last two years and new applications are coming out daily that allow faculty and their students to experience new ways of interacting and learning. Much of this new technology is built around two fundamental technologies, AJAX and RSS.

Question from Gordon: AJAX � that�s soap, right Mike? Jesse James Garrett of Adaptive Path (www.adaptivepath.com) is responsible for coining the acronym AJAX in a February 2005 article. In the article, Garrett describes AJAX or Asynchronous JavaScript and XML, as a new approach to web applications. In terms of user interaction, what makes AJAX stand out is that it allows developers to create web applications that start to approach the richness and responsiveness of desktop applications. AJAX is not a technology, nor is it code or an application that can be downloaded.