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Social Exclusion or Inclusion: The Implications of Social and Participatory Media on Education

Social Exclusion or Inclusion: The Implications of Social and Participatory Media on Education

Gráinne Conole
Copyright: © 2013 |Pages: 17
ISBN13: 9781466642058|ISBN10: 146664205X|EISBN13: 9781466642065
DOI: 10.4018/978-1-4666-4205-8.ch007
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MLA

B. Tynan, et al. "Social Exclusion or Inclusion: The Implications of Social and Participatory Media on Education." Outlooks and Opportunities in Blended and Distance Learning, IGI Global, 2013, pp.90-106. https://doi.org/10.4018/978-1-4666-4205-8.ch007

APA

B. Tynan, J. Willems, & R. James (2013). Social Exclusion or Inclusion: The Implications of Social and Participatory Media on Education. IGI Global. https://doi.org/10.4018/978-1-4666-4205-8.ch007

Chicago

B. Tynan, J. Willems, and R. James. "Social Exclusion or Inclusion: The Implications of Social and Participatory Media on Education." In Outlooks and Opportunities in Blended and Distance Learning. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4205-8.ch007

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Abstract

This chapter focuses on the implications of the changing digital landscape for education and in particular the implications for learners, teachers, and institutions. It begins by providing an overview of these new technologies and their associated characteristics. It then provides some examples of the ways in which these technologies are harnessed to foster different pedagogical approaches. It is evident that these technologies have immense potential to support more innovative approaches to learning, enabling more personalised and learner-centred approaches. However, there are also a number of downsides to using these technologies. The chapter outlines these and suggests that a new digital divide is being created between those who are able to be part of this new participatory culture and those who are excluded. It argues that we need to change the ways in which we design, support, and assess learning. It provides three case studies that attempt to do this: (1) the creation and use of Open Educational Resources and associated practices; (2) Cloudworks, a social networking site for sharing and discussing learning and teaching ideas; and (3) a new learning design methodology which aims to help guide practitioners in creating learning interventions that make effective use of new technologies.

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