Social software and learning
| Type of publication: | Book |
| Citation: | 607 |
| Booktitle: | Social software and learning |
| Year: | 2006 |
| Address: | Bristol |
| Note: | Owen, Grant et al. 2006 - Social software and learning file:///Social_Software_report.pdf js, 13.05.2007 |
| Abstract: | This paper is focused on exploring the inter-relationship between two key trends in the field of educational technologies. In the educational arena, we are increasingly witnessing a change in the view of what education is for, with a growing emphasis on the need to support young people not only to acquire knowledge and information, but to develop the resources and skills necessary to engage with social and technical change, and to continue learning throughout the rest of their lives. In the technological arena, we are witnessing the rapid proliferation of technologies which are less about 'narrowcasting' to individuals, than the creation of communities and resources in which individuals come together to learn, collaborate and build knowledge (social software). It is the intersection of these two trends which, we believe, offers significant potential for the development of new approaches to education. At the heart of agendas for change in education are a number of key themes which relate to questions of how knowledge, creativity and innovation are generated in the practices of the 'information society'. Recent commentators have argued that our relationship with knowledge is changing, from one in which knowledge is organised in strictly classified 'disciplines' and 'subjects', to a more fluid and responsive practice which allows us to organise knowledge in ways that are significant to us at different times and in different places. At the same time, we see changes in the 'spaces' of knowledge, from its emergence within discrete institutional boundaries, to its generation in virtual and cross-institutional settings. Moreover, the ways in which we engage with knowledge are increasingly characterised by 'multi-tasking', engaging with multiple and overlapping knowledge streams. There are also changes in our understanding of from the idea of the isolated individual 'genius' to the concept of 'communities of practice', where reflection and feedback are important collaborative processes... |
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| Added by: | [ADM] |
| Total mark: | 0 |
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