Gaby Lutgens Edl@b experiment


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Gaby Lutgens Edl@b experiment

  1. 1. THE EFFECT OF FACEBOOK & LORE ON STUDENTS ENGAGEMENT ACADEMIC EMOTIONS & PERFORMANCE AN EDL@B EXPERIMENT Gaby Lutgens & Gwen Noteborn Maastricht University Library, dep. Education & Research Support 20 november 2013 Online Information Conference Publication of these slides only with explicit consent of the author
  2. 2. What is the EdL@b? An educational laboratory for teachers, educators, students and companies.
  3. 3. Who is Ed?
  4. 4. Events to share experiences and ideas • Inspiration sessions • Special events
  5. 5. Zooming on one specific experiment…
  6. 6. “Standard ELO does not offer enough tools to interact” Teachers use Blackboard mainly as a one-way device; offering lots of information on the course and documentation like literature, but students do not feel invited to start interaction within this environment: they tend to go ‘outside’ and make their own Facebook pages and shared Dropboxes.
  7. 7. “Lore and Facebook fulfill students need to communicate with their peers on course topics” Yes! Students like the possibility to interact outside the official ELO and have the opportunity to add links, attachments and pictures. Even the picture next to the post has its effect (on social presence and bonding). The teacher is welcome to participate, but it feels like ‘their’ environment.
  8. 8. “There are no differences between Lore and Facebook” Not true… Lore is created according to Facebook (simple, intuitive interface where you can perform all you want), but with ‘walls’ so no invited persons can enter, copy right issues are taken care of and you can more easily make a clear distinction between private and professional communication (posts do not show up on your personal FB-page).
  9. 9. “Can we increase meaningful usage of tools like Facebook or Lore?” The role of the teacher is important here! Make what you want the students to do well structured, e.g. around a project or clear assignment(s). • have the students take up roles and give them responsibility • not too much freedom • and provoke the students to be critical and share ideas and opinions.
  10. 10. “Did the tools have impact on behavior? Or in other words: did they lead to other learning and teaching activities?” Does the platform increase engagement? Teachers willing to experiment already created an atmosphere making students more willing to participate and engage. Did the platform increase student satisfaction? Having the teacher dedicate to increase engagement (aiming for more attractive education), made the appreciation of the course higher.
  11. 11. “So, what did we find out?” • Make use of what is appreciated to create engagement (notifications, personalization, pictures) and make participation worthwhile • Lesser then more platforms; if necessary stick to what you must use and organise it from there • The higher the appreciation, the more engagement and (not surprisingly) higher grades
  12. 12. Questions? Who wants to make ‘my’ picture? and send it to Thank you!
  13. 13.