The SNAP Platform: social networking for academic purposes

Abstract

PurposeThe paper introduces an enterprise-wide Web 2.0 learning support platform-SNAPdeveloped at Victoria University in Melbourne, Australia. Design/methodology/approachPointing to the evolution of the social web, the paper discusses the potential for the development of e-learning platforms that employ constructivist, connectivist, and participatory pedagogies and actively engage the student population. Social networking behaviours and peer-learning strategies, along with knowledge management through guided folksonomies, provide the backbone of a social systems approach to learning support. FindingsDevelopment of a cloud-based read-write enterprise platform can extend the responsiveness of the learning institution to its students and to future e-learning innovations. Originality/valueThe full potential of e-learning platforms for the development of learning communities of practice can now be increasingly realised. The SNAP Platform is a step in this direction.

Collaborative E-Learning: Towards Designing an Innovative Architecture for an Educational Virtual Environment

“…It follows that the first pitfall refers to taking for granted that social interaction will automatically occur just because technology permits it. Although CEL environments allow a certain degree of social interaction to take place, it is no more a matter of course than it is in face-to-face settings (Peter et al, 2010;Kirkwood, 2010). Therefore, it is prudent to conclude that just providing members of a distributed learning group with more communication media than they already have, neither necessarily fosters nor ensures social interaction.…”

“…This, however, might not be enough. Moreover, research findings (Peter et al, 2010;and Kirkwood, 2010) emphasize the need for relationship building and sharing a sense of community and a common goal. Another research finding is that forming a sense of community, where people feel they will be treated sympathetically by their fellows, seems to be a necessary first step for collaborative learning.…”

“…In addition to understanding the roles instructors play, it is also important to reflect and contemplate the question: what do online instructors really do? Research (Peter et al, 2010;Kirkwood, 2010;Peffers et.al. 1999) reveals that online instructors tend to rely on simple tools such as e-mail, static or dynamic syllabi, Web links to course material, posting lecture notes on line, and accepting student work on line.…”

“…This has been characterized in the literature as the "member support and group well-being functions"-which are so important for successful technology-mediated group-work. However, these group well-being functions are often neglected or worse yet, not even considered (Kirkwood, 2010;McConnell, 1994).…”

“…Research also suggests that categorizing the online acts of instructors into four categoriespedagogical, managerial, technical, and social -would be helpful in understanding the instructor's role in collaborative online environments (Peter et al, 2010;Kirkwood, 2010;Dalziel, 2003;Ashton, et.al.1999). Pedagogical action includes feedback, providing instructions, giving information, offering advice and preferences, summarizing or weaving student comments, and referring to outside resources and experts in the field.…”