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Kristina Hoeppner

Social Media and Learning Environments: Shifting Perspectives on the Locus of Control |... - 0 views

  • Rarely examined in the literature are the tensions between centralised decision-making versus a highly individualized faculty culture of teaching in higher education which have direct effects on the deployment and opportunities for innovation and sustainability.
  • past efforts to incorporate more significant changes in teaching have been more focused on the technology than the appropriateness for learning
  • In rich learning environments, student choices to explore, socialize, collaborate, and contribute create a more decentralised context for course content.
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  • These new tools allow greater ability to design environments rather than content-focused containers for better and more personalized learning. These new decentralised learning paradigms are likely to have a feedback affect on organizational structures related to technology.
  • Higher education will face a challenge: when learners have been accustomed to very facilitative, usable, personalizable and adaptive tools both for learning and socialising, why will they accept standardised, unintuitive, clumsy and out of date tools in formal education they are paying for? (Weller, 2009, p. 184)
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    "In the past, centralised technology departments had major influence over the choices of learning applications in higher education. With the emergence of freely available Web 2.0 and open access tools, instructors and designers have been given greater ability to customize e-learning. This paper examines the historical roots of the impacts of authority from centralised technology units to an emerging user-centric control over learning environment design in higher education. A case study is used to illustrate the potentials and pitfalls in this more decentralised configuration for both learning and organization."
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