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Debunking 4 Myths of Social Learning

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  • 1. Debunking4 MYTHSof Social Learning
  • 2. You’ve heard of “safety in numbers.”You may not have heard of “learningin numbers”…though you’ve probablyalready done it.Working together has been part of the educational process since ancient Greece, if not before. But in to-day’s increasingly collaborative world, where answers to information are mere seconds away, this approachis being reinvented by active learners, for active learners. Ongoing improvements in personal technologymeans to teach and learn.LET’S GO MYTH-BUSTING. 2 Debunking 4 Myths of Social Learning
  • 3. Myth  1: Social Learning Is New We all want the next big thing. But the next big thing is not always the next new thing. well-known theory of modern social learning, which proposes that people can learn in a social context. outcomes in behavior (for both the observed party and the learner) 3 Debunking 4 Myths of Social Learning
  • 4. reinforcement of knowledge that comes with the “human connection,” are asvalid today.However, the advent of social networking technologies has helped create anew breed of social learning. In today’s environment, instructors still act asmodels, facilitators, mentors, and guides, but at the same time relinquish adegree of their authority to the “learning community,” which includes stu-dents in the classroom, remotely located students, and a huge variety ofresources that are as close as an Internet connection. In turn, each individualin the network of learners actively shares both knowledge and challenges. 4 Debunking 4 Myths of Social Learning
  • 5. Myth  2: Social Learning Is the Same as Social Media Social media and social learning are as much the same as French fries and French toast. In other words, they’re different (but both wonderful). easy and motivate people to connect, share information, and develop relation- ships. Yet they can also provide the means to wander aimlessly, discovering people and information that may serve no value when it comes to learning. guidelines on how to reach them (such as input from an instructor or lesson plan) can be used to facilitate formal social learning. However, social learn- - ple, a group of students who get together to study for an upcoming test. - ing and social media exist separately, but social media can be used in sup- port of social learning. 5 Debunking 4 Myths of Social Learning
  • 6. - -less social learning opportunities.Researchers Baiyun Chen and Thomas Bryer found that online social toolsprovide learners with “connections across boundaries and over time” and fa-cilitate informal discussion and collaboration (key elements of social learning). 6 Debunking 4 Myths of Social Learning
  • 7. Myth  3: Social Learning Is Just for Fun - - teractive nature of social learning exponentially shared. Both individuals and institutions reap real ben- interactive nature of social learning exponential- be shared and questions can be answered. Duke University Collaborative Learning for the Digital Age in The Chronicle of Higher Education, she describes a course she offers at Duke on a suggested reading list that included specialized journals, popular maga- zines, and websites, but was to be “peer-led, with student interest and re- search driving the design.” 7 Debunking 4 Myths of Social Learning
  • 8. Regular blog posts were also a requirement of the course, and much to hersurprise Davidson discovered “that the most elegant bloggers often turnedout to be the clunkiest and most pretentious of research-paper writers.”Her experiences offers insight into how contemporary social learning freeslearners to better process content and better retain what they have learned.When allowed to let go of the rules that accompany formal term papers, theto interact with course content in ways that were more meaningful to themthan a traditional format “that invites, even requires, linguistic and syntacticgobbledygook.”Davidson, a professor of interdisciplinary studies at Duke University and oneto point out that social learning does far more than simply give license togossip with peers or surf online content. In fact, existing research indicates when it will be evaluated by peers as well as teachers less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers 8 Debunking 4 Myths of Social Learning
  • 9. Myth  4: Social Learning Doesn’t Have Broad Appeal social learning is here to stay. Social learning may be hyped, but that does not mean it is a passing trend. Modern day SOCIAL TOOLS ARE MAKING THE WEB “OLD SCHOOL” than 62% (from 1 out of 13 minutes to 1 out of 8) between 2011 and 2012. hours during the same period. He attributes this to the fact that “the connected social web is alive, moving, as universal reference, but hardly a personal experience.” 9 Debunking 4 Myths of Social Learning
  • 10. The connected social which stimulate learning. web is alive, mov- ing, proactive, and TODAY’S ACTIVE LEARNERS ARE DEMANDING AND BENEFITING FROM SOCIAL LEARNING personal, while the Mashable Tech reported that after adopting a pilot social media learningdocument web is just - an artifact — ments for no credit. suited as universal TWEETS IMPROVE UNDERSTANDING OF THE CLASSICS reference, but hardly a personal must be in keeping with plot and character development. experience. — BEN ELOWITZ Founder & CEO, Wetpaint greater insight into the material. Instructor Byron Grigsby, who is also the school’s vice president of academic affairs, said, “(It’s) causing them to think about the characters in different ways.” A NEW BEDTIME ROUTINE Fourth graders at an IDEAL-New Mexico - pated in for one hour, once a week at home. She found her students so ex- cited to read with each other that after the hour long collaborative session ended, they consistently asked the teacher for more group reading time. 10 Debunking 4 Myths of Social Learning
  • 11. Whether you’re just starting to exploremethodologies or looking to enhanceyour current efforts, we want to hearabout your social learning experiences. D C of 11 Debunking 4 Myths of Social Learning