Towards an information sharing pedagogy: a case of using Facebook in a large first year class

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dc.contributor.authorNg'ambi, Dick
dc.contributor.authorRambe, Patient
dc.date.accessioned2014-09-29T13:40:08Z
dc.date.available2014-09-29T13:40:08Z
dc.date.issued2011
dc.description.abstractOne of the challenges of using multiple dialogues from a transdisciplinary-informing network of heterogeneous collective of Informers and Clients is appropriating the channel to cognitively shift agents. The role of Facebook as an Informing Network and how both Informers and Clients transform in the process of use has not been exploited. The convergence of agents’ cognitive shift and transformative effect during use, paves a way for Information Sharing Pedagogy of heteroge- neous informing networks. The paper reports on a study of 850 first year students, over 400 Face- book postings, and employs a Cultural Historical Activity Theory (CHAT) to uncover tensions between the informality and identities of learners in Facebook environments, and the educators’ conceptions of academic uses of Facebook. The paper concludes that an Information Sharing Pedagogy of an informing network balances demands for academic networking, protection of identity of agents, and safeguards learning interests and expectations of less confident, academi- cally challenged learners.en_ZA
dc.identifier.apacitationNg'ambi, D., & Rambe, P. (2011). Towards an information sharing pedagogy: a case of using Facebook in a large first year class. <i>International Journal of an Emerging Transdiscipline</i>, http://hdl.handle.net/11427/7737en_ZA
dc.identifier.chicagocitationNg'ambi, Dick, and Patient Rambe "Towards an information sharing pedagogy: a case of using Facebook in a large first year class." <i>International Journal of an Emerging Transdiscipline</i> (2011) http://hdl.handle.net/11427/7737en_ZA
dc.identifier.citationNg'ambi, D., Rambe, P. 2011. Towards an information sharing pedagogy: a case of using Facebook in a large first year class. International Journal of an Emerging Transdiscipline.en_ZA
dc.identifier.issn1521-4672en_ZA
dc.identifier.ris TY - Journal Article AU - Ng'ambi, Dick AU - Rambe, Patient AB - One of the challenges of using multiple dialogues from a transdisciplinary-informing network of heterogeneous collective of Informers and Clients is appropriating the channel to cognitively shift agents. The role of Facebook as an Informing Network and how both Informers and Clients transform in the process of use has not been exploited. The convergence of agents’ cognitive shift and transformative effect during use, paves a way for Information Sharing Pedagogy of heteroge- neous informing networks. The paper reports on a study of 850 first year students, over 400 Face- book postings, and employs a Cultural Historical Activity Theory (CHAT) to uncover tensions between the informality and identities of learners in Facebook environments, and the educators’ conceptions of academic uses of Facebook. The paper concludes that an Information Sharing Pedagogy of an informing network balances demands for academic networking, protection of identity of agents, and safeguards learning interests and expectations of less confident, academi- cally challenged learners. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - International Journal of an Emerging Transdiscipline LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 1521-4672 T1 - Towards an information sharing pedagogy: a case of using Facebook in a large first year class TI - Towards an information sharing pedagogy: a case of using Facebook in a large first year class UR - http://hdl.handle.net/11427/7737 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7737
dc.identifier.vancouvercitationNg'ambi D, Rambe P. Towards an information sharing pedagogy: a case of using Facebook in a large first year class. International Journal of an Emerging Transdiscipline. 2011; http://hdl.handle.net/11427/7737.en_ZA
dc.languageengen_ZA
dc.publisherInforming Science Instituteen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceInternational Journal of an Emerging Transdisciplineen_ZA
dc.source.urihttp://www.inform.nu/Articles/Vol14/ISJv14p061-089Rambe579.pdf
dc.titleTowards an information sharing pedagogy: a case of using Facebook in a large first year classen_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordsFacebooken_ZA
uct.subject.keywordsinformation sharingen_ZA
uct.subject.keywordspedagogyen_ZA
uct.subject.keywordsactivity theoryen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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