Title: A classroom without walls? The institutional policy for social software in learning, teaching and assessment
Authors: Norah Jones; Esyin Chew; Haydn Blackey
Addresses: Centre for Excellence in Learning and Teaching (CELT), University of Glamorgan, CF37 1DL, UK ' Centre for Excellence in Learning and Teaching (CELT), University of Glamorgan, CF37 1DL, UK ' Centre for Excellence in Learning and Teaching (CELT), University of Glamorgan, CF37 1DL, UK
Abstract: This paper sets out the university's policy for the use of social software for learning. It provides a case study of an institutional exemplar and efforts to generate and control change such as technological and pedagogic change. It highlights the university's commitment to using social software as a key means to enhance learning, teaching and assessment. In line with the university's learning, teaching and assessment strategy, this policy will develop the use of social networking software to support students in learning, teaching and assessment. In developing this policy, the university aims to: 1) improve students' learning experiences by raising the academics' awareness of social software; 2) encourage and support the embedding of social software across all aspects of the curriculum in the university; 3) highlight the key issues and considerations for using social software in learning, teaching and assessment.
Keywords: social software; technology enhanced learning; TEL; institutional policy; institutional strategy; Web 2.0; university policy; higher education; technological change; pedagogic change; social networking software; teaching; assessment; student learning; learning experiences.
International Journal of Innovation and Learning, 2014 Vol.16 No.4, pp.417 - 427
Available online: 29 Oct 2014 *Full-text access for editors Access for subscribers Purchase this article Comment on this article