• Publications
  • Influence
Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era
The two-way Web has arrived, accompanied by a raft of affordances that expand how the authors communicate, communicate, learn and create knowledge. Expand
Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software.
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. Expand
The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity.
Web 2.0 and its associated applications and tools have, in many areas, brought about and are continuing to bring about significant shifts in the way people communicate, create, and share information.Expand
Future Learning Landscapes: Transforming Pedagogy through Social Software
In both mainstream society and education, Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites,Expand
Mapping the digital terrain :New media and social software as catalysts for pedagogical change
It is argued that outmoded didactic models, which place emphasis on the delivery of information by an instructor and/or from a textbook, may need to be replaced in order for student-centred learning to come to fruition. Expand
Learner Support in Distance and Networked Learning Environments: Ten Dimensions for Successful Design
The aim of this paper is to offer a conceptualization of the term scaffolding in distance learning, to provide examples of how learners can be supported in the processes of constructivist inquiry in a range of learning settings, and to offer principles for the design of learning support that can be applied across arange of instructional settings. Expand
Culturally responsive technology use: developing an on-line community of learners
  • C. McLoughlin
  • Psychology, Computer Science
  • Br. J. Educ. Technol.
  • 1 July 1999
This paper traces the development of an on-line unit for Indigenous Australian learners, and accounts for the cultural issues that impacted on the design of learning tasks and the associated avenues for communication provided to learners. Expand
Talk the talk: Learner-generated podcasts as catalysts for knowledge creation
The article describes how engaging in the podcasting exercise promoted collaborative knowledge building among the student-producers, as evidenced through focus-group interviewing and an analysis of the products of their shared dialogue and reflection. Expand
Teaching and learning in the Web 2.0 era: empowering students through learner-generated content
The different ways in which social computing applications can be used for teaching and learning are considered, and changes to pedagogy based on greater learner control, agency, and engagement in content creation, as well as peer-to-peer sharing and review of ideas are suggested. Expand
Pedagogy 2.0: Critical Challenges and Responses to Web 2.0 and Social Software in Tertiary Teaching
In contrast to earlier e-learning efforts that simply replicated traditional models of learning and teaching in online environments, social software, together with other components of the Web 2.0Expand