English 3003

Memo
To: From: Date: Re: Professor Barnett Stevie Williams March 13, 2013 Recommendation Report

Introduction The purpose of this report is to present information regarding the usefulness of Web 2.0 tools and e-portfolios in the higher education learning environment and to present recommendations based on the findings. Web 2.0 tools discussed in this report include Weblogs, Wikis, Google Docs, Yahoo groups, and Facebook. These web tools are used collaboratively by students and teachers joining together in the learning process. Electronic portfolios or e-portfolios are collections of work and accomplishments that are presented online. E-portfolios are online evidence that experience has been gained and knowledge has been applied. The sources presented in this report include Exploring the use of Web 2.0 tools to support collaborative learning by Qiyun Wang and Huay Lit Woo, these authors discuss the use of various Web Tools that they consider essential for students to learn such as Weblogs and Wikis to name a few. Designing the Online Collaborative Learning Using the Wikispaces by D. Sulisworo, in which the author discusses the Wikispaces as being an essential tool for students. Lastly, Eportfolios Examined: Tools for exhibit and evaluation by Rebecca Worley, in which she discusses the value and essentiality of students creating e-portfolios in the modern world. The most significant findings in this report include the vast opportunities for character building that the evolution of online learning creates, as well as the importance of creating e-portfolios in order to compete in the job market after graduation. Recommendations in this report include that institutes of higher learning adopt strategies of collaborative online learning and aid students in the construction of e-portfolios. In the following sections of this report research methods are discussed, the results that were found, the conclusions that have been drawn, and lastly recommendations for institutes of high learning.

Research Methods

In order to acquire the necessary information regarding the usefulness of Web 2.0 and Wiki spaces the research was broken into three different articles which were analyzed and synthesized: 1. Exploring the use of web 2.0 tools to support collaborative learning. By Qiyun, Wang, and Huay Lit Woo. 2. Designing the Online Collaborative Learning Using the Wikispaces. By D. Sulisworo. 3. Eportfolios Examined: Tools for exhibit and evaluation. By Rebecca Worley In the report Exploring the use of web 2.0 tools to support collaborative learning by Qiyun Wang, and Huay Lit Woo, the authors discuss that it is important for students to have the ability to collaborate in a learning process and that it has become an essential competency for people in the new information age and knowledge society (Wang & Woo, 2009). The report discusses Weblogs, Google Docs, Yahoo groups, Wikis, and even Facebook as examples of online learning tools that need to be enforced for better collaborative learning in an ever expanding technological society. Weblogs are described as an online platform that can be used by professors to announce course assignments or a platform that can be used by students in order to write reflections or share resources with fellow students (Wang & Woo, 2009). Google Docs are described as another online platform that can be accessed by several students at the same time, which is particularly useful for activities that require students input to be collected instantly (Wang & Woo, 2009). This paper also discusses Yahoo groups and describes it as a congregation of people of common interests to perform activities in a common cyberspace such as sharing of ideas, photos and files these groups can also function as a discussion forum and allow for students and teachers to hold meetings without having to designate a meeting time or place, allowing for flexibility (Wang & Woo, 2009). Next, the authors discuss Wikis which are web pages that allow anyone who is granted editing rights to change or create a document within the page. Wiki pages can be used in collaborative online learning by allowing students to work together on an assignment, editing and adding information as the students go. Lastly, the authors describe Facebook as an online social platform that can be used by helping to establish and maintain immediacy among students and between the students and teacher (Wang & Woo, 2009). In the paper titled Designing the Online Collaborative Learning Using the Wikispaces by D. Sulisworo, the author encourages that institutions of higher learning need to adopt collaborative learning strategies in their methods of teaching. Sulisworo defines collaborative learning as tasks that require joint intellectual efforts among students or between students and teachers (Sulisworo, 2012). This article specifically focuses on the use of Wikispaces which the author describes as web pages that people can directly edit, update, modify or delete...that can be likened to a collaborative word processing document allowing multiple users from different locations to collaborate in real-time (Sulisworo, 2012). The author of this paper
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recommends that collaborative learning be implemented into the learning atmosphere of today. In summary, he states that collaborative learning is vital in todays society and promotes communication, collaborative authoring, and information sharing which the author claims has become essential for effective functioning in society (Sulisworo, 2012). In the report titled Eportfolios Examined: Tools for exhibit and evaluation, author Rebecca Worley discusses the importance of e-portfolios for students in every major. Being the director of the departments Professional Writing internship program, she is no stranger to e-portfolios and their effectiveness in todays technological society. She continues to explain how paper portfolios are becoming a thing of the past and that more interviewers are requesting e-portfolios. Worley discusses that while paper portfolios give the author the chance to verbally conduct a tour through their samples, explaining the significance of each exhibit and also that paper portfolios gives the student a chance to describe their goals for a project, explain the skills required to complete it, and discuss what abilities it illustrates (Wolery, 2011). However, she notes that even though e-portfolios have to stand on their own, they are becoming more and more popular. She states that getting students to move beyond simply compiling and describing their exhibits as they create e-portfolios is a challenge (Wolery, 2011). However, that the creation and move to e-portfolios has its rewards as well. Networking has become the most crucial aspect for graduate students as well as people who are already in the workforce. Networking sets up possibilities for new jobs, market growth, and many other possibilities. With the move to e-portfolios, the author notes that networking with alumni has expanded vastly. Results The results of the research analyzed conclude that the use of Web 2.0 learning and the use of e-portfolios are becoming more common among institutes of higher learning. The articles claim that the use of these Web tools builds characteristics in students that will enable them to become better team workers when they enter employment after graduation. The use of collaborative online learning builds communication, problem solving skills, and productivity for the students involved. The use of e-portfolios has positive and negative attributes. On the positive, if e-portfolios are developed over a long period of time, it gives students the opportunity to build on their stronger suits and work on their weakness. However, on the negative side, there is no room for students to be able to add their verbal input into an e-portfolio, since the electronic version of the resume speaks for itself. This concept can be hard to grasp since some students want the ability to explain their growth in areas and verbalize their experiences.

Conclusion In conclusion, these three articles touch on various aspects of technology and learning. They all conclude that implementing these various means of technological communication is essential for our society nowadays. I agree that Web 2.0 and eportfolios are becoming more and more prevalent in our society today, and that it is essential that colleges and high schools start teaching and training their students for the job market and society that has already changed around them. If high schools and colleges do not start implementing these technologies into their curriculum, the leaders of tomorrow will be left behind.

Recommendations Recommendations proposed for institutes of higher learning are to implement these technologies discussed into curriculum. In order to be successful in the implementation, I recommend that universities start as soon as possible, with the next entering freshmen class, these students are already well experienced in the technological ways of society. It is also recommended that universities choose professors who are younger and more technologically savvy, or those who are comfortable in the technological age. Having technologically experienced professors will help smooth the transition into the collaborative Web 2.0 learning environment.