Authors: Hoogenboom, Tim¹; Kloos, Martin¹; Bouman, Wim¹; Jansen, Rene²

Source: International Journal of Knowledge and Learning, Volume 3, Numbers 4-5, 17 January 2008 , pp. 501-514(14)

Publisher: Inderscience Publishers

Abstract:

Lately, Web2.0 or social software receives a lot of attention, both by practitioners and academics, because of its ability to support social learning processes. We explore two criticisms that assess the learning impediments within current manifestations of social software. Firstly, we hold that social software is biased towards market-organising and secondly, it lacks a social theory of learning. By using both the social learning cycle of Boisot and the learning architecture of Wenger we theorise about structures that could guide the design of learning within social software. The objective of this paper is to support the design for object-centred sociality in social software to enable a more social approach to learning.

Keywords: EDUCATION AND LEARNING JOURNALS; Learning and Human Resources Development; MANAGEMENT JOURNALS; Policy and Organisational Management

Document Type: Research article

DOI: http://dx.doi.org/10.1504/IJKL.2007.016708

Affiliations: 1: Department of Information Management, University of Amsterdam, Roetersstraat 11, Amsterdam 1018 WB, The Netherlands. 2: Department of Information Management, University of Amsterdam, Roetersstraat 11, Amsterdam 1018 WB, The Netherlands

Publication date: 2008-01-17

More about this publication?

• International Journal of Knowledge and Learning aims at fostering multidisciplinary discussion and research on knowledge-intensive approaches to learning management and learning processes at the individual, organisational and national levels, emphasising knowledge representation issues, social and organisational elements, and architectural and design issues of learning management systems.
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