A Typology for Web 2.0

Annotation

This paper, which Google Scholar says is cited over 300 times, develops a typology that categorizes Web 2.0 technologies as supporting four fundamental use contexts: dialoging (collaboration), networking and awareness-making, creating, and sharing in two primary learning functions: 1) organizing communication and 2) organizing resources.

Organizing Communication:
1) Dialoging
a. Text forums
b. Chat
c. Video phone
2) Networking & awareness-making
a. Person-centered SNSs
b. Networked weblogs
c. Micro-blogging

Organizing Resources:
1) Creating
a. Weblogs
b. Podcasts
c. Wikis
d. Application sharing services
2) Sharing
a. Object/topic-centered SNSs
b. Social bookmarking

The common reoccurring theme in this piece is that in order for constructivist learning to be possible the locus of control over the communication process, (i.e., what tools are to be used) must reside with the students. Students must feel empowered to create, construct, manage and share content themselves. It is the teacher’s role to facilitate these actions.

While the scope of this paper is helpful in understanding the typology of the space, the subsequent examination of individual web functionality was cursory. I would have liked to see more discussion and justification for the categorizations.

Dalsgaard, C., & Sorensen, E. K. (2008). A Typology for Web 2.0. In 7th European Conference on e-Learning (p. 272). Academic Conferences Limited. Retrieved July 9, 2009, from http://books.google.com/books?hl=en&lr=&id=pC_WmUCwUtAC&oi=fnd&pg=PA272&dq=%22A+Typology+for+Web+2.0%22&ots=jHUAWdoZO5&sig=1hJFy71yIK4p9X2-bmfhwbsVxuU.