Web 2.0 as a non-foundational network-centric learning space

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Web 2.0 as a non-foundational network-centric learning space
Authors: Henk Eijkman [edit item]
Citation: Campus-Wide Information Systems 25 (2): 93-104. 2008.
Publication type: Journal article
Peer-reviewed: Yes
Database(s):
DOI: 10.1108/10650740810866567.
Google Scholar cites: Citations
Link(s): Paper link
Added by Wikilit team: Added on initial load
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Web 2.0 as a non-foundational network-centric learning space is a publication by Henk Eijkman.


[edit] Abstract

This paper aims to initiate a timely discussion about the epistemological advantages of Web 2.0 as a non-foundational network-centric learning space in higher education. A philosophical analysis of the underpinning design principles of Web 2.0 social media and of conventional foundational and emergent non-foundational learning and which uses Wikipedia as a case study. For academics in higher education to take a more informed approach to the use of Web 2.0 in formal learning settings and begin to consider integrating Web 2.0's architecture of participation with a non-foundational architecture of learning, focused on acculturation into networks of practice. The paper argues that the continuing dominance and therefore likely application of conventional old paradigm foundational learning theory will work against the grain of, if not undermine, the powerful affordances Web 2.0 social media provides for learning focused on social interaction and collaborative knowledge construction. The paper puts the case for non-foundational learning and draws attention to the importance of aligning Web 2.0's architecture of participation with a non-foundational architecture of acculturation as the latter is better epistemologically placed to more fully realise the potential of Web 2.0 to position students on trajectories of acculturation into their new networks of practice. This paper exposes the epistemological dilemma Web 2.0's participatory culture poses for academics wedded to conventional ideas about the nature of knowledge and learning as is, for instance, clearly evidenced by their sceptical disposition towards or outright rejection of, Wikipedia.

[edit] Research questions

"This paper aims to initiate a timely discussion about the epistemological advantages of Web 2.0 as a non-foundational network-centric learning space in higher education."

Research details

Topics: Epistemology [edit item]
Domains: Education, Information systems [edit item]
Theory type: Analysis [edit item]
Wikipedia coverage: Case [edit item]
Theories: "Undetermined" [edit item]
Research design: Conceptual [edit item]
Data source: N/A [edit item]
Collected data time dimension: N/A [edit item]
Unit of analysis: N/A [edit item]
Wikipedia data extraction: N/A [edit item]
Wikipedia page type: N/A [edit item]
Wikipedia language: N/A [edit item]

[edit] Conclusion

"The paper argues that the continuing dominance and therefore likely application of conventional old paradigm foundational learning theory will work against the grain of, if not undermine, the powerful affordances Web 2.0 social media provides for learning focused on social interaction and collaborative knowledge construction. The paper puts the case for non-foundational learning and draws attention to the importance of aligning Web 2.0's architecture of participation with a non-foundational architecture of acculturation as the latter is better epistemologically placed to more fully realise the potential of Web 2.0 to position students on trajectories of acculturation into their new networks of practice."

[edit] Comments

"This paper exposes the epistemological dilemma Web 2.0's participatory culture poses for academics wedded to conventional ideas about the nature of knowledge and learning as is, for instance, clearly evidenced by their sceptical disposition towards or outright rejection of, Wikipedia."


Further notes[edit]

Facts about "Web 2.0 as a non-foundational network-centric learning space"RDF feed
AbstractThis paper aims to initiate a timely discuThis paper aims to initiate a timely discussion about the epistemological advantages of Web 2.0 as a non-foundational network-centric learning space in higher education. A philosophical analysis of the underpinning design principles of Web 2.0 social media and of conventional foundational and emergent non-foundational learning and which uses Wikipedia as a case study. For academics in higher education to take a more informed approach to the use of Web 2.0 in formal learning settings and begin to consider integrating Web 2.0's architecture of participation with a non-foundational architecture of learning, focused on acculturation into networks of practice. The paper argues that the continuing dominance and therefore likely application of conventional old paradigm foundational learning theory will work against the grain of, if not undermine, the powerful affordances Web 2.0 social media provides for learning focused on social interaction and collaborative knowledge construction. The paper puts the case for non-foundational learning and draws attention to the importance of aligning Web 2.0's architecture of participation with a non-foundational architecture of acculturation as the latter is better epistemologically placed to more fully realise the potential of Web 2.0 to position students on trajectories of acculturation into their new networks of practice. This paper exposes the epistemological dilemma Web 2.0's participatory culture poses for academics wedded to conventional ideas about the nature of knowledge and learning as is, for instance, clearly evidenced by their sceptical disposition towards or outright rejection of, Wikipedia.wards or outright rejection of, Wikipedia.
Added by wikilit teamAdded on initial load +
Collected data time dimensionN/A +
CommentsThis paper exposes the epistemological dilThis paper exposes the epistemological dilemma Web 2.0's participatory culture poses for academics wedded to conventional ideas about the nature of knowledge and learning as is, for instance, clearly evidenced by their sceptical disposition towards or outright rejection of, Wikipedia.wards or outright rejection of, Wikipedia.
ConclusionThe paper argues that the continuing dominThe paper argues that the continuing dominance and therefore likely application of conventional old paradigm foundational learning theory will work against the grain of, if not undermine, the powerful affordances Web 2.0 social media provides for learning focused on social interaction and collaborative knowledge construction. The paper puts the case for non-foundational learning and draws attention to the importance of aligning Web 2.0's architecture of participation with a non-foundational architecture of acculturation as the latter is better epistemologically placed to more fully realise the potential of Web 2.0 to position students on trajectories of acculturation into their new networks of practice.ation into their new networks of practice.
Data sourceN/A +
Doi10.1108/10650740810866567 +
Google scholar urlhttp://scholar.google.com/scholar?ie=UTF-8&q=%22Web%2B2.0%2Bas%2Ba%2Bnon-foundational%2Bnetwork-centric%2Blearning%2Bspace%22 +
Has authorHenk Eijkman +
Has domainEducation + and Information systems +
Has topicEpistemology +
Issue2 +
Pages93-104 +
Peer reviewedYes +
Publication typeJournal article +
Published inCampus-Wide Information Systems +
Research designConceptual +
Research questionsThis paper aims to initiate a timely discussion about the epistemological advantages of Web 2.0 as a non-foundational network-centric learning space in higher education.
Revid11,041 +
TheoriesUndetermined
Theory typeAnalysis +
TitleWeb 2.0 as a non-foundational network-centric learning space
Unit of analysisN/A +
Urlhttp://dx.doi.org/10.1108/10650740810866567 +
Volume25 +
Wikipedia coverageCase +
Wikipedia data extractionN/A +
Wikipedia languageN/A +
Wikipedia page typeN/A +
Year2008 +