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Tag Archives: Web 2.0
Co-creation and epistemic fluency – the real legacy of Web 2.0 and social media for learning
Tomorrow’s professionals will require an enhanced capacity for collaboration, co-operation and creative thinking (Markauskaite and Goodyear, 2016). Mclaughlan & Lodge (2019) draw parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an … Continue reading
Posted in Active Learning, Co-operative pedagogy, Creativity, Employability, Learner Engagement, Learning Space and Place, Media-enhanced learning, PhD, Scholarship and Research, Studio and Studio-based Learning
Tagged acquisition, agency, becoming, co-creation, co-operation, Co-operative pedagogy, co-production, collaboration, Contribution-oriented approach, design thinking, distributed authorship, Employability, epistemic fluency, identity, innovation, learner-generated context, Learning Space and Place, Media-enhanced learning, multimedia, networked authorship, participation, problem-solving, skills, slow media, Social Media for Learning, Web 2.0
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The core principles of co-production
Co-production, as defined by Filipe et al. (2017), is “an exploratory space and a generative process that leads to different, and sometimes unexpected, forms of knowledge, values, and social relations.” It is more than a matter of ‘production’ being an outcome … Continue reading
Posted in Academic Innovation and Possibilities, Active Learning, Co-operative pedagogy, Social Media for Learning, Studio and Studio-based Learning
Tagged co-production, collaboration, hybrid learning studio, learner-generated content, learning, principles, relationships, social media, Studio, Web 2.0
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Tactile 