Résumés
Abstract
Society has become fascinated with web-based social media. Recently, aspects of social media environments such as participatory culture, new media digital literacies, and connectivism have been increasingly investigated. However, current university policies often restrict, if not forbid, the use of social networking sites in class. For professors seeking to introduce social media into their teaching practice, these restrictive policies can make it difficult to teach with and about social computing and computer-supported collaborative work. This descriptive paper presents the experiences of two professors who integrated Web 2.0 practices into their respective graduate-level education courses titled Social Computing and Computer-Supported Collaborative Work and Web 2.0 = Pedagogy 2.0? and describes their underlying theories and concepts. Subsequently, the courses’ rationales theoretical underpinnings, and teaching approaches are delineated, and implementation strategies are suggested.
Keywords:
- social media,
- higher education,
- teaching-Web 2.0,
- technology integration,
- curriculum
Résumé
Il ne fait aucun doute que les médias sociaux soulèvent beaucoup d’intérêt au sein de notre société. Dans la dernière décennie, plusieurs chercheurs se sont penchés sur de nombreux aspects relatifs aux médias sociaux, tels que la culture participative, les littératies numériques et le connectivisme. Malgré cet engouement pour les médias sociaux et leur potentiel, les présentes politiques universitaires sont souvent restrictives à l’égard de l’usage des technologies de réseautage social dans la salle de classe. Pour les professeurs qui souhaitent intégrer les problématiques des médias sociaux dans leur pédagogie, les politiques restrictives tendent à contraindre les types d’enseignements qui peuvent être faits avec les médias sociaux comme le travail collaboratif en ligne. Dans cette foulée, cet article décrit les expériences de deux professeures qui ont intégré des pratiques pédagogiques qualifiées de « pédagogie Web 2.0 » dans deux cours au cycle supérieur, soit SocialComputingandComputerSupportedCollaborative Work, et Web 2.0=Pedagogy2.0? Les fondements théoriques et pratiques des cours sont d’abord présentés et sont suivis des méthodes utilisées pour assurer une relation enseignement-apprentissage avec les étudiants. L’article conclut avec des suggestions pour utiliser les médias sociaux dans des cours universitaires.
Mots-clés :
- médias sociaux,
- études supérieures,
- enseignement Web 2.0,
- intégration de la technologie,
- cursus
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