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Living, Working, Teaching and Learning by Social Software

Living, Working, Teaching and Learning by Social Software

Helen Keegan, Bernard Lisewski
Copyright: © 2009 |Pages: 14
ISBN13: 9781605662084|ISBN10: 1605662089|EISBN13: 9781605662091
DOI: 10.4018/978-1-60566-208-4.ch015
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MLA

Keegan, Helen, and Bernard Lisewski. "Living, Working, Teaching and Learning by Social Software." Handbook of Research on Social Software and Developing Community Ontologies, edited by Stylianos Hatzipanagos and Steven Warburton , IGI Global, 2009, pp. 208-221. https://doi.org/10.4018/978-1-60566-208-4.ch015

APA

Keegan, H. & Lisewski, B. (2009). Living, Working, Teaching and Learning by Social Software. In S. Hatzipanagos & S. Warburton (Eds.), Handbook of Research on Social Software and Developing Community Ontologies (pp. 208-221). IGI Global. https://doi.org/10.4018/978-1-60566-208-4.ch015

Chicago

Keegan, Helen, and Bernard Lisewski. "Living, Working, Teaching and Learning by Social Software." In Handbook of Research on Social Software and Developing Community Ontologies, edited by Stylianos Hatzipanagos and Steven Warburton , 208-221. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-208-4.ch015

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Abstract

This chapter explores emergent behaviours in the use of social software across multiple online communities of practice where informal learning occurs beyond traditional higher education (HE) institutional boundaries. Employing a combination of research literature, personal experience and direct observation, the authors investigate the blurring of boundaries between work/home/play as a result of increased connectivity and hyper availability in the “information age”. Exploring the potentially disruptive nature of new media, social software and social networking practices, the authors ask what coping strategies are employed by the individual as their online social networks and learning communities increase in number and density? What are the implications for the identity and role of the tutor in online HE learning environments characterised by multiple platforms and fora? The authors conclude by posing a series of challenges for the HE sector and its participants in engaging with social software and social networking technologies.

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