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)
Kesim & Agaoglu (2007), offer a number of characteristics of social software, including :
meeting personal learning assistance,
reducing communication errors,
working collaboratively on projects and problems,
and supporting complex group functions” (p. 68).
Styles (2006) Defines social software as one that users can contribute their content to, and in so doing, the content becomes richer or more accurate and more people can use it.
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).