Teaching Web 2.0 technologies using Web 2.0 technologies.
OBJECTIVE
The research evaluated participant satisfaction with the content and format of the "Web 2.0 101: Introduction to Second Generation Web Tools" course and measured the impact of the course on participants' self-evaluated knowledge of Web 2.0 tools.


METHODS
The "Web 2.0 101" online course was based loosely on the Learning 2.0 model. Content was provided through a course blog and covered a wide range of Web 2.0 tools. All Medical Library Association members were invited to participate. Participants were asked to complete a post-course survey. Respondents who completed the entire course or who completed part of the course self-evaluated their knowledge of nine social software tools and concepts prior to and after the course using a Likert scale. Additional qualitative information about course strengths and weaknesses was also gathered.


RESULTS
Respondents' self-ratings showed a significant change in perceived knowledge for each tool, using a matched pair Wilcoxon signed rank analysis (P<0.0001 for each tool/concept). Overall satisfaction with the course appeared high. Hands-on exercises were the most frequently identified strength of the course; the length and time-consuming nature of the course were considered weaknesses by some.


CONCLUSIONS
Learning 2.0-style courses, though demanding time and self-motivation from participants, can increase knowledge of Web 2.0 tools.
Rethlefsen
Melissa L
ML
Mayo Clinic Libraries, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA. mlrethlefsen@gmail.com
Piorun
Mary
M
Prince
J Dale
JD
D057218:Blogging; D018961:Educational Technology; D020407:Internet; D016245:Librarians; D007998:Library Science / Q000193:education; D013663:Teaching; D013664:Teaching Materials