When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.

1. Holistic approaches to online
collaborative learning design:
Web 2.0 technologies and emerging
pedagogies
Julie Lindsay
Improving University Teaching Conference 2018

2. Connect with me | Julie Lindsay
Open Pathways Design Leader (CSU)
- (uImagine, Division of Learning and Teaching)
Online Lecturer (CSU)
- MEd Knowledge Networks and Digital Innovation
- (School of Information Studies, CSU)
PhD student – (University of Southern Queensland)
- Thesis title ‘Online global collaborative educators and
pedagogical change’
Lindsay, J. & Redmond, P. (2017). Online global collaboration
– affordances and inhibitors. In H. Partridge, K. Davis, & J.
Thomas. (Eds.), Me, Us, IT! Proceedings ASCILITE 2017: 34th
International Conference on Innovation, Practice and
Research in the Use of Educational Technologies in Tertiary
Education. (pp. 293-303). Retrieved
from http://2017conference.ascilite.org/wp-
content/uploads/2017/11/Full-LINDSAY.pdf
Twitter: @julielindsay
Email: jlindsay@csu.edu.au
Profile: http://about.me/julielindsay

3. Online collaborative learning design

4. What is Web 2.0?

5. Why are Web 2.0 tools applicable
to learning design in higher
education?
• Teacher-student interaction
• Student-student interaction and collaboration
• Network building, PLN and PLC development
• Authentic online learning experiences
• Connect with others beyond
• Make learning visible and open

6. What do I mean by
‘holistic’?

7. Choice and management of Web 2.0 tools
Teacher agility, flexibility and presence
Open scholarship and collaborative knowledge
creation
Three essential learning design understandings that frame this paper

8. Choice and management of Web 2.0
tools is crucial to support learning
design objectives

9. •Use a variety of tools – and make them accessible
•Pedagogical purpose for each tool
•Transparency with design – why and how each tool?
•Respect student time and workflow
•Include non-mandatory activities
•Monitor and manage learning spaces

10. Web 2.0 tools are best used:
To support the overall instructional design
and active facilitation including the selection
of effective tools and design of meaningful
assignments.
Koehler, A. A., Newby, T. J., & Ertmer, P. A. (2017). Examining the Role of Web
2.0 Tools in Supporting Problem Solving During Case-Based Instruction.
Journal of Research on Technology in Education, 49(3-4), 182-197.

11. More successful outcomes saw alignment
between educational and Web 2.0 practices
and highlighted the potential learning benefits
from effective use, through student content
creation and sharing.
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012).
Implementing Web 2.0 technologies in higher education: A collective
case study. Computers & Education, 59(2), 524-534.

12. There is a need for careful consideration of
technology to support student completion of
collaborative learning tasks, and at the higher
education level students should be empowered
to make those decisions.
Lock, J., & Johnson, C. (2017). From Assumptions to Practice: Creating
and Supporting Robust Online Collaborative Learning. International
Journal on E-Learning, 16(1), 47-66.

13. Social and community learning in
conjunction with networked learning
is supported online by teacher agility,
flexibility and presence

14. • Ideally academics in online spaces with students
• Do not send students off to ‘play’ without supervision
• Do not ignore students and then wonder why participation is low
• Teacher presence is the glue that fosters engagement and
continuity as part of the collaborative and holistic approach

15. Constructivism underpins the use of Web 2.0
technologies, and the role of the academic in this
process is pertinent to foster judgment,
synthesis, research and collaborative practices
Kuit, J. A., & Fell, A. (2010). Web 2.0 to pedagogy 2.0: A social-constructivist
approach to learning enhanced by technology. In R. Donnelly, J. Harvey, & K.
O’Rourke (Eds.), Critical design and effective tools for elearning in higher
education: Theory into practice (pp. 310-325). Hershey, PA: IGI Global.

16. In online collaborative learning:
Facilitation includes the confident ability to listen,
read, assess and provide appropriate
responsiveness that supports the collaboration of
the students in achieving the learning outcomes.
Lock, J., & Johnson, C. (2017). From Assumptions to Practice: Creating
and Supporting Robust Online Collaborative Learning. International
Journal on E-Learning, 16(1), 47-66.

17. Open scholarship and online collaborative
knowledge creation can both be fostered as a
design norm in digital learning

18. • Web 2.0 tools afford open learning spaces and a visible
collaborative digital legacy
• Make networked learning and open scholarship the goal
• It can be exciting to see where the learning grows and
interconnects with others beyond the class (experts, peers
etc.)

19. Online social communication and
collaboration and the invention and adoption
of social networks marks the keystone for
Web 2.0.
Harasim, L. (2017). Learning theory and online technologies (2nd ed.).
New York, NY: Routledge.

20. Participatory technologies like online social
networks and blogging have become an
integral part of open scholarship.
Veletsianos, G. (2016). Digital Learning Environments. In N. Rushby & D.
Surry (Eds.), Handbook of Learning Technologies (pp. 242-260): Wiley.

21. Case Study - INF537 – Digital Futures Colloquium

22. INF537
Learning
objectives
Student-to-student interaction
Teacher-to-student interaction
Connected learning
Engaged contributions
Online collaborative learning
Knowledge networking and co-creation
Self-determined learning

23. INF537
Design
features
Empathy building such as shared
introductions
Peer review of assignment
proposals
Collaborative presentations
Co-created digital artefacts
Community learning shared via
digital legacy

24. TOOL - PADLET
Introductions via
sharing images and
hyperlinks, co-
commenting
Purpose – To build
empathy and trust
and a community of
learners willing to
collaborate
https://padlet.com/julielindsay/INF537_1760

25. FlipGrid
password
INF537-17
Participation?
In a class of 28…..
• 24 responses
• 63 replies
• 1538 views
TOOL - FLIPGRID
Verbal descriptions
of Case Study idea
Purpose - Case
Study Proposals for
peer and teacher
response prior to
topic approval
https://flipgrid.com/055e20

26. TOOL - VOICETHREAD
Individual slides
representing Case Study
research project.
Purpose - Case Study
progress, strategies,
updates, peer feedback &
support
https://voicethread.com/share/9440082/

27. TOOL - TWITTER
#INF537
Hashtag used to connect
all learners
Purpose - Ongoing
connections, networking,
sharing resources &
collaboration, within the
class and with the world
TOOL - GOOGLE
PRESENTATIONS
Co-created slides
Purpose - to share
Case Study
outcomes at online
colloquium

28. Pedagogical
context
Emerged and emerging
pedagogies
Social learning theory (Bandura)
(Learning is not purely behavioral;
rather, it is a cognitive process that
takes place in a social context.)
Social development theory (Vygotsky)
Connectivism (Siemens, Downes)
‘Collaborativism’ (Harasim)
Online Global Collaborative Learning
(OGCL) (Lindsay, PhD thesis,
unpublished)

29. Questions?
Something to share?
Julie Lindsay
Charles Sturt University
jlindsay@csu.edu.au