Learner-generated content as a pedagogical change agent

Abstract

While the affordance of Web 2.0 tools in enhancing learning and teaching is well documented, effective use of these tools still eludes most practitioners. New technologies are simply used to recreate the hierarchical structure present within the four walls of the classroom and that signifies power and control online. The apparent ease at which technology is able to situate itself with the old and contemporary pedagogical practices is perhaps its biggest weakness and hinders effective use in learning and teaching.

The paper reports on the findings from six projects where learner generated content was made explicit in course outcome. These projects where carried out between year 2010 and 2011 (some projects are still on-going) in the faculty of Technology and Built Environment (TBE) and Te Puna Ako at Unitec New Zealand and involved students and staff from various courses ranging from levels 2 to 7. An overview of the six projects and the Web 2.0 tools used in the courses is given and the implications of making learner generated content an explicit course outcome is discussed.