You are here:

Design perspectives for learning with social media: Reconciling informal and formal learning through Web 2.0? (Part 1)
PROCEEDINGS

, Learning Technology Research Institute, United Kingdom ; , , Kings College London, United Kingdom

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

AAlthough the widespread use of social media reflects how Web 2.0 technologies have become embedded in our lives, there are still significant challenges in harnessing these and their related practices for learning. One expectation is that they will provide the means to reconcile informal and formal learning to allow for a more seamless transition between meaningful activity inside and outside of educational institutions or the workplace. But how do we support such processes or progressions? The approach adopted in this symposium is to see design, or learning design, as the key paradigm to address this challenge. But designing for this constantly evolving technological landscape creates new problems and complexities. This symposium will present different approaches to design from experts who specialise in the field of social software for learning, and who are concerned with both bridging informal and formal learning and questioning what we consider to be legitimate learning.

Citation

Ravenscroft, A., Warburton, S. & Hatzipanagos, S. (2010). Design perspectives for learning with social media: Reconciling informal and formal learning through Web 2.0? (Part 1). In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3780-3785). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 21, 2021 from .

Keywords