摘要：Web 2.0 technologies, such as Facebook, YouTube and MySpace, are freely available web-based applications commonly associated with information sharing and community activities, as well as user-centred design. The social networking capability of Web 2.0 enables group activities and academic interactivity, and offers networking opportunities between tutors and students. This paper reports the research findings of a case study seeking to evaluate student perceptions of incorporating a Web 2.0 micro-blogging tool called Yammer into teaching. This involved closed group discussions facilitating a real-time emergency response scenario for an eruption of Mt Vesuvius. The scenario involved students role-playing as a ‘Hazard Analyst Officer”, responding to the changing environmental and social information provided before and during the eruption. Staff played a role as key stakeholders in the communications pathway. The student experience was quantified through questionnaires and focus group methodologies to capture the student voice. Feedback suggests that students using Yammer found it stressful, but realistic, and they valued the learning experience. However, a number of challenges remain to be addressed centred on the quantity of web traffic, working individually and tailoring the assessment away from the quality of blog postings.
