Resources for teaching online

Web 2.0 is a term used to refer to a "second" version of the world wide web, a more social web that contrasts with the Web 1.0 model of hyperlinked content (O'Reilly, 2005; Anderson, 2007). While there is no agreed definition, Web 2.0 is marked by characteristics that include participation, collaboration and content sharing, and services that are based on the Web (or "cloud"). It encompasses terms such as social media, social networking and the read/write Web.

Examples are wikis and blogs for collaboration and journal writing, image and video sharing, podcasts social bookmarking, virtual worlds, personalised learning spaces, and so on (McGee and Diaz 2007).

Social Media

La Trobe University recommends guidance and support for students' use of social media.

There are many potential uses and benefits for the educational use of the read/write Web to enhance learning. Social media:

  • offers tools and pedagogical approaches to support the development of graduate capabilities including writing, inquiry/research, critical thinking, creative problem-solving, and team work.
  • enables resource sharing for student and teachers, and stimulates discussion around student work.
  • enables work spaces which are private to participants or group members.
  • offers adaptable online spaces for individual or collaborative group projects in university settings and in workplaces.
  • enables development of personalized learning environments to foster active, independent learning (Goodyear, 2002), collaboration through, student generated content (Wheeler, 2010), authentic learning (Herrington, Oliver & Herrington, 2007), and learning communities (Brook &Oliver, 2003; Garrison & Arbaugh, 2007).

External Web 2.0 services

Educational uses of Web 2.0


  • Anderson, P. (2007). What is Web 2.0? Ideas, technologies and implications for education. JISC Technology & Standards Watch, February. [viewed 1 Apr 2008, verified 21 Feb 2010].
  • Brook, C. and Oliver, R. (2003). Online learning communities: Investigating a design framework. Australian Journal of Educational Technology. 19(2), 139-160.
  • Garrison, D., & Arbaugh, J. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10, 157 – 172.
  • Goodyear, P. (2002) "Psychological Foundations of Networked Learning," in Steeples, C. & Jones, C. (eds) Networked Learning. London, New York: Springer.
  • Herrington, J. Oliver, R. & Herrington, A. (2007). Authentic learning on the web: Guidelines for course design, in Khan, B (ed), Flexible learning in an information society. Information Science Publishing, Hershey PA, 2007, 26-35.
  • McGee, P. and Diaz, V. (2007) Wikis and Podcasts and Blogs! Oh, My What is a Faculty Member Supposed to DO? Educause Review,September/October.
  • Wheeler, S. (2010). Using Wikis in Teacher Education: Student-Generated Content as Support in Professional Learning. In Lee, M., & McLoughlin, C. (eds.) (2010). Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. Hershey, Pennsylvania: IGI Global, pp. 180-191.

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