Here are a few references that have been helpful along the journey. They will continue to be updated and categorized as needed. So far three themes have emerged:

  • Practical Web 2.0 use in Higher Education
  • Constructivist Online Learning
  • Online Professional Development Networks


Practical Web 2.0 use in Higher Education:

Bold, M. (2006). Use of Wikis in Graduate Course Work. Journal of Interactive Learning Research, 17(1), 5–14.

Chu & Kennedy, 2011. Using online collaborative tools for groups to co-construct knowledge.

Hutchison, A., & Colwell, J. (2011). Using a wiki to facilitate an online professional learning community for induction and mentoring teachers. Education and Information Technologies, 17(3), 273–289. doi:10.1007/s10639-011-9159-7

Konieczny, P. (2012). Wikis and Wikipedia as a teaching tool: Five years later. First Monday, 0(0). doi:10.5210/fm.v0i0.3583

Liaw, S.S., Chen, G.D. and Huang, H.M. (2008), “Users’ attitudes toward web-based collaborative learning systems for knowledge management”, Computers and Education, Vol. 50 No. 3, pp. 950-61.

McIntyre, S. (n.d.). Teaching with web 2.0 technologies: Twitter, wikis & blogs – Case study. Retrieved from

Parker, K. and Chao, J. (2007), “Wiki as a teaching tool”, Interdisciplinary Journal of Knowledge and Learning Objects, Vol. 3, pp. 57-72.

Waldron, 2011. Locating Narratives in Postmodern Spaces: A Cyber Ethnographic Field Study of Informal Music Learning in Online Community.

Waldron, 2013. User-generated content, YouTube and participatory culture on the Web: music learning and teaching in two contrasting online communities.

Williams & Webster, 2006. Experiencing music technology.

Constructivist Online Learning


Cao, Y., Ajjan, H., & Hong, P. (2013). Using social media applications for educational outcomes in college teaching: A structural equation analysis. British Journal of Educational Technology, 44(4), 581–593. doi:10.1111/bjet.12066

Chu, S. K.-W., & Kennedy, D. M. (2011). Using online collaborative tools for groups to co-construct knowledge. Online Information Review, 35(4), 581–597. doi:

Collins, A. Brown, J.S. and Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11,38-46.

Dye, K. (2007). Applied music in an online environment using desktop videoconferencing. Ed.D. dissertation., Teachers College, Columbia University.

Gagné, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.

Jonassen, D. H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and model: A new paradigm of instructional theory (Vol. III) (pp. 215-241). Hillsdale, NJ: Lawrence Erlbaum Associates.

Jonassen, D. H. (1992) .Evaluating constructivistic learning. In Duffy, T. M., & Jonassen, D. H. (Eds.), Constructivism and the Technology of Instruction: A Conversation (1st ed.). Routledge.

Jonassen, D. H. (2013). First principles of learning. In J. M. Spector, B. B. Lockee, S. E. Smaldino & M. C. Herring (Eds.) Learning, problem solving and mindtools: Essays in honor of David H. Jonassen (pp. 287-297). New York, NY: Routledge.

Kelly, R. (2009). Jump start program prepares faculty to teach online. Faculty Focus Special Report: 12 Tips for Improving Your Faculty Development Plan. Retrieved from

Kim, B. & Reeves, T. (2007). Reframing research on learning with technology: in search of the meaning of cognitive tools. Instructional Science, 35(1), 207-256.DOI 10.1007/s11251-006-9005-2

McGrath, J.E. (1992). Time, interaction, and performance (TIP): A theory of groups. Small Group Research, 22, 147-174.

Mcgrath, J. E., Arrow, H., Gruenfeld, D. H., Hollingshead, A. B., & O’Connor, K. M. (1993). Groups, tasks, and technology The effects of experience and change. Small Group Research, 24(3), 406–420. doi:10.1177/1046496493243007

Moallem, M. (2003). An interactive online course: A collaborative design model.  Educational Technology: Research and Development, 51(4), 85-103.

Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor: Strategies for Professional Development. San Francisco: Jossey-Bass.

Park, Y.J., & Bonk, C. (2007). Is online life a breeze? A case study for promoting synchronous learning in a blended graduate course. Journal of Online Learning and Teaching 3(3), 1-14.

Pratt, N. (2008). Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential. Teaching and Teacher Education, 24(6), 1476–1486. doi:10.1016/j.tate.2008.02.018

Online Professional Development Networks

Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In Flavell, J. H., & Ross, L. D. (Eds.), Social cognitive development: Frontiers and possible futures. Cambridge, England: Cambridge University Press.

Branch-Mueller, J., & DeGroot, J. (2011). The power of Web 2.0: Teacher-librarians become school technology leaders. School Libraries Worldwide, 17(2), 25–41.

Brown, J. S. & Adler, R. P. (2008) Minds on fire: Open education, the long tail and learning 2.0. EDUCAUSE Review, 34(1), 16-32.

Davis, M. R. (2012). Providing credit for teacher online PD efforts; educators are seeking ways to receive credit for nontraditional, online professional-development opportunities. Digital Directions, 5(3), 38.

Forte, A., Humphreys, M., & Park, T. (2012). Online Professional Development: How teachers use Twitter. Proceedings of the Sixth International A.A.A.I. Conference on Weblogs and Social Media. Retrieved from

Greenhow, C. (2009a). Tapping the Wealth of Social Networks for professional development research windows. Learning & Leading with Technology, 36(8). Retrieved from

Greenhow, C. (2009b). Social scholarship: applying social networking technologies to research practices. Knowledge Quest, 37(4). Retrieved from

Gladwell, M. (2010, October 4). Small Change: Why the revolution will not be tweeted. The New Yorker. Retrieved from

Granovetter, M. (1983). The strength of weak ties: A network theory revisited. Sociological Theory, 1, 201-233.

Greysen, S. R., Kind, T., & Chretien, K. C. (2010). Online professionalism and the mirror of social media. Journal of General Internal Medicine, 25(11), 1227-1229. doi:10.1007/s11606-010-1447-1

Kuzmich, J.& Pisano, J. (2012). The emerging world of online professional development. School Band and Orchestra, 15(9), 44-46.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for professional learning. International Review of Research in Open and Distance Learning, 12(3). Retrieved from

MacMillan, D. (2012). Mendeley: teaching scholarly communication and collaboration through social networking. Library Management, 33(8/9), 561–569. doi:

Martensson, K., Roxa, T. & Stensaker, B. (2012). From quality assurance to quality practices: an investigation of strong microcultures in teaching and learning. Studies in Higher Education.

Penuel, W. R., Sun, M., Frank, K. A., & Gallagher, H. A. (2012). Using social network analysis to study how collegial interactions can augment teacher learning from external professional development. American Journal of Education, 119(1), 103-136. doi:10.1086/667756

Perez, L. (2012). Innovative Professional Development: Expanding your professional learning network. Knowledge Quest, 40(3), 20-22.

Roxå, T. and Mårtensson, K. (2009). Significant Conversations and Significant Networks – Exploring the Backstage of the Teaching Arena. Studies in Higher Education, 5: 547–559. doi:10.1080/03075070802597200

Roxå, T. and Mårtensson, K. (2011). Understanding strong academic microcultures – An exploratory study. Lund, Lund University.

Roxå, T. and Mårtensson, K. (2012). How effects from teacher training of academic teachers propagate into the meso level and beyond. In Simon, E. and G. Pleschova (eds.) Teacher Development in Higher Education: Existing Programs, Program Impact and Future Trend. London: Routledge.

Roxå, T., Mårtensson, K. & Alveteg, M. (2011). Understanding and Influencing Teaching and Learning Cultures at University: A Network Approach. Higher Education, 62(1): 99– 111.

Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization (REV.). Crown Business.

Siemens, G. (2005). Connectivism: Learning as network-creation. Retrieved from

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Chapter 6: Technology Teaching in blended learning environments. In Creating and sustaining communities of inquiry. Athabasca, Athabasca University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, E. Souberman (Eds.). Cambridge, MA: Harvard.

Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press.

Zaugg, H., West, R. E., Tateishi, I., & Randall, D. L. (2011). Mendeley: Creating Communities of Scholarly Inquiry Through Research Collaboration. TechTrends, 55(1), 32–36. doi:10.1007/s11528-011-0467-y

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