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dc.contributor.authorHuijser, H
dc.contributor.authorSankey, M
dc.date.accessioned2021-02-07T22:30:23Z
dc.date.available2021-02-07T22:30:23Z
dc.date.issued2010
dc.identifier.isbn9781605662947
dc.identifier.doi10.4018/978-1-60566-294-7.ch014
dc.identifier.urihttp://hdl.handle.net/10072/401714
dc.description.abstractThis chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.
dc.publisherIGI Global
dc.relation.ispartofbooktitleWeb 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching
dc.relation.ispartofchapter14
dc.relation.ispartofchapternumbers21
dc.relation.ispartofpagefrom267
dc.relation.ispartofpageto283
dc.title"You can lead the horse to water, but ... ": Aligning learning and teaching in a web 2.0 context and beyond
dc.typeBook chapter
dcterms.bibliographicCitationHuijser, H; Sankey, M, "You can lead the horse to water, but ... ": Aligning learning and teaching in a web 2.0 context and beyond, Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, 2010, pp. 267-283
dc.date.updated2021-02-04T23:36:48Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2011 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
gro.hasfulltextFull Text
gro.griffith.authorSankey, Michael D.


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