Facebook offers a range of privacy options to its members.
A member can make all his communications visible to everyone, he can block specific connections or he can keep all his communications private.
Machine-generated data (MGD) is information that is produced by mechanical or digital devices.
In May 2008, Facebook engineers announced Facebook Connect, a cross-site initiative that allows users to publish interactions on third-party partner sites in their Facebook news feed.Adopting a situated learning perspective, I have come to believe that the true power of Twitter and other social networking tools lies in their potential to extend learning beyond the boundaries of the classroom community.Based on the ideas of Lave (1991) and Wenger (1991, 1998), learning takes place as “newcomers” become more proficient practitioners of a discipline through participating in Communities of Practice.The research questions were related to 1) students’ use of Twitter in terms of frequency of posts or tweets and the content of their tweets and 2) whether or not students considered Twitter to be a useful tool for learning Italian. This article discusses what the authors considered to be an essential shift from learning designed for collaborative classroom practice, defined as practice fields, to learning designed to connect students with society through legitimate peripheral participation in Communities of Practice.
The posting was relatively unstructured, but the teacher did provide some prompts and also responded to student tweets with corrective feedback. The problem with practice fields according to the authors, is that they do not allow for negotiation of self as a member of the larger society. Retrieved September 30, 2009 from this theoretical article, Brown and Duguid transform the question of how the ideas of situated learning can be implemented through educational technology to the question of how education can better facilitate opportunities for legitimate peripheral participation (LPP).
The majority of learners reported positive feelings about using Twitter; however, less than half of the 22 participants tweeted the minimum number of times required by the instructor (a total of three times per week) and most of the learners posted status tweets rather than replies to other participants. Rather, the learner may develop a sense of identity that is bound to the culture of the classroom or school and the motivations for learning are likewise, connected to an “exchange value” rather than to the goal of being a full practitioner of something (math, science, writing, etc.). Several essential points about a situated view of learning are made that have particular relevance to the use of social networking technologies, since these are tools that by design, facilitate LPP.