The polymorphic innovations of Web 2.0 have both inspired and facilitated a near ubiquitous learning architecture centered on mobility, customization, and collective intelligence in a variety of fields. This reconfigurable pedagogical learning platform has empowered participants by removing passive, standardized methods of unilateral knowledge delivery established by its Web 1.0 predecessor and substituted it with a multitude of smaller, informal, and participant-driven social networks. The affordability and flexibility of new technological devices and opportunities for self-guided, multidirectional knowledge exchange within these newly established informal learning networks can now be integrated into any field of study. Thus, Catherine McLoughin and Mark Lee’s moniker of “Pedagogy 2.0” is apropos (672).
|Title of host publication||Dermatological Telemedicine Diagnoses and Andragogical Training Using Web 2.0 Mobile Medicine Video Conferencing|
|State||Published - Apr 30 2012|