A Case Study of Instructor Scaffolding Using Web 2.0 Tools to Teach Social Informatics

By McLoughlin, Catherine E.; Alam, Sultana Lubna | Journal of Information Systems Education, Summer 2014 | Go to article overview

A Case Study of Instructor Scaffolding Using Web 2.0 Tools to Teach Social Informatics


McLoughlin, Catherine E., Alam, Sultana Lubna, Journal of Information Systems Education


1. INTRODUCTION

The rising popularity of social media tools, such as Weblogs, wikis, Twitter, is the result of the qualities that characterise Web 2.0 software. Such digital tools are user-friendly, personalisable and allow for content creation and modification. In addition, they can be 'meeting places' for socialisation, sharing and collaboration. It is predictable then that using Web 2.0 tools to facilitate the learning process is encouraged in the educational literature (McLoughlin & Lee, 2007). In this networked age, the transmissive model of teaching is being replaced with constructivist, e-learning approaches, while the need to make the curriculum more relevant and engaging is imperative (Tapscott, 2009). This changing landscape has been referred to as 'Pedagogy 2.0' and 'learning 2.0' (Lee & McLoughlin, 2010; Downes, 2005) and signals greater use of the affordances of social media to enable connectivity, communication, participation, and networked communities of learning.

For many decades, mechanical knowledge transmission models of teaching and learning have been at odds with participatory and interactive education. Currently, the affordances of Web 2.0--sharing, collaboration, and communication, have given rise to a number of alternative paradigms of learning e.g. personal learning environments (Atwell, 2007) and heutagogy, both of which focus on students as self-motivated, independent learners (Conole & Oliver, 2007; Phelps, Hase, & Ellis, 2005). Theories such as connectivism (Siemens, 2005) help us understand learning as making connections with ideas, facts, people and global communities. In many fields, the life of knowledge is now measured in months and years (Siemens, 2005, para. 2). Thus, pedagogical methods used for years and considered instructionally sound are becoming outdated as students and teachers adopt technological devices to teach and to learn. Although more formal forms of instruction and e-learning persist, many universities now integrate informal teaching strategies and flexible social media tools to accommodate students' desires for flexible study opportunities. In the context of this study, the rationale was to explore how best to support learners to social media into the learning process so that they could integrate Web 2.0 tools such as blogs, wikis and Facebook in specific tasks relating to egovernment, digital citizenship, location of specialized information, data management and conducting research online. The research problem was to how determine the success of teacher pedagogy in developing students' skills in application of social media to understand key concepts in social informatics. The teaching and learning process had to extend beyond use of the technological tools by students to include pedagogical design for effective learning. In this context, the research focusses on evaluating the success of a scaffolded pedagogy to teach informatics concepts using social media such as micro-blogging, multimedia sharing, social bookmarking and collaborative content creation. This issue is of special importance as it is under researched, and further studies are needed to explore how Pedagogy 2.0 can be successfully implemented (Ravenscroft, 2009)

2. SOCIAL INFORMATICS AND GOALS OF EDUCATION

Social Informatics (SI) is an innovative, growing discipline, although few universities offer the subject as a stand-alone course. Social informatics started in the early 1970s, when there was a burgeoning of information technologies in all areas, along with studies on computerization and its consequences for society. While definitions of the term 'social informatics' may vary in different countries and across different contexts, the term is used in this article to denote that social informatics is an interdisciplinary field of study, bringing together insights from various disciplines: sociology, library and information science, education, computer science, economics, information systems and communications (Kling, Rosenbaum, & Sawyer, 2005). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

A Case Study of Instructor Scaffolding Using Web 2.0 Tools to Teach Social Informatics
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.