Harnessing the affordances of Web 2.0 and social software tools: Can we finally make "student-centered" learning a reality? PROCEEDINGS
Mark J.W. Lee, Charles Sturt University, Australia ; Catherine McLoughlin, Australian Catholic University, Australia
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper highlights the importance of considering the educational affordances of information and communication technologies (ICTs), in particular the raft of new and emerging Web 2.0 and social software tools that offer rich opportunities for collaboration, interactivity, and socio-experiential learning. The authors argue that perceived affordances, which are a function of individual users' or learners' perceptions and views, are of central significance, and encourage educators to empower learners with freedom and autonomy to select and personalize the tools and technology available to them, as well as allowing them to determine how best to use the technology to support their learning. While “student-centered” learning has become somewhat of a mantra for educators in recent decades, the adoption of social software tools driven by appropriate pedagogies may offer an opportunity for this goal to be truly realized.
Lee, M.J.W. & McLoughlin, C. (2008). Harnessing the affordances of Web 2.0 and social software tools: Can we finally make "student-centered" learning a reality?. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3825-3834). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2018 from https://www.learntechlib.org/primary/p/28915/.
© 2008 Association for the Advancement of Computing in Education (AACE)
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