Web+2.0+pedagogy+-+An+alignment+with+the+educational+preferences+of+Māori+learners

=**Web 2.0 pedagogy - An alignment with the educational preferences of Māori learners**=
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toc According to McLoughlin and Lee (2008) Web 2.0 Pedagogy is characterised by:



McLoughlin and Lee (2008) describe customization and innovative use of social software (ICT tools that enable participation, personalisation and the production of content) as key requirements of a Web 2.0 Pedagogy. These tools could be appropriately utilised to meet the needs of Māori e-Learners (Goh, Seet, & Rawhiti, 2010; Malloy, 2011).

Social software applications such as flickr, YouTube, MySpace, Facebook etc straddle both the real and online world. In an online environment these can be used to meet Māori learning needs and to supplement effective FTF delivery (as already identified by Ferguson . This technology provides effective kanohi kitea, kanohi ki te kanohi online opportunities and assists in the collective (rōpu) transfer and development of knowledge, and ideas whilst also allowing for personal (Ahau) sense making and reflection. Blogs, wiki, online journals and portfolios are other excellent co-construction and reflection applications that meet the reflective nature of some Māori learners. These technologies also help distance learners from potential embarrassing situations thus alleviating the feelings of whakama that some Māori learners experience in more public settings.

McLoughlin and Lee ([|2008]) describe Web 2.0 as an acquisition model of learning where:
 * Learning is a result of participation in various cultural practices or shared experience. Ako
 * Where learning is embedded in dialogue, practice and participation. The whakarongo, titiro, me tēnei process favoured by Māori learners.
 * Where learning occurs through sustained interaction and conversation with other practitioners. Māori are a very oral race and place great store in kōrero, whaikōrero, waiata and moeteatea - oral methods of transferring knowledge.
 * And where the focus is on the process (tikanga) not the outcome. For Māori the tikanga that surrounds learning is an integral part of the learning process which cannot be divorced from what is being learnt. It is tikanga that sets the frame which defines all Māori learning.

McLoughlin and Lee (2008) also describe Web 2.0 as based on the knowledge creation metaphor (based on the work of Paavola and Hakkarainen (2005) where:
 * learning means becoming part of a community through participation, the exchange of ideas and knowledge creation.
 * students are both producers and consumers (Prosumers) of knowledge, ideas and artefacts.

The process is very similar to the Poutama concept underlying Māori learning, where newcomers to a community of practice engage in legitimate peripheral practices while developing mastery via passive interaction with experts. Gradually they are invited to become part of the process (under direction of an expert (or tohunga) and or more experienced person, (tuakana/teina mentoring principle) until they eventually become fully immersed experts themselves (tohunga) where they are able to go from watching participants to being creators of ideas, resources and knowledge.

Siemens (cited in McLoughlin and Lee, 2008) mentions the place of the concept of Connectivism in Web 2.0 pedagogy. This concept stresses the importance of building networks and collective linkages (whakapapa) to foster communication and dialogue. Whakapapa based on community is a major underlying principle which governs the interaction between Māori in any setting.

Used effectively, Web 2.0 technologies can greatly strengthen these bonds. The connection of Māori to their community should underpin any Māori e-learning development.

In summary McLoughlin and Lee (2008) describe Web 2.0 pedagogy as one which focuses on desired learning outcomes and advocates learner choice, self direction and engagement in flexible relevant learning tasks and strategies where:
 * 1) Content should be presented in small bits (kite of knowledge) that augment reflective thinking and further exploration, a Poutama approach.
 * 2) Curriculum should be dynamic and open to negotiation and learner input not fixed, it should be holistic, interdisciplinary and inclusive of formal and informal learning. A manatangata/Rangatirtanga approach
 * 3) Communication should be open and multifaceted (kōrero mai, kōrero atu, kanohi kitea)
 * 4) The learning process should be contextualised, reflective, integrated, interactive, dynamic, performance and enquiry-based. Identify Māori learning preferences
 * 5) Resources should take multiple forms, arising from formal and informal sources to cater for all learning styles.
 * 6) Learning is scaffolded. Support should come from a network of peers, teachers, experts, and communities. Tuakana teina/tohunga
 * 7) Learning tasks should be authentic, personalised, experiential, and lead to the creation of content and innovative ideas by learners.
 * 8) Where learners are active participants, creators of knowledge, seekers of personal experience (Ako) fostering a culture of participation.

According to McLoughlin and Lee (2008), these are the instructional design principles for the creation of constructivist student centred learning environments where participants take on multiple roles like knowledge creators, innovators, peers/ teachers/ mentors, and researchers. These are the methods that fit in with those factors identified as leading to education success for Māori learners in tertiary settings.

Discussion Point 6
Please contribute to Discussion Point 6, Meeting the needs of Māori learners using Pedagogy 2.0 technologies:

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