Unlike theories that emphasize learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), this third metaphor foucses on mediated processes of knowledge creation that have become especially important in a knowldge society. This view focuses on mediated processes of knowledge creation that have become especially important in a knowledge society.
Published in Chapter:
Pedagogical Responses to Social Software in Universities
Catherine McLoughlin (Australian Catholic University, Australia) and Mark J.W. Lee (Charles Sturt University, Australia)
Copyright: © 2009
|Pages: 22
DOI: 10.4018/978-1-60566-208-4.ch023
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 people 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 building and creativity.