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Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era
TLDR
School of EducationCharles Sturt UniversityThe two-way Web has arrived, accompanied by a raft of affordances that expand how weteach, communicate, learn and create knowledge. Expand
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What are the learning affordances of 3-D virtual environments?
TLDR
We examine the pedagogical benefits of 3-D virtual learning environments (3-D VLEs) through a review and analysis of a range of potential and actual applications. Expand
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Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software.
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We propose a framework for self-regulated and personalised learning that can be applied in a variety of contexts. Expand
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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
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Future Learning Landscapes: Transforming Pedagogy through Social Software
TLDR
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, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry. Expand
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Mapping the digital terrain :New media and social software as catalysts for pedagogical change
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In the emerging digital landscape of the Web 2.0 era, where social software tools like blogs,wikis and podcasts provide instant connectivity, promises of engagement and communitybuilding, there is a need to rethink models for teaching and learning. Expand
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Talk the talk: Learner-generated podcasts as catalysts for knowledge creation
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Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. Expand
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Reducing the Effects of Isolation and Promoting Inclusivity for Distance Learners Through Podcasting
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This article reports on an initiative to explore the potential of using supplementary audio podcast material to reduce the anxiety caused by isolation and to promote a sense of inclusivity amongst both undergraduate and postgraduate students studying an information technology subject in external mode with Australia’s largest provider of distance education. Expand
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Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis
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We present a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferenzing, and virtual worlds. Expand
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Teaching and learning in the Web 2.0 era: empowering students through learner-generated content
TLDR
This article describes how the emergence of “Web 2.0” technologies and social software tools is creating a new set of dynamics leading to increased user-led content and knowledge production that is transforming higher education curriculum and instruction. Expand
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