Building Institutional Capacity for the Use of Social Media

  • Carmel McNaughtEmail author
  • Paul Lam
  • Morris Kwok
  • Eric C. L. Ho


This chapter is set in the context of a rapidly changing curriculum context in Hong Kong, where a process of educational reform has been working through the school system and is about to reach the universities. The Chinese University of Hong Kong is a traditional, research-intensive university, where there is only a limited uptake of social media in teaching and learning. Eight teachers at The Chinese University of Hong Kong, who have used a range of social-media strategies in their teaching, were interviewed about the successes and challenges of their experiences. As a result of these interviews, a tentative implementation strategy is proposed for action by the eLearning Service.


Learning Resource Language Teacher English Language Education Social Software Learning Benefit 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Allen, B.: Podcasting in education: an intellectual biography (2006)
  2. Au Yeung, M., Lam, P., McNaught, C.: Student-creation of eCases for clinical reasoning in pharmacy. Australas. J. Peer Learn. (2008)
  3. Beldarrain, Y.: Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Educ. 27(2), 139–153 (2006)CrossRefGoogle Scholar
  4. Boulos, M., Moramba, I., Wheeler, S.: Wikis, blogs and podcasts: A new generation of web-based tools for virtual collaborative clinical practice and education. BMC Med. Educ. 6(41) (2006)
  5. Boyer, E.L.: Scholarship Reconsidered: Priorities of the Professoriate. Jossey Bass, San Francisco (1990)Google Scholar
  6. Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., Lee, J.: Connecting informal and formal learning: Experiences in the age of participatory media. Contemp. Issues Technol. Teach. Educ. 8(2), 100–107 (2008)Google Scholar
  7. Chickering, A.W., Ehrmann, S.C.: Implementing the seven principles: Technology as lever. AAHE Bull. 49(2), 3–6 (1996)Google Scholar
  8. Chickering, A.W., Gamson, Z.F.: Seven principles for good practice in undergraduate education. AAHE Bull. 39(7), 8–12 (1987)Google Scholar
  9. Dillon, P., Wang, R., Tearle, P.: Cultural disconnection in virtual education. Pedagogy Cult. Soc. 15, 153–74 (2007)CrossRefGoogle Scholar
  10. Godwin-Jones, R.: Emerging technologies, blogs, and wikis: Environments for online collaboration. Lang. Learn. Technol. 7(2), 12–16 (2003)Google Scholar
  11. Gray, K., Chang, S., Kennedy, G.: Use of social web technologies by international and domestic undergraduate students: Implications for internationalising learning and teaching in australian universities. Technol. Pedagogy Educ. 19(1), 31–46 (2010)CrossRefGoogle Scholar
  12. Hsueh, S.L.: Teaching and learning with iPods. In Saito-Abbott, Y. (ed.) Convergence in World Language and Culture Learning: Pedagogy, Technology, and Classroom Management. Proceedings of the DigitalStream Conference. California State University, Monterey Bay (2007).
  13. Kember, D., McNaught, C., Chong, F.C.Y., Lam, P., Cheng, K.F.: Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Comput. Educ. 55, 1183–1192 (2010)CrossRefGoogle Scholar
  14. Lam, P., Au Yeung, M., Cheung, E., McNaught, C.: Using the development of eLearning material as challenging and authentic learning experiences for students. In Atkinson, R., McBeath, C. (eds.) Same Places, Different Spaces. In: 26th Annual Australian Society for Computers in Learning in Tertiary Education 2009 Conference (ASCILITE), pp. 548–556 (2009)
  15. Lave, J., Wenger, E.: Situated Learning. Legitimate Peripheral Participation. University of Cambridge Press, Cambridge (1991)Google Scholar
  16. Madden, M., Jones, S.: Pew internet project data memo – podcast downloading. Pew Internet Am. Life Project (2008)
  17. McNaught, C.: Towards an institutional eLearning strategy: The long journey. In: Nair, C.S. (ed.) Evidence Based Decision Making: Scholarship and Practice. In: Australasian Higher Education Evaluation Forum (AHEEF), pp. 43–45 (2008)
  18. McNaught, C., Lam, P.: Institutional strategies for embedding blended learning in a research-intensive university. In: Proceedings of the eLearn 2009 Conference, Bridging the Development Gap through Innovative eLearning Environments (2009)Google Scholar
  19. McNaught, C., Lam, P., Cheng, K.F., Kennedy, D.M., Mohan, J.B.: Challenges in employing complex eLearning strategies in campus-based universities. Int. J. Technol. Enhanced Learn. 1(4), 266–285 (2009)CrossRefGoogle Scholar
  20. McNaught, C., Lam, P., Keing, C., Cheng, K.F.: Improving eLearning support and infrastructure: An evidence-based approach. In: O’Donoghue, J. (ed.) Technology Supported Learning and Teaching: A Staff Perspective, pp. 70–89. Information Science Publishing, Hershey (2006)Google Scholar
  21. Rogers, E.M.: Diffusion of Innovations, 5th edn. Free Press, New York (2003)Google Scholar
  22. Stahl, G., Koschmann, T., Suthers, D.: Computer-Supported collaborative learning: An historical perspective. In: Sawyer, R.K. (ed.) Cambridge Handbook of the Learning Sciences, pp. 409–426. Cambridge University Press, Cambridge (2006)Google Scholar
  23. Tang, E.: Introduction and development of a blog-based teaching portfolio: A case study in a Pre-service teacher education programme. Int. J. Learn. 16(8), 89–100 (2009)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Carmel McNaught
    • 1
    Email author
  • Paul Lam
    • 1
  • Morris Kwok
    • 2
  • Eric C. L. Ho
    • 1
  1. 1.Centre for Learning Enhancement And ResearchThe Chinese University of Hong KongHong KongChina
  2. 2.Information Technology Services CentreThe Chinese University of Hong KongHong KongChina

Personalised recommendations