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Educating in Dialog: Constructing meaning and building knowledge with dialogic technology
Edited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 97–110

Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning Spaces

| Batchelor Institute of Indigenous Tertiary Education, Australia
| Batchelor Institute of Indigenous Tertiary Education, Australia
This chapter explores the opportunities online learning environments offer to address issues related to Indigenous pedagogy and Indigenous approaches to teaching and learning, with a specific focus on social and mobile media. Social media tools have created many opportunities for social approaches to teaching and learning, and specifically to developing Indigenous learning communities, and overall much more explicitly learner-centered approaches. In this chapter we argue that social media are well suited to address the learning needs of Indigenous students in Australia, and at the same time we use Batchelor Institute of Indigenous Tertiary Education, and its ‘both-ways’ philosophy, as a case study to explore some of the opportunities and potential barriers that social media present within learner-centered pedagogy.
Published online: 14 November 2014
DOI logo
https://doi.org/10.1075/ds.24.05hui
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Cited by (2)

Cited by two other publications

Ovesni, Kristinka, Jelena Stanojević & Vera Radović
2019. Information and communication technologies in the professional development of vocational school teachers. Inovacije u nastavi 32:3 ► pp. 61 ff. DOI logo
Townsend, Philip
2015. Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women. The Australian Journal of Indigenous Education 44:2 ► pp. 139 ff. DOI logo

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