Downes, Stephen. (2005). E-learning 2.0. eLearn Magazine. Retrieved May 8, 2007, from http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1.

Summary
This article starts out discussing trends in e-learning--mainly the rise of 'digital natives', those who access technology differently than learners in the past. They like "on-demand" access to information and media and often navigate multiple technologies simultaneously. Thus, the phrase 'student-centered' is moving from meaning that instructors adapt for different styles of learning to meaning that students are in control of the pace and direction of their learning. The same ideas governing these learners use of the Internet--open sharing of files and information--translates to learning--active collaboration and creation of information. The author points out that this centers around how the Web has changed--it has gone from being a place where information is simply consumed to a place where it is created. He gives examples--blogs, wikis, podcasting--and says that these types of tools can help create a true community in online learning (as opposed to the more contrived, discussion-board communities of the past). Because of this, students involved in this type of learning have a more authentic experience as they have a very real audience who not only consumes what they create but can interact with and respond to it. The article ends with a discussion of areas that have yet to reach their potential--educational gaming/simulations and mobile learning. Gaming is a way to encourage learning because it involves immediate application, while mobile learning gives students more opportunities to learn and connect with others.

Summary
I liked the introductory nature of this article--since I'm still having trouble getting my head around what this 'Web 2.0' thing actually is, it was nice to have the background laid out for me simply one more time. It makes me realize yet again that the way my students see/use technology is so different from the way that I do. While both are viable, I realize the more I read that I need to accept some of these new technologies as useful, rather than just writing them off because I don't get them. Take Wikipedia, for example. ; I'll admit it--in the past, I've been a teacher that banned it as a source. My thinking was that if anyone could add to it, how could it possibly be valid or reliable? Now I'm not so sure--I see it as a much more valuable tool now that I understand it a little better. Same goes for the nature of these 'digital natives.' I laughed when the author used the term 'twitch speed' to describe the rate at which these learners expect responses and feedback. While this can be frustrating (they don't understand, for example that the online gradebook doesn't just update itself--there is work involved), I could also use it to my advantage by planning activities (digital or not) that play on their ability to access multiple sources and collaborate. However, I will say, based on our discussions in class and my own experience, there are many, many learners who can use the computer but do not have these skills. So it comes back to engaging them in tasks that encourage those skills.