So here I am; last blog post of the semester. What an exciting and challenging semester its been. This course has taught me so much and perhaps more importantly, I've pushed myself to step far out of my digital comfort zone. Am I an expert now? Absolutely not, but I do have a better understanding and appreciation for web 2.0 concepts and tools - and perhaps that's a good starting point. I would like to thank Vanessa and Omer for being incredibly helpful and accommodating throughout the semester. There were definitely times when I felt lost, but they always provided prompt and helpful advice. I really appreciated the renewable credit option also! Also, thank you to my classmates who posted consistently interesting blogs that were super fun to read and respond to. I hope I got to everyone! Take care everyone!
As pointed out in Kim et al.'s reading for this week "Effects of Group Reflection Variations in Project-Based Learning Integrated in a Web 2.0 Learning Space," participants for their study consisted of young adults who were very familiar with Web 2.0 tools, but conceded that conducting the same study with certain age groups - namely older adults and very young children - may have yielded very different results. This caused me to wonder - as instructors, to what extent should programs that rely extensively on Web 2.0 tools and technology be tailored to specific age groups? While children may not be expected to engage with an extensive amount of interactive web-based tools, the skills of older adults are likely to be much more varied. With that in mind, how can we accommodate those with more experience without losing the interest of or overwhelming older adults that may not have much experience? It seems like it would be a delicate balancing act to account for the needs of...
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