SOCIAL SOFTWARE BEHIND THE FIREWALL: ON CAMPUS

Social software like blogs, wikis and podcasts is now so popular amongst young people that it has caught the attention of educators and learning technologists (for recent reviews see Bryant, 2006; Alexander, 2006; Owen et al, 2006). However some attempts to adapt social software for educational purposes seem to miss the essential user-led nature of personal publishing. For example, in the US the University of Pennsylvania’s College of Arts and Sciences are planning to make use of ‘blogs’ as a way of opening up communication between students and their academic advisors. But there are some significant differences between the University of Pennsylvania student blog and usual blogging practices. In particular, the blog isn’t public but only available to the student and adviser; and students are expected to complete answers to questions prescribed by the academic advisers throughout their course of study. Some commentators on the scheme have questioned whether this can be considered blogging at all, and are critical of the lack of student control.

Closer to home the University of Brighton is planning to add an implementation of elgg to their existing WebCT virtual learning environment. Elgg is a piece of open source software originally designed as highly learner-centered e-portfolio system. Elgg is significantly different from other e-portfolio software in that its architecture is designed to reflect a philosophy of learner managed learning where the learner has complete control over who sees which part of her blog or folders; and self-selects the groups or communities they wish to join. Elgg also makes extensive use of Web 2.0 technologies like tagging, RSS and podcasting to allow users to create content, form communities and collaborate with others. Far from being a device for answering the questions of an educator or an adviser, the blog within elgg is more like a reflective diary where the user can decide which parts to share and with whom.

At Bradford University a senior lecturer in microbiology has abolished traditional lectures in favour of podcasts, hoping this will free up time for more small group teaching and could better accommodate the needs of distance learners, part-time students, and learners balancing studies with family commitments. Students will be able to access the podcasts via their MP3 player and will be able to ask questions about lectures via text message, answered in the lecturer’s blog (BBC, 2006).

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