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engagement with the authentic source content is the basis and premise for what are Web

2.0 technologies. Based on the literature published on Web 2.0 and learning since 2006,

the concepts of active participation and collaborative learning continually emerge as

major pedagogical attributes of Web 2.0 technologies (Selwyn, 2008; Safran et al., 2007;

Freenhow et al., 2009; McGee & Diaz 2007; Purushotma, 2006; Cormode &

Krishnamurthy, 2008; Ullrich et al., 2008; Kraemer, 2008; Dooly, 2007). Ullrich et al.

specifically point out that this stimulation of active participation distinguishes Web 2.0

based learning from traditional ‗Web 1.0‘ learning…where users read Webpages and

solve

exercises

but

cannot

contribute…

(2008,

p.

707).

With

active

student

involvement, the Architecture of Participation‖ model by O‘Reilly (2003) becomes

apparent and begins constructing itself within the learning process. Ullrich, Rollett and

Anderson all agree that Web 2.0 involves an essence of architecture to which the learners

contribute information that is assumed valid and improves the overall quality of the

platform thus building on itself.

The concept of the ―Long Tail‖ in the Web 2.0 context, first utilized by Anderson

(2004), is another common characteristic that researchers identify when describing the

change in web architecture. In terms of learning, the Long Tail phenomenon implies that

learners have significantly increased access to produce, publish, receive and give

feedback on content they produce themselves using Web 2.0 technologies because of the

virtually limitless amount of space, storage and accessibility of the Internet. These

freedoms allow knowledge and the world to be at the learners‘ finger tips.

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