Figures for user generated content;• 35 hours of video footage is uploaded to the Youtube every minute.• Over 2 billion videos are viewed every day• Corporate bloggers receive 312,783 on average visitors per month:• 460k new Twitter accounts set up in Feb 2011• Average Tweet per day (TPD) in March 2010 was 50M, in Feb 2011 140M 280% increase in a year.• More than 500 million active Facebook users, 50% of our active users log on to Facebook in any given day
Horizon Report 20111) Rise of technology ownership (Kindles, ipads, phones) with access to internet2) People’s expectations of flexible learning expectations of wifi3) World of work increasing collaborative4) Rise in cloud based services
Horizon Report The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense- making, coaching, and credentialing.
New ways of knowingTransfer of attention from print to screenMultiplicity of media: hyperlinked and hybrid mediaBlurred boundaries of information/communicationUbiquitous access to information and to connected othersRoutine surveillance and capture of processes/eventsNetworked societies and interest groupsPower of the crowd (web 2.0, massive social data sets)Offloading of cognitive tasks onto digital tools and networksPresentation of self in digital contextsOpen scholarship and open publishing
How would you characterise yourlearners?• In terms of; – Their access to kit – The range of services they access – The sort of activities they use the kit for – The skills and practices they have in relation to • Their kit • using it to support their studies
Digital Natives Debate• Learners’ ICT skills are less advanced than educators and learners think (Nicholas et al. 2008, JISC 2008-9)• Characterisation of young people as ‘digital natives’ hides many contradictions in their experiences (Luckin et al. 2009)• Learners’ engagement with digital medias complex and differentiated (Bennet et al. 2008, Hargittai, 2009)• Learners experience many difficulties in transposing practices from social contexts into formal learning (Cranmer 2006)• Active knowledge building and sharing are minority activities which they are introduced to by educators (Selwyn 2009)• Can be clashes between everyday practice and academic practice (Beetham 2009)
Affordances of Facebook • Open groups • Closed groups • Easy to engage with • Use of images • Range of channels • Being connected • Finding and being found • Serendipity • Low cognitive exposure – liking, commenting
Theorising this • Communities of Inquiry; social presence • Communities of Practice; learning as being and becoming • Networked learning; learning in networked communities • Learning as conversation; Laurillard • Learning as building networks; connectivism
Use on Specialist Conference module • Large scale module • Online • Types of engagement; • Inter year support • Feedback loops and support
Use on Hospitality Management• Placements for 1 year• Across the world
Diamond 9 ActivityWhat makes Most Importantsocial mediamost/leastvaluable as ateaching andlearning tool inyour context? Least Important You may wish to replace a card with one of your own statements ?
Analysis• Function – purpose – To etivitiy or not? – Inter year support – Low cognitive exposure• Selwyn’s categories3. recounting and reflecting on the university experience;4. exchange of practical information;5. exchange of academic information;6. displays of supplication and/or disengagement;7. ‘banter’ (i.e. exchanges of humour and nonsense).
Tutoring with Facebook• Profiles• Etiquette and privacy• Reputational issues• Managing constraints (troll behaviour)
MSc Multimedia and Elearning• Prezi• Liz Bennett• E.firstname.lastname@example.org
References• Facebook (2011) Timeline (online) Available at: <http://www.facebook.com/press/info.php?timeline> (Accessed 19th August 2011)• Facer, K. (2009). Educational, social and technological futures: a report from the Beyond Current Horizons Programme.• Peluchette, J & Karl, K (2010) ‘Examining Students Intended Image on Facebook:’ “What Were They Thinking?!” Journal of Education for Business. Vol 85. pp. 30-37• Pempek, T, Yevdokiya, A, Calvert, S (2009) ‘College students’ social networking experiences on Facebook’ Journal of Applied Developmental Psychology Vol 30 pp 227 – 238• Selwyn, N. (2009). Faceworking: exploring students education-related use of Facebook. Learning, Media and Technology, 34(2), 157-174.
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