Creating learning communities: three social software tools

Use of the web today, particularly amongst young people, is now more social and participative. Collectively known as Web 2.0, freely available tools have emerged that facilitate communication, user-generated content and social connectivity. Facebook and MySpace have become the most popular forms of...

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Autores principales:	Amanda Tinker, Gillian Byrne, Christine Cattermole
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	Social Software Web 2.0 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/129e2903ce5d4fd9914564a92689744f
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id	oai:doaj.org-article:129e2903ce5d4fd9914564a92689744f
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spelling	oai:doaj.org-article:129e2903ce5d4fd9914564a92689744f2021-11-29T14:04:24ZCreating learning communities: three social software tools10.47408/jldhe.v0i2.511759-667Xhttps://doaj.org/article/129e2903ce5d4fd9914564a92689744f2010-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/51https://doaj.org/toc/1759-667XUse of the web today, particularly amongst young people, is now more social and participative. Collectively known as Web 2.0, freely available tools have emerged that facilitate communication, user-generated content and social connectivity. Facebook and MySpace have become the most popular forms of this kind of online activity and networks are formed around all kind of interest and issues whether they are political, educational, professional or hobbies. In a recent survey of 500 students, 80% claimed that they regularly use social networking tools to communicate with peers (JISC, 2008). This pervasive use of Web 2.0 technology for everyday interaction has yet to see its potential fully recognised and integrated into Higher Education pedagogy. Despite 73% of students using such tools to 'discuss coursework' and 75% of these students recognising their value for enhancing learning, only 25% were encouraged to use such social software by academic staff (JISC, 2008). This raises the question as to whether Web 2.0 technology can promote social learning within educational contexts and how this might be realised in practice. In a bid to harness this creativity, energy and sociability, the Academic Skills Tutors (ASTs) at the University of Huddersfield have been exploring Web 2.0 technologies to investigate how such tools might enhance teaching and learning. This paper introduces practical examples of social software tools; how these are currently used to foster learning communities and promote academic development. Three distinct social software tools are discussed (del.icio.us, PBwiki - now PBworks - and Ning), illustrating current use of these with students and their initial evaluation. Amanda TinkerGillian ByrneChristine CattermoleAssociation for Learning Development in Higher Education (ALDinHE)articleSocial SoftwareWeb 2.0Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Social Software Web 2.0 Theory and practice of education LB5-3640
spellingShingle	Social Software Web 2.0 Theory and practice of education LB5-3640 Amanda Tinker Gillian Byrne Christine Cattermole Creating learning communities: three social software tools
description	Use of the web today, particularly amongst young people, is now more social and participative. Collectively known as Web 2.0, freely available tools have emerged that facilitate communication, user-generated content and social connectivity. Facebook and MySpace have become the most popular forms of this kind of online activity and networks are formed around all kind of interest and issues whether they are political, educational, professional or hobbies. In a recent survey of 500 students, 80% claimed that they regularly use social networking tools to communicate with peers (JISC, 2008). This pervasive use of Web 2.0 technology for everyday interaction has yet to see its potential fully recognised and integrated into Higher Education pedagogy. Despite 73% of students using such tools to 'discuss coursework' and 75% of these students recognising their value for enhancing learning, only 25% were encouraged to use such social software by academic staff (JISC, 2008). This raises the question as to whether Web 2.0 technology can promote social learning within educational contexts and how this might be realised in practice. In a bid to harness this creativity, energy and sociability, the Academic Skills Tutors (ASTs) at the University of Huddersfield have been exploring Web 2.0 technologies to investigate how such tools might enhance teaching and learning. This paper introduces practical examples of social software tools; how these are currently used to foster learning communities and promote academic development. Three distinct social software tools are discussed (del.icio.us, PBwiki - now PBworks - and Ning), illustrating current use of these with students and their initial evaluation.
format	article
author	Amanda Tinker Gillian Byrne Christine Cattermole
author_facet	Amanda Tinker Gillian Byrne Christine Cattermole
author_sort	Amanda Tinker
title	Creating learning communities: three social software tools
title_short	Creating learning communities: three social software tools
title_full	Creating learning communities: three social software tools
title_fullStr	Creating learning communities: three social software tools
title_full_unstemmed	Creating learning communities: three social software tools
title_sort	creating learning communities: three social software tools
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/129e2903ce5d4fd9914564a92689744f
work_keys_str_mv	AT amandatinker creatinglearningcommunitiesthreesocialsoftwaretools AT gillianbyrne creatinglearningcommunitiesthreesocialsoftwaretools AT christinecattermole creatinglearningcommunitiesthreesocialsoftwaretools
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Creating learning communities: three social software tools

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