The appropriation and repurposing of social technologies in higher education.
This paper presents some of the findings from a recent project that conducted a virtual ethnographic study of three formal courses in higher education that use 'Web 2.0' or social technologies for learning and teaching. It describes the pedagogies adopted within these courses, and goes on to explore...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 1; pp. 19 - 31 |
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| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344534&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344534 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2009 vid: 25 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344534 105344534 2010457748 10.1111/j.1365-2729.2008.00306.x 105344534 ppf: 19 ppct: 12 formats: tig: atl: The appropriation and repurposing of social technologies in higher education. aug: au: Hemmi A Bayne S Land R affil: University of Edinburgh, Department of Higher and Community Education, Edinburgh, Scotland, UK sug: subj: Education, Non-Traditional Interpersonal Relations World Wide Web Blogs Collaboration Computer-Assisted Instruction Education, Baccalaureate Education, Graduate Engineering Education Interviews Jews Education Human ab: This paper presents some of the findings from a recent project that conducted a virtual ethnographic study of three formal courses in higher education that use 'Web 2.0' or social technologies for learning and teaching. It describes the pedagogies adopted within these courses, and goes on to explore some key themes emerging from the research and relating to the pedagogical use of weblogs and wikis in particular. These themes relate primarily to the academy's tendency to constrain and contain the possibly more radical effects of these new spaces. Despite this, the findings present a range of student and tutor perspectives which show that these technologies have significant potential as new collaborative, volatile and challenging environments for formal learning. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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