Review by: Brahm, Taiga (2006-07-06)

In his online article on "Teaching Social Software with Social Software" Ulises Mejas focuses on the use of current information and communication technologies with regard to the so-called distributed research. This kind of learning implies that students engage in networks to create and share knowledge. Mejas states three advantages of using social software in learning processes

1. it assigns some responsbility for the learning outcome to the students, thus motivating them to contribute
2. it shows them how different individual perspectives enhance the construction of knowledge
3. it helpts students develop practical research skills, e. g. knowledge dissemination

A possible definition of social software could include three perspectives of social software understanding it as a tool, a medium or an ecology. Due to the quick emergence of social software the author states that the applications of the technologies should still be reflected addressing questions like the social notion or the aspect of community.

The author then describes a course on the social software affordances. It aimed at using social software and at the same time critically assessing the affordances of the tools including a state-of-the-art analysis fo social software tools and theory. One of the task in the course was to use the newly acquired skills to support a social project.

The class used blogs for individual reflection and wikis as a space for collaboration. Experiences included the higher involvement of the students since they were contributors and not only recipients of knowledge about social software. It also changed the role of the instructor giving up his information monopoly. Due to the task of supporting a social cause, the course was able to experience the "social" in social software. They addressed the question whether social software can promote social and individual change. In consequence, the author sees "the true potential of social software [...] in helping us figure out how to integrate our online and onsite social experiences".

The article ends with some critical remarks on how to improve the course, for example providing a reading list at the beginning of the course to structure students' readings or to enlarge informal online cooperation. In sum, it provides an interesting insight into teaching social software with social software including a small case study.