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
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.