Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software

Autor/inn/en	McLoughlin, Catherine; Lee, Mark J. W.
Titel	Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 1, S.28-43 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Social Networks; Internet; Learner Controlled Instruction; Scaffolding (Teaching Technique); International Education; Foreign Countries; College Students; College Instruction; Teaching Methods; Educational Technology; Computer Assisted Instruction; Electronic Learning; Technology Integration; Instructional Design; Computer Mediated Communication; Electronic Publishing; Distance Education; Computer Software; Influence of Technology; College Faculty; Educational Environment; Individualized Instruction; Program Descriptions; Educational Principles; Australia; Hong Kong; New Zealand; United Kingdom; United States + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Internationale Erziehung; Ausland; Collegestudent; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Elektronisches Publizieren; Distance study; Distance learning; Fernunterricht; Fakultät; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individualisierender Unterricht; Bildungsprinzip; Australien; Hongkong; Neuseeland; Großbritannien; USA
Abstract	Research findings in recent years provide compelling evidence of the importance of encouraging student control over the learning process as a whole. The socially based tools and technologies of the Web 2.0 movement are capable of supporting informal conversation, reflexive dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, these tools can shift control to the learner, through promoting learner agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. As argued in this article, however, in order for self-regulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to the necessary scaffolding to support their learning. Emerging practices with social computing technologies, a number of examples of which are showcased in this article, signal the need for pedagogies that are more personal, social and participatory. The authors conclude with a discussion of some of the key implications for practice, including an outline of the current challenges faced by tertiary educators. (Contains 1 table.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10