Social software, such as blogs, wikis, tagging systems and collaborative filters, treats the group as a first-class object within the system. Drawing from theories of transactional distance and control, this paper proposes a model of e-learning that extends traditional concepts of learner-teacher-content interactions to include these emergent properties of the group. It suggests that this feature of social software can facilitate an approach to e- learning that is qualitatively different from and capable of significantly augmenting traditional methods, with especial benefits for lifelong learners and those outside institutional boundaries. The paper goes on to explore some of the dangers and issues that need to be addressed in order for this new model to fulfill its promise, and to suggest a framework of principles to be used by designers of educationally-oriented social software.

This paper discusses the strengths and weaknesses of using social software in an e-learning context. It also touches upon major benefits of using social software for lifelong learning which I have also read about in the article, Social Software for Life-long Learning. The major strength of this article is the presentation of ten design principles for educational social software (that the author has noted as incomplete). However, I believe these principles can be applied to social software in general (i.e. to include non-educational related social software). Discussion and experimentation in testing these principles is required to test the theories presented in this paper in both an e-learning and non e-learning context.

• Theory of transactional distance
• Theory of transactional control
• Social recommendation
• Social navigation
• Collaborative filters
• The Matthew principle
• Magazine architecture