Your SlideShare is downloading. ×
Beyond the walled garden - the story of how one learner used social media for professional learning and development.
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Beyond the walled garden - the story of how one learner used social media for professional learning and development.


Published on

Presentation at Galway Symposium on Higher Education 2013 …

Presentation at Galway Symposium on Higher Education 2013

Here, I offer to relate my learning story, about how I discovered Twitter as a tool for professional networking and development and how I subsequently went on to discover open education, take advantage of the new ways of learning online in networks and communities, and to develop as a digitally literate learner/practitioner. 
It  is  thought  that  an  autobiographical  narrative,  such  as  this,  will  serve  to  bring  the  lived experience  to  the  discussion  and  make  concepts  regarding  change  and  “thinking  differently” within  Higher  Education  real.  This  story  encompasses  a  range  of  new  theories  and  practices: social  media/  social  networking  for  teaching  and learning,  personal  learning  networks  [PLNs], 
digital literacies ‐ tools, practices and identity, blogging for reflecting and learning, MOOCs, open education, digital age learning theories ‐ connectivism, rhizomatic learning, heutagogy and open badges. 
Biographical  information: 
Helen  Crump  is  a  literacies  practitioner  and  a  recent  graduate  of  St. Angela’s College, Sligo where she completed an M.A. in Technology, Learning, Innovation and Change. Her dissertation, “To tweet or not to tweet?”, took a New LiteracyStudies perspective to position  the  use  of  Twitter  as  a  social  practice  and  enquire  into  the  disposition of Higher Education lecturers towards the adoption of Twitter practices. 

Helen can be found online at or @crumphelen (Twitter). 

Published in: Education, Business, Technology

1 Like
  • Be the first to comment

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • within education technologies have been regarded as “tools” (Papert 1980) however, with the advent of online social spaces and technology’s ability to blur the boundary of the classroom and alter the context of learning (Parry, 2008; Ebner et al., 2010), Goodfellow (Goodfellow and Lea, 2007) suggests that more accurately technologies should be viewed as “sites of practice” (p. 50), in acknowledgement that application and meaning making is shaped by social relations emanating from the wider social and institutional setting. Further, he cautions that identities within these sites must be taken account of, as they are likely to be contested.
  • Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.
  • Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, Vol. 2 No. 1, Jan 2005
  • rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads. It is an image used by D&G to describe the way that ideas are multiple, interconnected and self-relicating. A rhizome has no beginning or end… like the learning process.The rhizome is, in a manner of speaking, a kind of network. It’s just a very messy, unpredictable network that isn’t bounded and grows and spreads in strange ways. The nomads make decisions for themselves. They gather what they need for their own path. I think we should be hoping for nomads.Nomads have the ability to learn rhizomatically, to ‘self-reproduce’, to grow and change ideas as they explore new contexts. They are not looking for ‘the accepted way’, they are not looking to receive instructions, but rather to create.
  • as design puts the focus on learning
  • Transcript

    • 1. Beyond the walled garden. The story of how one learner used social media for professional learning and development. Helen Crump @crumphelen 7th June, 2013 #celt13
    • 2. Introductions. I live in Co. Leitrim in the North West of Ireland. I work in the community, supporting and helping people with their literacy practices. I’m a recent graduate of St. Angela’s College, Sligo where I completed an M.A. in Technology, Learning, Innovation and Change. Literacy as a social and situated practice Literacy as meaning making Literacy as learning technology I’m a literacies practitioner and a learner.
    • 3. Literacy practices are changing. …becoming more digital and connected.
    • 4. eLearning: institutional VLE or Web 2.0? Source: Conole et al., 2006, p. 95 students have “marked lack of enthusiasm” for institutional VLE.
    • 5. Social media. Source: Goodfellow and Lea, 2007, p.50 participatory; “sites of practice”, not “tools”.
    • 6. Microblogging and social networking. Twitter, a tool for professional development.
    • 7. #justsaying opportunities arise through trivial and terrific tweets.
    • 8. Open education. Welcome! The Program for Online Teaching Certificate Class, an open online class, will begin again in September 2013.. The class is free, offered by the Program for Online Teaching (not an accredited institution), run by volunteer faculty and participants, and open to everyone. We offer a certificate for those who fulfil the syllabus requirements, and open participation for anyone not interested in the certificate. Learningcreep is born, a blog to take my learning forward.
    • 9. Communities of Practice [CoPs]. The Social Learning Centre is a joint initiative between the Centre for Learning & Performance Technologies and Jarche Consulting. A new Community of Practice intended for those interested in the use of social media to work and learn smarter. This is a place where you can join discussions, ask questions, share links, experiences and events with others about social learning – whether it be in education or in the workplace. Jay Cross calls it “the living room for social learning conversations”! Jane Hart Founder of the Centre for Learning & Performance Technologies (C4LPT). Harold Jarche Co-author of The Working Smarter Fieldbook. a shared passion, and a desire to learn how to do it better.
    • 10. MOOCs. • • • • • • MOOC MOOC #moocmooc Jan 6th to 12th, an examination of the MOOC phenomenon offered by Hybrid Pedagogy. Open Learning Design Studio’s MOOC – “Learning Design for a 21st Century Curriculum” #OLDSMOOC Jan 10th to Mar 13th, offered by JISC. Educational Technology & Media #ETMOOC Jan 13th to Mar 30th, offered by Alex Couros @courosa and ‘conspirators’. eLearning and Digital Cultures #EDCMOOC Jan 28th to Mar 3rd, offered on the Coursera platform by a team from Edinburgh University. Social Media #CNSoMe Feb 25th to May 5th, offered on the Canvas Network. Open Course in Technology Enhanced Learning #ocTEL April 3rd to June 21st, offered by The Association for Learning Technology (ALT). my MOOCs (so far).
    • 11. Classification of MOOCs. Grainne Conole, “the current discourse around the concept of xMOOCs and cMOOCs is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them.” many ways to engage in a… Suggested twelve dimensions of MOOCs: 1. degree of openness 2. scale of participation (massification) 3. amount of use of multimedia 4. amount of communication 5. extent to which collaboration is included 6. type of learner pathway (from learner centred to teacher-centred and highly structured) 7. level of quality assurance 8. extent to which reflection is encouraged 9. level of assessment 10. how informal or formal it is 11. autonomy 12. diversity
    • 12. #justsaying learner experience – coal mine or gold rush?
    • 13. Connectivism. Siemens, 2005 online and in networks, creating connections, making meaning and learning to be.
    • 14. Rhizomatic learning. Deleuze & Guttari, 1980; Cormier, 2011 A rhizome has no beginning or end… like the learning process learn as a nomad, rhizomatically, growing and changing ideas as you explore new contexts; making your own path.
    • 15. Lurking and learning vicariously. Lave and Wenger, 1991 ; Bandura, 1962 look and learn: lurk and learn.
    • 16. Heutagogy. Hase and Kenyon, 2000 “I’m convinced the best learning takes place when the learner takes charge” – Seymour Papert self-directed or self-determined learning.
    • 17. #justsaying similar to a pyro technician, design for the (learner) experience.
    • 18. Continuous learning across contexts. …it’s all learning.
    • 19. #justsaying …and possibly, educators don’t have a full view of the whole learning ecosystem either.
    • 20. Social learning. Social learning - you’re already doing it. It’s going on all the time; it’s just that social media helps enable it on a much larger scale - Jane Bozarth learners are increasingly coming to expect a social experience.
    • 21. Build your personal learning network [PLN]. You can use a PLN to: • • • • organise links and sources ask and answer questions curate content reflect on learning A PLN is a filtering system to help you to cope with ‘information overload’. • technical algorithms (search engines) • personalised algorithms (RSS feeds) • social algorithms (network connections) filter and collect knowledge through people.
    • 22. Bring your learning together. Learning as a narrative process. (Clark and Rossiter, 2008) When we learn something, we’re essentially trying to make sense of it, to discern its internal logic, and figure out how it’s related to what we already know. In constructing a narrative we can make diverse experiences cohere, establish connections and make sense out of chaos or complexity. Narrative is how we make meaning. It’s also how we craft our sense of self, our identity. make sense; narrate your learning by blogging.
    • 23. #justsaying Blogging makes learning visible; it’s learning out loud. Blogging is fun, but it’s not easy. Like Seymour Papert says, the best fun is often hard fun. Every time I write a blog post I get butterflies in my stomach. I type the words and craft the sentences; I read back over the post; I read again; I rephrase certain bits and change certain words hoping that they convey my precise meaning and tone, hoping that I’m not saying anything too stupid, too banal, inaccurate or controversial before I finally hit the publish button to experience the hard fun that's like jumping off a zip-wire. blogging – it’s hard fun; it’s zip-wire fun.
    • 24. Present your learning and achievements (display badges). a blog as portfolio and business card.
    • 25. #justsaying Open badges (Belshaw, 2013) Learning happens everywhere, but it's often difficult to get recognition for skills and achievements that happen online or out of school. [me] …or for skills that are embedded in subjects and activities. Badges are visual representations of achievements, learning, skills, interests and competencies. Open badges can capture learning wherever and however it happens. ? Badges can be used for “stealth assessment”. [me] Why assess by stealth? It doesn’t half sound sneaky, never mind “done to”. Why not be more upfront? Why not call it “honour assessment” instead? open badges could be used to honour embedded skills.
    • 26. #finally It’s time to make learning: • learner-centred, or self-directed • connected • social • visible • whole learning practices are changing.
    • 27. #andonelastthing Blogging Video Tweeting Podcast Source: public performance of learning? Yep, sure feels like it.