Community and Social Network Sites as Technology Enhanced Learning Environments

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Abstract

This paper examines the affordance of the Danish social networking site Mingler.dk for peer-to-peer learning and development. With inspiration from different theoretical frameworks, the authors argue how learning and development in such social online systems can be conceptualised and analysed. Theoretically the paper defines development in accordance with Vygotsky's concept of the zone of proximal development, and learning in accordance with Wenger's concept of communities of practice. The authors suggest analysing the learning and development taking place on Mingler.dk by using these concepts supplemented by the notion of horizontal learning adopted from Engestrm and Wenger. Their analysis shows how horizontal learning happens by crossing boundaries between several sites of engagement, and how the actors' multiple membership enables the community members to draw on a vast amount of resources from a multiplicity of sites. They show how the members thereby also become (co)producers of such resources, which then in turn become resources for other communities.
Original languageEnglish
JournalTechnology, Pedagogy and Education
Volume17
Issue number3
Pages (from-to)207-219
Number of pages12
ISSN1475-939X
DOIs
Publication statusPublished - 2008

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Online systems
social network
learning environment
learning
community
resources
networking
producer

Keywords

  • Technology Enhanced Learning
  • Communities af Practice
  • Social Networking Technologies
  • technology enhanced learning environments
  • Zone of proximal Development
  • Social Network Sites

Cite this

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title = "Community and Social Network Sites as Technology Enhanced Learning Environments",
abstract = "This paper examines the affordance of the Danish social networking site Mingler.dk for peer-to-peer learning and development. With inspiration from different theoretical frameworks, the authors argue how learning and development in such social online systems can be conceptualised and analysed. Theoretically the paper defines development in accordance with Vygotsky's concept of the zone of proximal development, and learning in accordance with Wenger's concept of communities of practice. The authors suggest analysing the learning and development taking place on Mingler.dk by using these concepts supplemented by the notion of horizontal learning adopted from Engestrm and Wenger. Their analysis shows how horizontal learning happens by crossing boundaries between several sites of engagement, and how the actors' multiple membership enables the community members to draw on a vast amount of resources from a multiplicity of sites. They show how the members thereby also become (co)producers of such resources, which then in turn become resources for other communities.",
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language = "English",
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pages = "207--219",
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}

Community and Social Network Sites as Technology Enhanced Learning Environments. / Ryberg, Thomas; Christiansen, Ellen.

In: Technology, Pedagogy and Education, Vol. 17, No. 3, 2008, p. 207-219.

Research output: Contribution to journalJournal articleResearchpeer-review

TY - JOUR

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AU - Christiansen, Ellen

PY - 2008

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AB - This paper examines the affordance of the Danish social networking site Mingler.dk for peer-to-peer learning and development. With inspiration from different theoretical frameworks, the authors argue how learning and development in such social online systems can be conceptualised and analysed. Theoretically the paper defines development in accordance with Vygotsky's concept of the zone of proximal development, and learning in accordance with Wenger's concept of communities of practice. The authors suggest analysing the learning and development taking place on Mingler.dk by using these concepts supplemented by the notion of horizontal learning adopted from Engestrm and Wenger. Their analysis shows how horizontal learning happens by crossing boundaries between several sites of engagement, and how the actors' multiple membership enables the community members to draw on a vast amount of resources from a multiplicity of sites. They show how the members thereby also become (co)producers of such resources, which then in turn become resources for other communities.

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KW - IKT støttede læringsmiljøer

KW - Den nærmeste udviklingszone

KW - Technology Enhanced Learning

KW - Communities af Practice

KW - Social Networking Technologies

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