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Using a Design Research Approach to Investigate the Knowledge-Building Implications of Online Social Networking and Other Web 2.0 Technologies in Higher Education Contexts
Abstract
Online social networking and related Web 2.0 technologies have taken the world of Internet users by storm in recent years. However beyond the use of blogs for reflective learning journals and University alumni pages on Facebook, there has generally been little integrated use of social networking tools in higher education. This chapter will explore how a design research approach may assist in not only recognizing but also developing the knowledge-building implications of a convergence between such tools and technologies on one hand, and also on the other constructivist approaches to related domains of learning, research and professional reflective practice in academic communities and contexts. The process of designing and developing an applied research problem and related central question or inquiry focus is approached in terms of two ‘design research’ proposals. One, it considers the idea that if a critical mass of both basic skills and actual usage could only be achieved by teachers, administrators and researchers then social networking has the potential to significantly and productively transform higher education. Two, it considers the idea that the key to achieving such a ‘critical mass’ in education contexts perhaps lies in designing meaningful contexts or purposes of interaction – that is, in linking the function of social networking to an appropriate design paradigm for using associated Web 2.0 tools. In this way the chapter will explore the requirements for a more effective harnessing of the exemplary possibilities of online social networking in higher education contexts.
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