Learning, Unlearning, and Relearning - E-Infrastructures and Technologies for Lifelong Learning - page 308

involves students in contributing potential
learning materials—their presentations—
to the professional community of practice,
supporting the larger community's pursuit
of professional development via lifelong
learning.
• Design Lessons Learned project. For this
project, based on Stefan Sagmeister's
Things I Have Learned In My Life So Far
topic and website (see http://thingsihave-
learnedinmylife.com/ for more informa-
tion), our postsecondary students reflect on
what they have learned about the creative
design of instructional materials during the
course, requiring them to be metacogni-
tively aware of their own learning. They
then complete the follow steps:
◦

reflecting on the list of strategies educators can use
to enable and promote dialogue and collaboration,
participating in and contributing to Web 2.0-driven
resource-sharing communities involves students in
problem analysis (e.g., determining what content
needs to be located and created, and why), teaching
others (e.g., through the contribution of relevant
content to the community), negotiating meaning
(e.g., via the exploration of connections across and
between shared content, and creating new content
as a result), and peer evaluation and review (e.g.,
as community members, they select, evaluate, and
judge the value of contributed content)—with all
of these activities requiring self-directed learning
and metacognitive-awareness skills that support
lifelong learning. Consequently, students' use
of resource-sharing and document co-creation
Web 2.0 technologies for purposes of dialogue
and collaboration has the potential to enhance
their overall effectiveness of using the Web for
lifelong learning.

Consider what you have learned about
the creative design of instructional
materials. What are you sure about?
What do you believe now? What ad-
vice/words of wisdom do others need
to know about? Involving Students in Web

2.0-Enhanced, Intrinsically
Motivating Learning Activities

◦ Pick one of those design lessons

learned and write it down. Design it
digitally. Photograph it. Draw it. Use
paint, sculpture, whatever. I don't
care as long as it's interesting.

Intrinsically motivated students are more likely
to be lifelong learners because they have a de-
sire and passion to learn, are willing to attempt
more problems and solutions, and are focused on
improving the problem-solving process (Condry
& Chambers, 1978; Kinzie, 1990). Intrinsically
motivated students expend more effort on tasks
and activities they find inherently enjoyable and
interesting, even when there are no extrinsic in-
centives (Keller & Burkman, 1993), making them
more self-directed in their learning. As educators,
we can promote intrinsically motivated learning
and ultimately lifelong learning by:

◦ Post a digital photo of your creation

to our Flickr group account.

Again, as with the Presentation Prowess proj-
ect, students post their work to Flickr and then
engage in dialogue with course colleagues and
professional practitioners about the goal of the
work, the value of the work to the community,
and the effectiveness and limitations of the work.
Engaging in this dialogue enhances students'
metacognitive skills.
By involving students in the use of Web 2.0
resource-sharing technologies, educators can help
students develop metacognitive awareness—
specifically, critical reading and hyper-reading
skills—within an authentic context. In addition,

• Relating learning to students' personal

needs and goals;

• Placing students in authentic and decision-

making roles, or roles to which they aspire;