This special issue focuses on new social media in higher education and the
dialectical tension they generate between knowledge as information and
knowledge as a creative, social process. There is a long history of using new
media in higher education, and their introduction has often been associated
with a renewed social purpose for the sector. Now that new social media
such as Facebook, streamed lectures, TED Talks, MOOCs, Moodle and other
Content Management Systems are becoming widespread, this special issue
questions their potential impact on teaching and learning in higher education.
Do these media fulfil some administrators’ dream of reorganising
higher education in terms of economic rationality and inexpensive reusable
learning modules? Or do they open up new spaces for creativity, critical
thinking and social change?
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