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Downes (2005), states that use of Web 2.0 social software in learning: “ is characterized not only by greater autonomy for the learner, but also a greater emphasis on active learning, with creation, communication and participation playing key roles, and on changing roles for the teacher, indeed, even a collapse of the distinction between teacher and student altogether.” (¶ 13).
Suarez, 2006 “ Web 2.0 social software is about connecting people and amplifying the power of working together” (¶ 5).
O’Reilly (2005) describes Web 2.0 as: “ a cluster of technologies that combine to allow web sites to become interactive” (par. 7)
Phillips (2007), describes some of the key characteristics of social software as having the following elements:
web as platform,
an architecture of participation,
rich, interactive user interface, [and]
elements of social networking
O’Reilly (2005), suggests the following characteristics as defining ones for Web 2.0 social software: “ Controlling your own data, services not software, cost-effective scalability, re-mixable data sources and data transformations, [and] harnessing collective intelligence” (p. 2).