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Connected pedagogy: Social networks

Learning with e's

Photo by Steve Wheeler In a previous post I outlined some of the metrics around the use of digital media, technologies and social networks. I wrote that: "The age of social technologies has radically transformed the way we live our lives, and that includes how we learn and teach. 2002) Smartmobs: The Next Social Revolution.

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The changing Web

Learning with e's

It is a complex network of dynamic resources that we all acknowledge is constantly changing to adapt to the growing demand for entertainment, communication and access to knowledge. Debate focuses on whether the emerging social applications constitute a sea change or revolution in the Web (cf. 2002) The Network Society.

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The survival of higher education (2): Changing times

Learning with e's

It is a complex network of dynamic resources that we all acknowledge is constantly changing to adapt to the growing demand for entertainment, communication and access to knowledge. Debate centres upon whether the emerging social applications constitute a sea change or revolution in the Web (cf. The Network Society. Maramba, I.

Wiki 89
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Tools for conviviality? Illich and social media

Learning with e's

Ivan Illich hoped for a time when the transmission model of education, or ''funnels'', would be replaced by ''educational webs'' - his notion of what we now recognise as social networks. What would Illich have made of the social web? It is unclear, because he died in 2002, just as Web 2.0 was emerging.

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eLearning Topics

Tony Karrer

When you look at the keywords on the left you see things like: Social Learning (356) Social Media (411) Twitter (725) Google Wave (22) Camtasia (76) Adobe Captivate (71) Social Network (460) Now, the content set in this case are highly skewed towards innovators as compared to the topic sets being used by my past analysis (training conferences).

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The ripple effect

Learning with e's

Anything that is posted on the social web in particular can be seen and read by others, and spread more widely than it could by the sole efforts of the author. Those involved in this dissemination can be producers as well as consumers of the content, but as James Slevin (2002) suggests, the basis is almost always dialogical in nature.