Educators have proposed the perspective of collaborative learning for a long time (1). However the philosophy of collaborative learning needs the technical support. Web2.0 tools are such Technical support which may meet needs of collaborative learning. The paper mainly discusses how to implement collaborative learning from the practice level in the era of Web2.0. Take three applications for example, which are online office suites, smartphone, social tagging. There includes definition, characteristics analyze, evaluation toward tools and most importantly, the learning activities design or teaching strategy. "In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group" Ashley Montagu, British-American anthropologist and humanist. (Ashley Montagu, 1965)

Cheng, R. and T. Zhu Research of Blending Learning Based on Web2.0 Technologies. 2010 Second Etp/Iita World Congress in Applied Computing, Computer Science, and Computer Engineering. H. Tan. Hong Kong, Etp-Engineering Technology Press: 78-81.

The primary objective of this research is to bring forward some feasible instructional models which integrate traditional blending learning thought with burgeoning web2.0 technologies. Grounding on the analysis of the advantages and features of web2.0 tools, several practical approaches of applying them to online learning activities are described. Three instructional models integrating F2F instruction with online learning based on web2.0 tools are detailed likewise. Afterward, general guidelines and prospect of applying these models to practice are discussed as well.

Cox, A. M. (2008). "Flickr: a case study of Web2.0." Aslib Proceedings 60(5): 493-516.

Purpose - The "photosharing" site Flickr is one of the most commonly cited examples used to define Web2.0. This paper aims to explore where Flickr's real novelty lies, examining its functionality and its place in the world of amateur photography. Several optimistic views of the impact of Flickr such as its facilitation of citizen journalism, "vernacular creativity" and in learning as an "affinity space" are evaluated. Design/methodology/approach - The paper draws on a wide range of sources including published interviews with its developers, user opinions expressed in forums, telephone interviews and content analysis of user profiles and activity. Findings - Flickr's development path passes from an innovative social game to a relatively familiar model of a web site, itself developed through intense user participation but later stabilising with the reassertion of a commercial relationship to the membership. The broader context of the impact of Flickr is examined by looking at the institutions of amateur photography and particularly the code of pictorialism promoted by the clubs and industry during the twentieth century. The nature of Flickr as a benign space is premised on the way the democratic potential of photography is controlled by such institutions. The limits of optimistic claims about Flickr are identified in the way that the system is designed to satisfy commercial purposes, continuing digital divides in access and the low interactivity and criticality on Flickr. Originality/value - Flickr is an interesting source of change, but can only be understood in the perspective of long-term development of the hobby and wider social processes. By setting Flickr in such a broad context, its significance and that of Web2.0 more generally can be fully assessed.

Hage, H. and E. Aimeur (2008). Harnessing learner's collective intelligence: A Web2.0 approach to E-learning. Intelligent Tutoring System, Proceedings. B. P. Woolf, E. Aimeur, R. Nkambou and S. Lajoie. Berlin, Springer-Verlag Berlin. 5091: 438-447.

Today, learners have access to a wide range of sources where they regularly search for, find and use learning resources outside the scope of regular course material. Although E-learning systems offer a variety of tools and functionalities, there are no specific provisions for learners to easily store and share these valuable resources. In this work we present SHAREK, a Web2.0 inspired approach to allow learners to store and share their resources. Specifically, SHAREK combines Artificial Intelligence techniques, such as Recommendation Systems and Information Retrieval with Web2.0 technologies, including RSS and tagging to allow easy sharing of resources and knowledge. Finally, we report on the implementation and validation of SHAREK.

Jiang, W. H., H. M. Hu, et al. (2008). Post-Modernism Educational Phenomena Based on Web2.0 Culture. 2008 International Symposium on Intelligent Information Technology Application Workshop: Iita 2008 Workshops, Proceedings. J. Luo. Los Alamitos, Ieee Computer Soc: 332-336.

For the thoughts trend of post-modern age, Web2.0 supplies more nourish of culture and technology than Web1.0. In comparison with Web1.0, Web2.0 culture refracts the post-modernity of educational phenomena, which will bring forth more creative opportunity and self-directed behavior on e-Learning, meanwhile, will arouse more reflective space on educational phenomena of Cyberculture.

Jin, L. and Z. G. Wen (2009). An Augmented Social Interactive Learning Approach through Web2.0. 2009 Ieee 33rd International Computer Software and Applications Conference, Vols 1 and 2. New York, Ieee: 601-605.

With the rapid development of the Internet, Web2.0 as the next generation of networking services emphasizes social interaction and share of user-generated content in a collaborative environment. It has evolved and transferred the Internet into a platform by supporting rich digital media technology for the development of innovative business and educational applications. In conjunction with Web 3D technology, social networking has already begun to foster an intuitive and immersive system that allows effective visual communication and delivers real time natural interactive experience for enhancing user motivation and engagement compared with the traditional static and text-oriented Web. This paper presents an augmented social interactive learning approach to incorporating social networking services on Web2.0 into traditional distance learning and on-site teaching for blended learning. This paper also discusses the key issues including user interaction and communication forms and examines different educational activities involving user content generation, e-tutoring, and role-playing.

Liu, X., Z. A. Liu, et al. (2009). A Chinese E-learning Network Platform Based on Web2.0. 2009 International Conference on Information Management, Innovation Management and Industrial Engineering, Vol 3, Proceedings. Los Alamitos, Ieee Computer Soc: 522-525.

This paper is concerned with the evolvement of Chinese language e-learning. A Chinese e-learning network platform: XingTan - Chinese Learning Network is developed through analyzing Web2.0 technology features in Internet applications. Integrating Chinese learning, information distributing, interactive communication, the platform breaks the limitations of time and space. Using web and multimedia technology, XingTan enables a free, flexible and open community where learners can learn Chinese, share resources and enjoy personalized learning environment.

Moteleb, A. and A. Durrant (2009). Using Web2.0 Technology in Work Based Learning. Proceedings of the 8th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 391-399.

Although Web2.0 technologies are increasingly used in supporting learning and teaching in higher education, Work-based Learning is yet to achieve anticipated value from such technologies. Work Based Learning offers learning opportunities for professional practitioners; requiring special settings that link the learner, the university and the organization. Web2.0 is envisaged to provide suitable settings for Work Based Learning because it enables the creation of social environments, empowered by tools and technologies that facilitate learning, networking and collaboration among various stakeholders. This paper reports on the evaluation of a Web2.0 platform in supporting learning and teaching in a Work Based Learning environment. Middlesex University's School of Arts and Education launched a work based learning programme to allow professional practitioners to achieve an undergraduate qualification supported by a Web2.0- based platform for learning, networking and collaboration. The school launched the project reported in this paper to evaluate the impact of using the platform from three aspects: learning experiences, pedagogy and technology. In the first, we investigated how the platform impacted students' learning experiences and how learning experiences could be improved using Web2.0. In the second, we examined how successful the platform was in supporting the programme's learning outcomes, and how support for learning outcomes could be improved using Web2.0. In the third, we explored how successful the platform was in using Web2.0 technologies to support learning and teaching, and what other Web2.0 technologies could be used to improve the learning platform. The paper makes both practical and theoretical contributions. For practitioners it presents insights into designing and supporting Work Based Learning programmes and supporting teaching and learning using Web2.0 technologies. The unique capabilities and needs of individual professional practitioners studying through Work-based Learning programmes require a review of pedagogic strategy in light of the potential of Web2.0 technologies. The evaluation equally addresses a gap in the literature for empirical research into the use of Web2.0 technologies in supporting learning, networking and collaboration to facilitate Work Based Learning.

Vrettaros, J. and K. Argiri (2008). WEB2.0 Tools in Education. Proceedings of the 12th Wseas International Conference on Communications - New Aspects of Communications. N. E. Mastorakis, V. Mladenov, Z. Bojkovicet al. Athens, World Scientific and Engineering Acad and Soc: 401-403.

In this paper are presented the applications and the impact of WEB2.0 tools (Wikis, blogs, etc.) in education and the empowerment of educational process. Following, are presented applications that have already implemented and finally questions arise about their better and more efficient application.

Zhang, X. Y. and Z. G. Wang (2008). The design and implement of Knowledge Building Classroom based on Web2.0. Advances in Web Based Learning - Icwl 2008, Proceedings. F. Li, J. Zhao, T. K. Shihet al. Berlin, Springer-Verlag Berlin. 5145: 405-412.

With the rapid development of the internet, e-Learning is playing an important role to life-long learning. But the phenomenon that e-Learning is lack of Knowledge Building at large has raised the attention of educational circles. This paper presents an idea that Knowledge Building Classroom based on Web2.0 as a solution to e-Learning. Based on this idea, we design and implement the e-Learning which introduces Knowledge Building Community theory and web 2.0 technologies. By the end of this paper, we take "Laboratory Inquiry" as an example to demonstrate the advantages of Knowledge Building Classroom based on Web2.0.

Zhao, C. L., X. Y. Li, et al. (2009). Informal learning based on web2.0. Icaie 2009: Proceedings of the 2009 International Conference on Artificial Intelligence and Education, Vols 1 and 2. C. Zhao. Liverpool, World Acad Union-World Acad Press: 393-397.

80% of learning in organizations takes place informally outside of the formal classroom and e-learning courses, as indicated by the studies. Web2.0 software and technologies play an important role in supporting informal learning. There will be few technological troublesome if you choose a platform or framework provided by others. On the basis of introducing two forms of informal learning: personal learning environment and communities of practice, this paper explores strategies of implementing web2.0 informal learning, Finally, an example of communities of practice is present to illustrate how we can make use of it to support informal learning.