Social network knowledge construction
Emerging virtual world pedagogy
Bibliographic Data
| ID | 12427972 |
|---|---|
| Authors | Lisa Dawley (Boise State University, corresponding author) |
| Editors | Jonathon Richter (0009-0001-8054-474X) |
| Year | 2009 |
| Volume | 17 |
| Issue | 2 |
| Pages | 109-121 |
| Publication date | 2009-05-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/10748120910965494 |
| OpenAlex | W2043176604 |
| Language | EN |
| Citations received | 8 |
| References cited | 3 |
Purpose – The purpose of this paper is to identify and explore the dynamics of an emerging form of teaching and learning – social network knowledge construction – associated with the use of social networks, particularly 3D virtual world environments such as Second Life. As social network technologies not only frame the way individuals interact and learn, but actually impact on a learner's thinking process and development of future consciousness, new pedagogies are needed to effectively integrate these communication mechanisms into the learning environment. Design/methodology/approach – The paper discusses the purpose and potential use of these networks in the teaching and learning process. Distinguishing features of social network knowledge construction as an emerging pedagogy are identified. Findings – Strategies for incorporating a variety of identified social networks, both in and out of virtual worlds, for teaching and learning are noted. Research limitations/implications – The focus of this emerging pedagogy is framed within the social networks surrounding Second Life, in particular, although the pedagogical framework could be applied across any set of social networking or virtual world applications. Practical implications – The paper provides critical information currently required by the early to mid‐adopters of social networks and virtual worlds for teaching and learning. Originality/value – This paper identifies an emerging form of pedagogy that has yet to be fully discussed in the literature, and supports the present issue's emphasis on future‐focused learning
Consciousness · Epistemology · Frame (networking · Human–computer interaction · Knowledge management · Process (computing · Social consciousness · Social learning · Social media · Social network (sociolinguistics · Sociology · Virtual world · World Wide Web · Computer Science · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Dynamic learning spaces—dynamic pedagogy. Students’ voices from a master’s program focusing on student active learning in a cross-institution two-campus organization
Use of Twitter as an Educational Resource. Analysis of Concepts of Active and Trainee Teachers
Sustainable, Agile Technology Navigation Accessing Virtuality for real-world learning
Differences in sense of community and participation between lurkers and posters in informal online education-related communities
Bringing Back the ‘Classroom’
Social food”
Future‐focused learning ecologies in a rapidly evolving global ecosystem
Collaborative teaching and learning
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,47 |
| Citation span | 2009 - 2024 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |