Pedagogical responses to social software in universities

Catherine McLoughlin, Mark Lee

Research output: Book chapter/Published conference paperChapter

6 Citations (Scopus)

Abstract

Learning management systems (LMS's) that cater for geographically dispersed learners have been widely available for a number of years, but many higher education institutions are discovering that new models of teaching and learning are required to meet the needs of a generation of learners who seek greater autonomy, connectivity and socio-experiential learning. The advent of Web 2.0, with its expanded potential for generativity and connectivity, propels pedagogical change and opens up the debate on how we conceptualize the dynamics of student learning. This chapter explores how such disruptive forces, fuelled by the affordances of social software tools, are challenging and redefining scholarship and pedagogy, and the accompanying need for learners to develop advanced digital literacy skills in preparation for work and life in the networked society. In response to these challenges the authors propose a pedagogical framework, Pedagogy 2.0, which addresses the themes of participation in networked communities of learning, personalization of the learning experience, and learner productivity in the form of knowledge creation and creativity.
Original languageEnglish
Title of host publicationHandbook of research on social software and developing community ontologies
EditorsM. Schneider, Stylianos Hatzipanagos
Place of PublicationHershey, PA, USA
PublisherInformation Science Reference
Pages335-356
Number of pages22
Edition23
ISBN (Print)9781605662084
Publication statusPublished - 2009

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