Why social media?• Encourage Networked Learning (Couros, 2011)• Introduce the concept of PLEs / PLNs to students• Expand Zone of Proximal Development (Vygovsky, 1978)• Capitalise on existing skills• Develop Digital Literacy
Participants using one or more social networking sites 96 % Participants using Facebook 92 % Regularly reading other users’ content 96 % Regularly posting content 96 % Regularly engaging in discussions (two posts or more) 96 %Regularly attempting to respond to other members’ questions 84 %
Digital Literacy (Warschauer, 2006)1 - Computer literacy - "general fluency and comfort in navigatingaround and using a computer"2 - Information literacy - ability to access, evaluate, sort, etc.information online3 - Multimedia literacy - interpret and create multimedia content4 - Computer-mediated communication literacy - netiquette -argumentation and persuasion with a variety of Internet media -establish and manage online communications between groups ofpeople
Using social media for peer-feedback in a translation class
The study• Final year undergraduate English to French translation class (1 hour / week)• 25 participants• 3 questionnaires: September 2011, January 2012 & March 2012• Open and closed questions + analysis of marks & contributions
The taskEvery week, [students] will be required to:1- Post on the discussion forum at least one sentence from[their] translation, highlighting difficulties or uncertainties[they]’ve encountered.2- Reply to at least one post from another student to commentor make a suggestion on their work.
Incentives• Weekly, face-to-face review of contributions• Tutor posting feedback, nuggets, suggested readings• Mix of native & second-language speakers• However : not assessed due to course structure
Existing tools• Most students using WordReference.com
Students using WordReference.com to find answers
Students with an existingWordReference.com member account
Limitations• Lack of incentive: needs to be assessed? More frequent reminders?• Limited integration to curriculum - lowest common denominator in staff Digital Literacy (opt-out clause)• Limited student engagement• Students engagement to take up when OADs become a standard in the way they’re taught?
Future developments• Study ending March 2012• Look for correlation between participation, performance and satisfaction• Apply Murphy’s model for analysis on OAD interactions (Murphy, 2004)• Make a case for OADs as standard practice in HE language units
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