Deploying social software in learning and teaching environments

deploying social software in learning and teaching environments: the implications for distance education ,[object Object],[object Object],[object Object]

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social tools social bookmarks IRC blogs discussion fora social networks instant messaging wikis collaboration social recommendation Blogs are just one of a number of social tools

why social software and why in education? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

blogs: individual, personal and informal ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

why blog? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

versatility of blogs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

a case study a fully online distance learning MA in War Studies that attracts mature professionals from a variety of educational backgrounds

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],the online learning environment

tutor/course blog student blog student blog personal aggregator: “river of news” external ‘expert’ blogs community network

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Garrison, Anderson and Archer (2000) research instruments: content analysis [blogs], questionnaires and semi-structured interviews.

were blogs successful? ,[object Object],[object Object],[object Object]

on first analysis ,[object Object],[object Object],[object Object]

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private and public realms ,[object Object],[object Object]

students struggle with blogs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

contextual negotiation and interpretation ,[object Object],[object Object],[object Object],[object Object],Hine, C. (2000) Virtual ethnography. Sage London.

learning spaces: institution <-> internet ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],(Berkenkotter and Huckin, 1995)

solutions? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Published in The New Yorker September 12 th , 2005 By Alex Gregory the end ,[object Object],[object Object],[object Object],[object Object]

Deploying social software in learning and teaching environments

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Deploying social software in learning and teaching environments