IN THIS PAPER, we suggest that self-organized learning can be supported through emergent and informal Web technologies and propose that these technologies can be used to encourage similar practices in higher education. Self-organized learning aims at increasing individual control over instructional functions through a process that involves recording thoughts, returning, and reflecting on thoughts, and then engaging in learning conversations with self and others about one's own learning. These types of learning conversations are visible in the informal community surrounding personal Webpublishing. Our purpose is to discuss specific practices that support such interactions and show how the integration of Webpublishing in higher education can increase learner emancipation and independence.
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