The project is now into the practical stage of seeding, animating and growing a group. However, choosing where the ‘virtual’ space/s will be is tied closely to what social networking sites are available and on what basis, incorporating another question of which tools are available, followed by who to invite, how to go about it, and ultimately these choices must consider the purpose… why is the group being set up?

Participatory action research (PAR) by its nature calls for an egalitarian approach to the ways such choices are made. This helps to answer both the ‘how’ and ‘why’ questions: PAR typically involves collaborating to explore solutions to shared problems, challenges or questions. It works by reflecting on actions/initiatives to then revise/refine further actions… in a journey in, around, through, to and hopefully, beyond the shared goal. In our case this is developing our professional capacity to design and offer effective learning support in tertiary education that is relevant for the twenty-first century.

Sarantakos (2005, p.333) describes PAR as “the application of fact finding to practical problem-solving in a social situation with a view to improving the quality of action within it, involving the collaboration and cooperation of researchers, practitioners and laymen”.  Walter (2006) also sees this methodology, associated with the qualitative approach, as providing an opportunity to critique conventional theoretical and methodological social research which aligns with this project’s search for theoretical frameworks emerging as relevant to web 2.0-based learning.

Grainne Conole, Juliet Culver (2010) and colleagues launched a professional social networking site called cloudworks in 2008. It opens and facilitates a space for informal social learning, an opportunity to connect and converse about shared interests on a global basis. It has helped to inspire this project which begins on a micro-level and anticipates movement to participation in macro-level networks such as the cloudworks communities, and LinkedIn.

Preliminary discussions among our small academic language and learning support team have led to the establishment of a private group, connecting2supportlearning, using the free, but basic,  Wiggio application (the ‘where’). It can be conceived as a scaffolded experience for the team in that it allays concerns about the public profile a Facebook account represents for people who are as yet  unfamiliar with the privacy options now available. This original small group membership will now extend invitations to join this group to workplace colleagues involved in related learner support such as library services and the VET sector (the ‘who’). There are a number of free social networking sites (SNSs) available but I have loosely evaluated these on behalf of the team and selected wiggio as a starting point. The wiggio space presents a limited array of tools (the ‘which’). However, learning by playing, homo ludens, as advocated by John Seely Brown and Douglas Thomas (2011), in a safe ‘space’ such as this group, still offers opportunities to consider essential features of SNSs and the benefits and challenges they present for supporting learning (some of the ‘what’).

A partial snapshot of our group wiggio space.

Apart from playing with the tools available, group members can connect and converse about key questions this research project seeks to answer. These include developing shared understandings and vocabulary around web 2.0 based learning options, including notions of digital literacies, sharing and reflecting on experiences with different social media initiatives and relating to emerging theoretical frameworks to inform our practice. Our own team is exploring Facebook, currently just a profile and a page, with a view to designing a group. A small number of students have been invited to ‘friend’ us and/or ‘like’ us, with intentions of extending this to our full mailing list recipients. We have ‘liked’ some related pages and have posted events (our free workshops) and some status updates. The team is considering how our ‘wall’ might be moderated in terms of current automatic feeds from ‘friends’ or ‘fans’, as well as further content we’d like to contribute (more of the ‘what’).

Recent and upcoming posts will revolve around this research project, Connections, conversations and co-design: exploring the benefits and challenges social software presents to support learning for the twenty-first century.  This blog will function, to some extent, as a research diary over the next few months.



Brown, J. S., & Thomas, D. (2010). Learning in/for a world of constant flux: Homo sapiens, homo faber & homo ludens revisited. In L. Weber & J. Duderstadt (Eds.), University research for innovation (Ch. 22, pp. 321-336). London: Economica Ltd. Retrieved from Learning%20for%20a%20World%20of%20Constant%20Change.pdf

Conole, G. and Culver, J. (2010). The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. Computers and Education, 54(3), pp. 679–692. Retrieved August 18, 2011,  from

Conole, G., McAndrew, P., & Buckingham Shum, S. (2009). A new approach to supporting the design and use of OER: Harnessing the power of web 2.0. Retrieved September 21, 2010, from

Sarantakos, S. (2005). Social research. (3rd ed.). NY: Palgrave Macmillan

Walter, M. (Ed.)  (2006). Social research methods: An Australian perspective. Melbourne, Australia: Oxford University Press.

I’ve mentioned the ‘small pieces [of web 2.0 tools] loosely joined’ idea as an alternative to a monolithic LMS before. I don’t have the direct blog posting but I found it via Jay Cross (his Informal Learning Blogis a goldmine for web 2.0 conversations). Emerging technologies from the ‘read-write’ ‘2.0’ web we are likely to be working with these days in the education field offer mind-boggling advantages, but there’s a price to be paid methinks. Most applications are sort of free (Facebook, blogger, Second Life, frapps, wikispaces, etc etc). However, this last week or so I’ve been extremely conscious of the ‘juggling’ mode (I suspect I’m not alone in operating in) at work, in my learning and personally. The work-life-study balance is a juggling act for many. Any of these can be chunked down into further juggling acts.

Let’s take the ‘small pieces’ aspect of the Emerging Environments for Learning course through USQ. We are exploring some pieces such as tikiwiki, mahara and moodle (core tools, our separate interest areas for our facilitated pages and projects open up myriad further tools). There’s no single sign on for these components, although I think it’s time to investigate the OpenID option as it may allow me to bring these together in some way. I’ve used ‘janicebreenwhite’ for my knowledgeGarden activities, not realising it becomes an oddity when logging in to it as one component in the course.

Thank goodness I kept the same password! I’ve had to create and maintain a special file listing all the tools I’ve created accounts with: the usernames, passwords (enough hints for me to know which they are) and any specific email account they are associated with. All the small pieces, (bloglines,, wikispaces, Flickr, Scribd, slideshare, blogger, wordpress, facebook, bebo, this course, ezine subscriptions, email accounts, online repositories… and that’s without our online banking and workplace setups), are in danger of becoming a ‘dog’s breakfast‘ (translation of this colloquial term… imagine the scene) and management is definitely a significant factor in juggling participation in contemporary digital environments.

And I straddle the digital native-digital immigrant divide! I’m a defacto native. Some of our students face the challenges of comprehending and navigating between multiple windows running simultaneously, let alone what we are doing.