ABSTRACT
How can educators and students make sense of the plethora of creative tools afforded by broadband internet communication? Is it a ‘given’ that web 2.0 fosters a ‘participation culture’ whereby the dynamics of expert and apprentice are deconstructed as an epistemic turn reconfigures the roles of student and teacher – towards a ‘pedagogy of the inexpert’? Or should we tread more carefully, bearing witness to the distinction between the democratising impulse of prosumer activity and the conditions of possibility for meaningful creativity in these new technosocial contexts.
