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Social Software as Tools for Pedagogical Transformation: Enabling Personalization, Creative Production, and Part

Social Software as Tools for Pedagogical Transformation: Enabling Personalization, Creative Production, and Part

Mark J.W. Lee, Catherine McLoughlin
Copyright: © 2010 |Pages: 22
ISBN13: 9781605668260|ISBN10: 1605668265|ISBN13 Softcover: 9781616923884|EISBN13: 9781605668277
DOI: 10.4018/978-1-60566-826-0.ch001
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MLA

Lee, Mark J.W., and Catherine McLoughlin. "Social Software as Tools for Pedagogical Transformation: Enabling Personalization, Creative Production, and Part." Educational Social Software for Context-Aware Learning: Collaborative Methods and Human Interaction, edited by Niki Lambropoulos and Margarida Romero, IGI Global, 2010, pp. 1-22. https://doi.org/10.4018/978-1-60566-826-0.ch001

APA

Lee, M. J. & McLoughlin, C. (2010). Social Software as Tools for Pedagogical Transformation: Enabling Personalization, Creative Production, and Part. In N. Lambropoulos & M. Romero (Eds.), Educational Social Software for Context-Aware Learning: Collaborative Methods and Human Interaction (pp. 1-22). IGI Global. https://doi.org/10.4018/978-1-60566-826-0.ch001

Chicago

Lee, Mark J.W., and Catherine McLoughlin. "Social Software as Tools for Pedagogical Transformation: Enabling Personalization, Creative Production, and Part." In Educational Social Software for Context-Aware Learning: Collaborative Methods and Human Interaction, edited by Niki Lambropoulos and Margarida Romero, 1-22. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-826-0.ch001

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Abstract

The main agents of change in the present era can be posited as globalization and the diffusion and uptake of technologies that have given rise to a knowledge-based, networked society. The latest evolution of the Internet, Web 2.0, is resulting in significant transformations in terms of how we live, work, and communicate. In the higher education arena, the drive towards self-organizing communities and collaboration through social networking applications has triggered widespread debate on the purpose of education, with a growing emphasis on the need not only to facilitate the acquisition of knowledge and information, but also to cultivate in students the skills and digital literacies necessary to engage with social and technological change. In this chapter, the authors discuss the affordances of Web 2.0 and social software tools, and provide examples of current conceptualizations and metaphors of learning that leverage these affordances to support learner choice, autonomy, and agency in the creation of ideas and knowledge artifacts. An innovative learning paradigm is proposed that the authors call Pedagogy 2.0, based on the key elements of personalization, participation, and productivity. Finally, the authors argue for a more holistic and evidence-based approach to research and evaluation of Web 2.0-based learning programs and initiatives that supports the development and sharing of best practices across academic disciplines, institutions, and countries.

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