Living, teaching and learning by social software: some emerging themes and practice issues

Keegan, H; Lisewski, B

Abstract

This chapter explores emergent behaviours in the use of social software across multiple online communities of practice where informal learning occurs beyond traditional higher education (HE) institutional boundaries. Employing a combination of research literature, personal experience and direct observation, the authors investigate the blurring of boundaries between work/home/play as a result of increased connectivity and hyper availability in the 'information age'. Exploring the potentially disruptive nature of new media, social software and social networking practices, the authors ask what coping strategies are employed by the individual as their online social networks and learning communities increase in number and density? What are the implications for the identity and role of the tutor in online HE learning environments characterised by multiple platforms and fora? The authors conclude by posing a series of challenges for the HE sector and its participants in engaging with social software and social networking technologies.

Citation

Keegan, H., & Lisewski, B. (2009). Living, teaching and learning by social software: some emerging themes and practice issues. In S. Hatzipanagos, & S. Warburton (Eds.), Handbook of Research on Social Software and Developing Community Ontologies (217-230). Hershey, Pennsylvania, US: IGI Global

• Publication Date: Jan 1, 2009
• Deposit Date: Jan 22, 2010
• Publisher: IGI Global
• Pages: 217-230
• Series Title: Information Science Reference
• Book Title: Handbook of Research on Social Software and Developing Community Ontologies
• ISBN: 978-1-60566-208-4
• Keywords: Social networking, Social software, Web 2.0, Boundaries, ; Communities of Practice, Information overload, Blogs, blogging, RSS, Reflexivity, Ontological security, Boundary crossing, Brokering
• Publisher URL: http://www.igi-global.com/reference/details.asp?id=33011