Several authors believe that the development and growth of the web has been a major driver of educational change and offers new perspectives and challenges to education at all levels (Steeples and Jones, 2002). It is suggested that Web 2.0 supports constructivist approaches to learning and has great potential to socialise online learning to a greater extent than we have previously seen (Bryant, 2007). These tools and services can support much flexibility in the learning processes and allow for easy publication, sharing of ideas and re-use of study content, commentaries, and links to relevant resources in information environments that are managed by the teachers and learners themselves (Guntram, 2007, p. 23). Web 2.0 is well suited to active and meaningful learning and collaborative knowledge building (Virkus, 2008).

Web 2.0 is suitable for educational and lifelong learning purposes in our knowledge society, because our modern society is built to a large degree on digital environments of work and social communication, and educational practices must foster a creative and collaborative engagement of learners with this digital environment in the learning process (Guntram, 2007, p. 17). However, open educational practices require a decisive shift away from the teacher-centred knowledge-transfer model and highlight active, constructive and the collaborative engagement of students with authentic and complex real world problems. A new educational culture and mind-set as well as overcoming considerable organisational barriers are important prerequisites for that (Geser, 2007; Guntram, 2007; Virkus, 2008).

The use of Web 2.0 technologies in higher education is still a new phenomenon and its integration into teaching and learning is in the initial phase. The report Open Educational Practices and Resources. OLCOS Roadmap 2012 (Guntram, 2007) which is based on research work, expert workshops and other consultations with many international projects that promote the creation, sharing and re-use of open educational resources, concludes that "new educational approaches are not easily found and their implementation will be difficult if they require considerable transformations of current educational frameworks and practices". The current focus in education is mainly on providing access to more content in digital formats and there is little consideration of whether this will promote real innovation in teaching and learning (Guntram, 2007, p. 31; Virkus, 2008).

You can read more from the Final Report "Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in Europe".
and "What is Web 2.0? Ideas, technologies and implications for education".