Mapping the digital terrain: new media and social software as catalysts for pedagogical change

In the emerging digital landscape of the Web 2.0 era, where social software tools like blogs, wikis and podcasts provide instant connectivity, promises of engagement and community building, there is a need to rethink models for teaching and learning. In this paper, the authors argue that outmoded didactic models, which place emphasis on the delivery of information by an instructor and/or from a textbook, may need to be replaced in order for student-centred learning to come to fruition. Currently, e-learning pedagogies at universities and colleges appear to be fuelled largely by learning management systems (LMS's) that replicate these traditional paradigms in an online setting. They conform to a "student-as-information consumer" model, thereby reinforcing instructor-centred approaches to teaching, learning and knowledge, as opposed to being conducive to constructivist modes of learning that enable a high degree of learner self-direction and personalisation. This paper also explores a range of examples demonstrating productive pedagogical applications of social software tools. A number of recent constructivist theoretical paradigms are presented that have the potential to transform teaching, learning and pedagogy in higher education.