"We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning. The directive for the teacher to be a "guide on the side" as opposed to a "sage on the stage" (King 1993; Doolittle 2003) has been with us for many years, but Web 2.0 equips us with new ways in which to realize this goal while continuing to recognize the role of the teacher as an expert."Abstract
Catherine McLoughlin and Mark J. W. Lee discuss the new pedagogical landscape made possible by the emergence of Web 2.0 social software, which allows users to become active contributors. Web 2.0 tools offer unparallelled opportunities for participation, productivity, and interaction. Through a discussion of emerging learning scenarios enabled by social software, McLoughlin and Lee posit that future learning environments must capitalize on the potential of Web 2.0 by combining social software tools with connectivist pedagogical models. The combination produces what the authors call Pedagogy 2.0, a model of learning in which learners are empowered to participate, learn, and create knowledge in ways that are personally meaningful and engaging.
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Note: This article was originally published in Innovate (http://www.innovateonline.info/) as: McLoughlin, C., and M. Lee. 2008. Future learning landscapes: Transforming pedagogy through social software. Innovate 4 (5). http://www.innovateonline.info/index.php?view=article&id=539 (accessed June 2, 2008). The article is reprinted here with permission of the publisher, The Fischler School of Education and Human Services at Nova Southeastern University.