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Pedagogical Practice for Learning with Social Software

Pedagogical Practice for Learning with Social Software

Anne Bartlett-Bragg
Copyright: © 2008 |Pages: 17
ISBN13: 9781599049700|ISBN10: 1599049708|EISBN13: 9781599049717
DOI: 10.4018/978-1-59904-970-0.ch012
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MLA

Bartlett-Bragg, Anne. "Pedagogical Practice for Learning with Social Software." Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues, edited by Thomas Hansson, IGI Global, 2008, pp. 161-177. https://doi.org/10.4018/978-1-59904-970-0.ch012

APA

Bartlett-Bragg, A. (2008). Pedagogical Practice for Learning with Social Software. In T. Hansson (Ed.), Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues (pp. 161-177). IGI Global. https://doi.org/10.4018/978-1-59904-970-0.ch012

Chicago

Bartlett-Bragg, Anne. "Pedagogical Practice for Learning with Social Software." In Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues, edited by Thomas Hansson, 161-177. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-970-0.ch012

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Abstract

This chapter proposes that social software can enable informal learning environments through collective learning networks and the fundamental social interactions embedded in those learning processes. Situated in the adult learning organisational context, the challenge for educators is how to re-frame their pedagogical practices for the new technological developments and facilitate the design of online communication and information exchanges to empower the learners and create an enriched social learning landscape. The chapter presents a pedagogical framework, developed from practice and verified through doctoral research, which provides pathways through phases of development for facilitating informal learning processes and strategies that enable learners to overcome key issues that may inhibit the creation of informal learning environments. Examples from recent practice will be used to illustrate areas where educators need to be aware of both the inhibitors and their pedagogical strategies.

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