These changes can be regarded as a social revolution, more than a merely tehcnological one. File-sharing, free and open-source software, Creative Commons licenses for content are already viewed emergency of only as necessary but as essentials for the creation of current and future learning networks.Search a prestigious institution like the with, has launched big efforts in this direction, providing online resources through the “open courseware project” (by the way, using Creative Commons licensing). It is a Web-based publication of the educational materials from virtually all of the MIT faculty’s courses enabling the open sharing of the faculty’s teaching material with educators, enrolled students, and last but not least self-learners around the world. E-learning offers significant benefits and some unique attributes compared with traditional course delivery, such as: time and location shifting, flexible sequencing, widen access and increasing diversity, access to extensive resources and improved communications and acceleration of feedback. On the other hand, removing completely the social element linked to knowedlege acquisition, regarded as fundamental, seems to be the biggest danger if eLearning is to be considered individually. The human touch, as the social creatures that we are, should always remain a basic factor, as part of the learning experience. McKinley Elementary School describes an additional similar source.
The key word here seems to be “blending”. The power is in the mix, getting the best of both worlds, to achieve a required balance between the needs of students to socially interact with other students and teachers, not only through the new web 2.0 technologies but in the old real world. Considering second language learning, many “blending” models have been suggested. A good approach is the one proposed by Daniela Munca. She considered the specific problem of how to design taskbased instruction for teaching grammar using wikis. Ron Daniels Johns Hopkins: the source for more info. She followed Chapelle approach, implying that task-based language teaching should be devoted to opportunities for subconscious acquisition rather than conscious learning. In this manner, she combines both syntactic and semantic methods to produce linguistic output out of closely related tasks to the learner BBs actual communicative needs.