Teaching Crowds: Learning and Social Media
Jon Dron, Athabasca University
Terry Anderson, Athabasca University
Pub Date: 2014
ISBN 13: 9781927356814
Publisher: Athabasca University Press
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Conditions of Use
This text covers a wide range of related material, including an effective index. However, given some of the technical terms throughout, a glossary might be helpful. Furthermore, there are a few concepts/ideas that are touched on rather briefly,... read more
The authors are expert in this timely and interesting area of instructional practice. Their assertions are built on well-respected learning theories, and draw an interesting line between the advent of social media and ‘social software’ and... read more
This text is highly comprehensive especially in the area of perspective of learning from communities and crowds. This is an underrepresented area of research and learning, so it is a refreshing read. There is much room for future research in... read more
The book addresses online learning from a social perspective - learning together, learning from each other, social software for learning, social learning theories, modes of social engagement, pedagogical challenges for teaching online, potential... read more
Table of Contents
- Chapter 1: On the Nature and Value of Social Software for Learning
- Chapter 2: Social Learning Theories
- Chapter 3: A Typology of Social Forms for Learning
- Chapter 4: Learning in Groups
- Chapter 5: Learning in Networks
- Chapter 6: Learning in Sets
- Chapter 7: Learning with Collectives
- Chapter 8: Stories From the Field
- Chapter 9: Issues and Challenges in Educational Uses of Social Software
- Chapter 10: The Shape of Things and of Things to Come
About the Book
Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning.
In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.
About the Contributors
Jon Dron is associate professor in the School of Computing and Information Systems and a member of the Technology-Enhanced Knowledge Research Institute at Athabasca University. His current research concerns the social aspects of learning technologies, with an emphasis on methods and technologies that enable learners to help each other.
Terry Anderson is professor and researcher in the Technology-Enhanced Knowledge Research Institute at Athabasca University. His interests focus on interaction and on the use of social media in educational contexts.