WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH

This work is a clear commitment to deiniendo a pedagogical discourse supported by educational research. A disruptive pedagogical discourse with many of the dominant pracices still today in virtual campuses. That does not mean that the e-learning is to reproduce the traditional classes on the web, but believes that the network has the potential and the possibility of changing the same parameters on which traditional learning is based. Never teachers and students have had so many tools to become actors of our own learning. Because the new ideas that permeate the university, which can be condensed in the premise of converging the student at the very center of the learning process, will only be possible with the help of technology in general, and web 2.0 in particular.

The great challenge facing the university today is the need to prepare our young people for a society marked by change and by the speed at which knowledge is renewed. We must provide our students with the necessary skills to cope with learning coninuo. We can no longer expect that the knowledge we have in college will be valid, if ever, for forty years of professional life. The same learning process must leave in our students a cognitive capacity that allows them to continue with their professional development. An attitude 2.0 that drives them to work and compare on the Web, understood as the new stage of conversation and communication in which we converge users, applications, tools and content.

We live moments of confusion on the Web, where the massive arrival of light mobile applications mounted on new devices are changing the way we learn and communicate. To the point that various authors such as Anderson and Wolf (2010) tell us that the Web is dying, that the attitude 2.0, that the open web, Web standards today have a lot of "closed gardens".