Social software and participatory learning

By Catherine McLoughlin, Mark J. W. Lee. ASCILITE Publications, 2007

848 citations recorded by the source corpus.

The two-way Web has arrived, accompanied by a raft of affordances that expand how we teach, communicate, learn and create knowledge. New trends are emerging in the way information is distributed and consumed. Emerging “Web 2.0” services such as blogs, wikis and social bookmarking applications, as well as social networking sites like MySpace, Friendster and Facebook, are seen as more social and personal, and based on “microcontent”, i.e., digital content in small fragments that may be combined and recombined by individuals to produce new patterns, images and interpretations. This paper investigates the affordances of Web 2.0 and social software and the choices and constraints they offer to tertiary teachers and learners. A discussion of emerging pedagogical models is presented to demonstrate that we now have access to an enabling suite of tools to support greater learner choice and self-direction.

Subfields: Communication, Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f78191fa7daf0e5e60d8dcb38b66920b8a1dc090

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Citations in the corpus

The wear out effect of a game-based student response system (2015, background): “0 technology has made it possible to use a wide variety of tools in education to support greater learner interaction, choices and self-direction (McLoughlin and Lee 2007).”
What Kind of Pedagogies for the 21st Century? (2015, background): “McLoughlin and Lee (2007) stress that more, richer and engaging pathways to learning are available now than ever before; however, these opportunities demand that both teachers and learners experiment with new tools to explore their potential for enabling choice, creativity, participation,…”
Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning. (2012, methodology): “Key affordances of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also affordances that support self-determined learning activities (McLoughlin & Lee, 2007, p. 667).”
From Moodle to Facebook: Exploring students' motivation and experiences in online communities (2013, background): “It is plausible that social networking websites, as key components of Web 2.0 technologies, encourage a participatory culture (see McLoughlin & Lee, 2007; O’Reilly, 2007).”
Collaborative writing: fostering foreign language and writing conventions development (2010, background): “Moreover, as McLoughlin and Lee (2007) note, instructors and researchers need to acknowledge that " technologies are intricately related to many other elements of the learning context " (p. 666), such as subject content, curriculum, communication, process, resources, scaffolding and learning tasks.”
Understanding students' perceptions of the benefits of online social networking use for teaching and learning (2015, background): “They can leave comments on a blog or discussion forum and ask for more detailed explanations, add someone as a friend and initiate communication by leaving amessage (Irwin, Ball, Desbrow, & Leveritt, 2012; McLoughlin & Lee, 2007; Munoz & Towner, 2009).”
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media (2019, background): “Social Media Enhance engagement in the learning process [17,90,113,114] Share opinions and knowledge easily [113–116] Enhance proficiency at using technology and media [117,118] High number of available resources [117] Ease of access to resources [117] Make possible lifelong learning [119] Create op”