Abstract
Recent educational research attests to an increasing awareness of the need to encourage learner control over the entire learning process. Web 2.0 and social software tools are capable of supporting informal conversation, dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, they can shift control to the learner by promoting agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. However, in order for self- regulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to appropriate scaffolding to support their learning. Emerging practices with social software, examples of which are showcased in this paper, signal the need for pedagogies that are more social, personal and participatory. The paper concludes with a discussion of the implications for practice, including current challenges faced by tertiary educators.
Original language | English |
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Title of host publication | Same places, different spaces |
Editors | Roger Atkinson, Clare McBeath |
Place of Publication | Auckland, New Zealand |
Publisher | ASCILITE |
Pages | 639-645 |
Number of pages | 7 |
ISBN (Electronic) | 9781877314810 |
Publication status | Published - 2009 |
Event | Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference - Auckland, New Zealand, New Zealand Duration: 06 Dec 2009 → 09 Dec 2009 |
Conference
Conference | Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference |
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Country | New Zealand |
Period | 06/12/09 → 09/12/09 |