The internet has changed the landscape of modern society dramatically since its initial conception and has brought about a wealth of information that is readily available to the majority of the global population (Bowles 2009, online). When considering the implications and the future impact of the digital age, education should be at the very forefront of utilising these resources to prepare the learners for the future. However, attempting to incorporate some of these technologies into a class setting can be problematic and one such example is the concept of social or collaborative learning via the use of social networking sites.
Hill (2008, p.71) briefly comments on the use of such interfaces and believes that “learning is a social activity” and that many learners already make extensive use of these types of tools. However, he maintains that it is the responsibility of the respective tutor to persevere in helping the learners realise how this type of collaboration can actually enhance learning and that its use should not be just viewed as an opportunity to socialise frivolously during lessons. However, Bugeja (2009, online) is far more scathing in his criticism of social networking and believes that such resources have moved from being a mere delivery system, to classroom content and has ended up being used as a virtual classroom. He strenuously argues that pedagogy is often changed to accommodate this style of learning and argues that it should be the resource that is aligned to current educational practice and not the other way around.
Reference List
Bowles, D. (2009) Collaborative Learning and the Open Educational Resource Movement [Online]. Available: http://cnx.org/content/m22251/latest/ [14 January 2010].
Bugeja, M. (2008) Online debate: the pros and cons of social networking in education [Online]. Available: http://educationpr.org/2008/01/16/online-debate-the-pros-and-cons-of-social-networki... [8th January 2010].
Hill, C. (2008) Teaching with e-learning in the Lifelong Learning Sector. 2nd Edition. Exeter: Learning Matters Ltd.
Hill (2008, p.71) briefly comments on the use of such interfaces and believes that “learning is a social activity” and that many learners already make extensive use of these types of tools. However, he maintains that it is the responsibility of the respective tutor to persevere in helping the learners realise how this type of collaboration can actually enhance learning and that its use should not be just viewed as an opportunity to socialise frivolously during lessons. However, Bugeja (2009, online) is far more scathing in his criticism of social networking and believes that such resources have moved from being a mere delivery system, to classroom content and has ended up being used as a virtual classroom. He strenuously argues that pedagogy is often changed to accommodate this style of learning and argues that it should be the resource that is aligned to current educational practice and not the other way around.
Reference List
Bowles, D. (2009) Collaborative Learning and the Open Educational Resource Movement [Online]. Available: http://cnx.org/content/m22251/latest/ [14 January 2010].
Bugeja, M. (2008) Online debate: the pros and cons of social networking in education [Online]. Available: http://educationpr.org/2008/01/16/online-debate-the-pros-and-cons-of-social-networki... [8th January 2010].
Hill, C. (2008) Teaching with e-learning in the Lifelong Learning Sector. 2nd Edition. Exeter: Learning Matters Ltd.
the point you make about adaptation to 'exploit' or adaptation to 'reflect the zeitgeist' is fascinating- once you start to thinkl of things in that way you can apply this to all sorts of things
ReplyDeleteOkay...do you want to try that in Layman's terms...remember that I'm only a Carpenter Martin.
ReplyDeleteyeah whatever!I was just repeating what you said anyway
ReplyDeletei.e. do you adapt to get the most out of kids
or do you adapt cos that's just the way it is man
watch the coffield video tonight and see which angle he comes from