Socio-cognitive and personalised learning on Facebook: Exemplar studies across the disciplines
catherine mcloughlin, Australian Catholic Unverisity, Australia
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
As Web 2.0 has brought a wave of social media tools for interaction, connectivity and communication, educators continue to ask how and how and why popular social networking sites can be used to support learning. The literature on “the Facebook generation” indicates that there is a global surge in the uptake of social networking tools that enable students to connect and collaborate with each other in a variety of ways. The affordances of social software tools such as Facebook hold great promise for engaging and motivating learners, while at the same time addressing the social and affective elements of interactive, constructive learning. Educators have recognised the power of participatory media in supporting personalised learning, and there has been widespread adoption of Facebook across disciplinary areas that indicate its effectiveness to support informal learning and peer-to-peer engagement. The paper presents a number of pedagogical approaches drawn from business studies, mathematics, teacher professional development, health and environmental education that exemplify pedagogies that support positive learning experiences with Facebook.
mcloughlin, c. (2014). Socio-cognitive and personalised learning on Facebook: Exemplar studies across the disciplines. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1699-1707). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)