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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/199078
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- Web 2.0 and user-created content: students negotiating shifts in academic authority
- Chang, Rosemary; Kennedy, Gregor; Petrovic, Tom
- Web 2.0 technologies are able to support established student-centred pedagogies by enabling user-created content. However, user-created content generates some interesting challenges for educators, curriculum coordinators and designers--including issues such as academic integrity, public environments and shifting academic authority. This paper looks at the question of how students responded to shifts in authority in the specific example of a podcasting activity using student-generated content. We report on themes that emerged from university medical students' reflections on the learning activity: resistance to shifting academic authority, hybrid teacher/student approaches to content, and the perceived benefits of peer learning. The paper concludes with a discussion of how understandings of the process of content creation, as opposed to the end product, are key to perceptions of the educational value of user-created content.
- Publication type
- Conference paper
- Proceedings of 'Hello! Where are you in the landscape of educational technology?', the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2008), Melbourne, Victoria, Australia, 30 November-03 December 2008 / Roger Atkinson and Clare McBeath (eds.), pp. 165-169
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- Australasian Society for Computers in Learning in Tertiary Education
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- Copyright © 2008 Rosemary Chang, Gregor Kennedy and Tom Petrovic. The authors assign to ascilite and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for proceedings ascilite Melbourne 2008. Any other use is prohibited without the express permission of the authors. The published version of the paper is reproduced here in accordance with this policy.