SVEA Web 2.0 Guidelines - How to Integrate Social Media in your Training Institution and Practice

SVEA WEB 2.0 GUIDELINES How to Integrate Social Media in your Training Institution and Practice. www.svea‐project.eu

Authors: MFG Baden‐Württemberg mbH Petra Newrly Simona Pede EuroPACE ivzw Johannes De Gruyter Ilse Op de Beeck Maarten Timmermans Project Coordinator: MFG Baden‐Württemberg mbH MFG Innovation Agency for ICT and Media of the State of Baden‐Württemberg Petra Newrly Breitscheidstr. 4 70174 Stuttgart Germany Phone: +49 711 90715‐357 Fax: +49 711 90715‐350 E‐Mail: newrly@mfg.de SVEA Consortium: Co‐financed by: The project SVEA has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

SVEA WEB 2.0 GUIDELINES How to Integrate Social Media in your Training Institution and Practice.

Table of content 1. Introduction ........................................................................................................................... 1 2. Management ......................................................................................................................... 2 2.1 How to implement social media in the knowledge management process of your training institution? ............................................................................................................................ 2 2.2 Organisational Preconditions ................................................................................................ 5 2.2.1 What infrastructure is needed to start using web 2.0 in your institution? ..................... 5 .2.2.2 What impact does the integration of social media in the organisational setting of your institution have on your staff policy? ...................................................... 6 3. Trainers .................................................................................................................................. 9 3.1 Changing roles ....................................................................................................................... 9 3.2 How to implement successful e‐learning 2.0 courses ......................................................... 11 3.2.1 For what educational purposes can you use social media tools? .................................. 11 3.2.2 Which online learning methods exist? ........................................................................... 19 3.2.3 How to structure a course when using social media tools, and what role do you, as a trainer, have in each course phase? ................................... 21 3.2.4 How can you moderate/mentor activities during the online phase? ............................ 23 3.2.5 How to organise feasible evaluation? ............................................................................ 24 3.2.6 How to achieve high‐quality learning results? ............................................................... 25 3.3 What are the main important legal issues to be respected when using social media tools in the training environment? ..................................................................................... 26 .3.3.1 Protecting IPR in your work ............................................................................................ 26 3.3.2 IPR in the work of others ................................................................................................ 26 3.3.3 Creative Commons ......................................................................................................... 26 3.3.4 Privacy issues .................................................................................................................. 27 3.3.5 Dos and don’ts ................................................................................................................ 28 References ................................................................................................................................... 29

SVEA Web 2.0 Guidelines indicates what has to be considered when 1. Introduction integrating social media into the training The SVEA project has the objective of ad‐ institution’s structure to improve the or‐dressing the collaborative and web 2.0 skills ganisational process. The second part ad‐needs of teachers and trainers in both VET dresses the trainers and demonstrates how and adult training institutions, with a spe‐ web 2.0 can be integrated in the course cial focus on personnel and organisational structure to offer more open and collabora‐development. The wide‐spread use of col‐ tive course delivery. laborative social media in recent years has undoubtedly transformed the way people communicate, socialise and do business. It clearly offers new opportunities for net‐working, knowledge exchange and collabo‐rative working on a global scale. In the same way, the web 2.0 phenomenon is challenging conventional educational models with its potential to transform teaching and learning practice (pedagogical innovation), offer new and more effective approaches to the management of educa‐tion and training processes (organisational innovation), and promise continuous growth of new (web 2.0) tools which can support and enrich teaching and learning (technological innovation). The implemen‐tation of web 2.0 in training institutions, and the successful exploitation of its bene‐fits, will require an informed planning pro‐cess involving the pedagogical‐didactical, organisational and technical aspects of the organisation. The SVEA project aims to address all these aspects in the following guidelines which have been designed to provide both man‐agement and training staff with an intro‐duction to the requisite knowledge and skills. The guidelines are also intended to encourage training institutions to take the first steps in integrating web 2.0 in their training practice. These SVEA web 2.0 guidelines are pre‐sented in two parts, each focusing on one of the two main target groups. The first part addresses the senior management of VET and adult training institutions and Introduction 1

SVEA Web 2.0 Guidelines knowledge of highly qualified employees 2. Management where social media tools offer significant If your training institution is considering opportunities to progress further towards implementing social media and wants to being knowledge based and transparent make the switch from a ‘classic’ to a ‘web organisations. 2.0 enabled’ educational institution, you A shift to openness, sharing, collaborative will be aware that it is essential that you as and peer acting organisation is a significant a manager establish a sound policy con‐ cultural change for established convention‐cerning the use of these web 2.0 tools. To al training institutions. For each new pro‐truly realise change in your training institu‐ cess you plan to implement in your organi‐tion in a desirable and systematic way, sation you will have to think about the dif‐clear policy guidelines and a proper frame‐ ferent issues you, as a manager, will have work are required. You can only derive to consider when starting the integration of maximum benefit from your approach social media in the knowledge manage‐when you first become aware on an institu‐ ment processes of your training institution. tional level of the importance and potential First of all you will need to think about the of web 2.0, and subsequently translate this, reasons why you want to integrate social from within your own specific and local media in your organisation and discuss institutional context, in a concrete strategy within the organisation why social media (what are our objectives?) and teaching are a suitable answer to these issues. But models (how will we take on the educa‐ other important questions need to be tional and organisational adaptation?). raised as well. This first chapter elaborates on how to To give a better orientation on what has to implement social media in the knowledge be considered there follows a list of initial management process of a training institu‐ questions (together with some answers to tion and looks at some organisational pre‐ these questions) that need to be consid‐conditions which determine what infra‐ ered, together with your management structure and knowledge is needed to inte‐ team, at the beginning of the process: grate web 2.0 in your institution. What is your purpose when integrating social media in your organisational struc‐2.1 How to implement social ture?  Improving the knowledge exchange in media in the knowledge your organisation management process of your  Establishing better collaboration training institution?  Offering the opportunity to have access to more information, knowledge As a manager, you will know that the im‐  Being more flexible plementation of social media in further  Establishing shorter communication education institutions not only has the po‐ processes tential to set up more innovative training  Giving all staff members the opportuni‐courses, but also to innovate the overall ty to participate in the whole infor‐organisational structure to become a more mation and knowledge exchange of the open and knowledge oriented organisation. institution This is especially true for organisations  Reducing hierarchies, where appropri‐whose business concept is based on the ate, through the use of social media Management 2

SVEA Web 2.0 Guidelines will also contribute to a better ac‐Who is the contact person for the whole ceptance. institution who will be responsible for the overall process? How can you persuade your staff to use  It is important to have a contact per‐ the new tools and to participate in the son/ team that has responsibility for knowledge exchange process? the whole process and gives an orienta‐  Demonstrate best practices from other tion to the staff but also who has a training institutions which have already clear understanding of the targets and implemented social media tools to bet‐ how to realise the whole process. ter organise their whole organisation to  It is equally important to nominate a outline the clear benefits to your staff. person or a team to accompany the  Choose members of your institution first trial to evaluate the overall pro‐ who are already used to work with so‐ cess. This will give your staff the ability cial media to participate in the new or‐ to receive direct answers if something ganisation process and who know the is not clear to them and will avoid staff benefits implementing such process to members disconnecting from the pro‐ increase the overall acceptance (bot‐ cess. tom up approach).  Clearly outline the advantages not only Who are the demands of your target at the beginning of the project but also group? during the first pilot phase. If possible  Ask your staff what they expect from use good examples from this pilot using social media internally for organi‐ phase. sational purposes.  Discuss with your staff the experiences  Ask which functionalities would help they have made using the new tools. them to communicate in an efficient Establish an open discussion, exchange way. of experiences, preferably by using the new selected social media tools. Which people, staff will be involved at the  Train the executives to foster the social beginning to realise those targets? media progress and the cultural change  Think about which people have already towards an open and collaborative or‐ experience in working with social me‐ ganisation (top down approach). dia tools or who are very open to new  Observe both ways for implementing structures and technologies so that social media in the organisation: top they easily accept the new system and down and bottom up. are willing to carry on the change pro‐ cess in your institution. Have you thought about setting up a mutiplicator process? What could be a good pilot project with  Those people who have already tested clear targets to test the new process in and worked with the new tools could your institution? introduce them to the other team  Choose a pilot project which is relevant leaders and inspire and stimulate them. to the whole organisation and will One person will be responsible for one clearly outline the benefits to your team to support the uptake and ac‐ staff. Use the step by step trial ap‐ ceptance of the new tools. proach to integrate the employee. This Management 3

SVEA Web 2.0 Guidelines Have you set up an evaluation system to evaluate the overall process?  To receive clear feedback from your staff about the acceptance of the new implemented tools it is useful to eval‐ uate the new structures and to see what goes well and what doesn’t. Last but not least, make sure that your vi‐sion and strategy on the implementation of web 2.0 in the institution is shared by all actors in the process (policy, teachers, stu‐ Further resources dents, etc.). Making the switch from a clas‐sic to a web 2.0 enabled educational insti‐  In the SVEA regional needs analysis you can tution has to be more than just the work of find more information on how to start inte‐an individual manager or teacher; it has to grating social media in the organisational be a common goal from the institution. process of an institution (including some Furthermore, teachers and trainers cannot best practice examples): http://www.svea‐be considered as the obedient executor of pro‐what others have decided. As no doubt you ject.eu/fileadmin/_svea/downloads/SVEA_already know, and will be explained further Regional_Needs_Analysis_01.pdf on in these guidelines (see section 2.1), the  The SVEA training module on ‘Web 2.0 for use of social media and ICT in general has a Institutional Managers’ explores how web considerable impact not only on the institu‐ 2.0 services are increasingly being used in tion but also on the role, attitudes and be‐ the management of educational institu‐haviour of teachers and trainers. Therefore tions: a continuous dialogue with them and re‐ http://svea.csp.it/institutional_managers/nspect for their expertise is essential. ode/1170 Management 4

SVEA Web 2.0 Guidelines source versions of these applications avail‐ able at no cost. 2.2 Organisational Preconditions There are two main types of software ap‐ plication used by online learners and 2.2.1 What infrastructure is needed to teachers: start using web 2.0 in your insti‐ tution? 1) The first is learning environment software that provides the online The implementation of web 2.0 has an im‐ functionality needed to support the pact on a number of organisational issues. learning process. This would typi‐You will be already aware that using web cally include communications soft‐2.0 in your institution can only be effective ware, learning materials presenta‐when integrated with your existing stable IT tion tools and a range of course infrastructure. This infrastructure should management tools. contain sufficient applications to allow real learning needs to be addressed. Also, you 2) The second type would be applica‐will have already planned for the infrastruc‐ tion software that the learners ture to be sustainable and future‐oriented. and the teachers use as part of the It has to be easy to adapt the hardware and learning activities. These would software for future learning needs or for typically include word processing new web 2.0 tools. software for teachers to create What hardware is needed for online learn‐ learning materials and for learners ing? to complete assessment tasks, It is clearly important for both teachers and graphics software to produce dia‐learners to have access to the minimum grams and edit photographs, level of equipment needed for participation spreadsheets to manipulate and in online learning. The physical resources present numeric data, etc. required to participate in online learning are the same as those used by anyone who All in all, it is true to say that the rapid de‐accesses the internet for social or work velopment of home computing and inter‐purposes using a normal desktop PC or net usage now means that most people can laptop computer. A growing number of engage in online learning with the re‐people have their own computers and an sources they already have. The same ap‐internet connection at home and hence for plies to institutions delivering online learn‐them there is no additional equipment to ing: you can use expensive commercial e‐buy when starting to learn online. learning software and hardware packages if you wish, but it is not a necessity. What software is needed for online learn‐ Moreover, when you look at web 2.0 based ing? learning environments in particular it can Similarly, the software required for online be seen that one of the most remarkable learning does not mean additional expense. shifts of perspective brought about by so‐An internet browser and office applica‐ cial media in the world of ICT‐enabled tions such as a word processor, spread‐ learning has to do with the fact that it pro‐sheet and similar programs are all that are motes a platform‐independent approach: normally required. There are free open the web is the platform and there is no Management 5

SVEA Web 2.0 Guidelines longer a need for any additional (closed) 2.2.2 What impact does the integration platforms. Also typical for web 2.0 and the of social media in the organisa‐fact that the web is used as a platform is that it is not limited to the use of your own tional setting of your institution personal computer. The web is accessible have on your staff policy? via different types of devices (smart phone, Complementing traditional educational tablets etc.) and data will be held more and models with web 2.0 is considerably chang‐more in cloud environments. ing the roles of teachers, students and insti‐Furthermore, online learning environments tutional managers in the context of educa‐can be constructed using freely available tion and training (as will be described more web 2.0 tools. The individual functional in detail in section 2.1). The implementa‐elements of a learning management sys‐ tion of web 2.0 consequently will have an tem, online communications, document impact on the staff policy and the presentation, information management knowledge that is needed to integrate so‐etc., can be brought together on a single cial media within the organisational setting website to deliver the same online learning of your institution. services. The advantage of this approach is that it can be individually tailored to the The impact of web 2.0 integration on staff needs of particular courses or even mod‐ policy within a training institution is two‐ules within courses. In section 2.2.2 you can fold: find inspiration on which tool institutions 1) Impact on the competences and re‐can find interesting to use for which pur‐ sponsibilities of teachers and support pose. staff When integrating web 2.0 in your training First of all, the demands on both institution, your technical staff will be mak‐ teachers and support staff are chang‐ing sure that all technological resources are ing as a result of the developments in user friendly. If the tools are too difficult to technology. Consequently, there is a use for your teachers and/or students they need for teachers and support staff to will make it harder (or even impossible) to develop their competences and be‐implement or to use web 2.0 in your insti‐ come familiar with new responsibili‐tution. ties. Teachers and trainers Further resources Teachers and trainers cannot just copy and paste the ‘traditional’ way of An overview of the minimum hardware teaching in an online environment. and software setup needed for starting Therefore, support and training of with online learning in general within teachers and trainers will be a key el‐ your institution can be found in the SVEA ement if your institution wants to suc‐ training module on Online Learning: ceed in using web 2.0 in the context of http://www.svea‐ adult education. To enable a good use pro‐ of web 2.0 tools in your institution ject.eu/fileadmin/_svea/downloads/Onli ne_learning.pdf, p.14 ff. trainers need to develop professional, didactical as well as technological skills. The relation and interaction be‐ Management 6

SVEA Web 2.0 Guidelines tween those three aspects needs to be stitution. Therefore it is recommended understood thoroughly. to have a group of key stakeholders in the institution available who will act as Implementation of web 2.0 only works change agents to make the switch if the trainer has a good insight in the from a traditional to a ‘web 2.0 ena‐ possibilities and limits of the used ap‐ bled’‐institution. plications. Since this is a critical factor in succeeding in the implementation of Good support staff should be more web 2.0 in your institution it is im‐ than just an ‘ICT helpdesk’ on the one portant to make sure the trainers (and hand and didactical support on the staff) get a good training in the usage other hand. Support staff that can of web 2.0 tools in an educational con‐ combine both the techno‐logical and text. Teachers have to learn how to didactical aspects are needed. Once use these tools, redesign courses, web 2.0 is implemented, it is also im‐ evaluate and follow‐up students who portant to still have technical and/or use these online tools and integrate expertise in using social media around them in a meaningful way in their in the institution which trainers can courses. contact and who is also responsible for supporting others in setting up the dif‐ One way of encouraging teachers and ferent social media tools. trainers to become familiar with the competences and tools that are need‐ ed is to let them become an online 2) Impact on the workload, time man‐ student themselves. It could therefore agement and remuneration of be recommended to organise their teachers and support staff training on online or blended learning The use of ICT and web 2.0 tools in via online or blended learning. training has a considerable impact on Example: Toll‐net is a network of teachers, ICT‐staff, the workload and time management directors and educational advisors of lifelong learn‐ of trainers and support staff. Teach‐ ing institutions in Flanders (Belgium). Members ers need to be given enough time, in exchange good practices on e‐learning and using particular in the starting up phase, to new tools in education. The network also organises develop their own competences, to each year also courses on educational aspects of e‐ design high‐quality courses, offering learning and new applications. Most parts of these the courses and provide for the in‐ courses are organised via an online application. The teraction between teachers and stu‐ network also organises face‐to‐face moments for dents. Otherwise there is a risk that the learners. This method of teaching allows the the additional workload will become learners to experience what it is like to learn a serious obstacle in future imple‐ ‘online’. It makes it easier to experience what you mentation.  have to do as online teacher/trainers to make an Support staff online tool work in an education context. With regard to workload it is neces‐ http://www.toll‐net.be sary to make clear agreements on how this workload will be defined. Integrating web 2.0 in your institution Today, a lot of procedures are still is teamwork. You need more than just based on classic face‐to‐face educa‐ one or two teachers to start using web tion and are therefore not suitable 2.0 tools in your institution and to de‐ for online or blended learning. Work‐ sign and develop a complete and inte‐ load is calculated on the number of grated usage of these tools in your in‐ contact hours, number of students, Management 7

SVEA Web 2.0 Guidelines etc. However, the online support of Example 2: MFG Baden‐Württemberg (Baden‐ e.g. 250 students has a whole new Württemberg, Germany) uses following mod‐ dynamic than offering a face‐to‐ els: facelecture to the same group. The support is much more personal and If the teachers/trainers are offering only one webinar then they will be paid for those 1,5 direct but also more intense for hours. They thus receive a fixed amount in‐ teachers. The work that the teacher cluding the preparation phase. does online is often not yet recog‐ nised. Therefore new models, which If the teachers/trainers are organizing a focus more on results than on con‐ blended learning course they will be paid half tact hours, need to be taken into ac‐ an hour per participant/per week. So they will count and developed. be paid for 1 hour working time for 2 partici‐ pants. If it is a very time intensive online support which the trainer has to offer during Example 1: Coleg Sir Gâr (Wales, UK) uses two the online phase then they are paid 1 hour different models: work per participant/per week. The first model is restricted by the amount of funding drawn down. Where funding is drawn Finally, you carefully need to think about down from government Coleg Sir Gâr allo‐ the planning of courses. Combining online cates one hour per week for every 10 learn‐ and offline activities has a different dynam‐ ers. This is based on approximately 4 learners ic compared with the classic educational submitting work for marking. As there are peaks a troughs this is of course not an exact model. The mandatory attendance of stu‐ science. dents and teacher on campus, for example, is not appropriate when organising online The second model is based on a single 10 activities and the support. hour unit. Per student there is a one hour payment (this provides approximately 5 weeks tutor support). If a tutor starts a cohort of 10 Therefore it is important to think about learners that lasts 5 weeks then they will be following questions: paid 10 sessions (approximately £21 per hour)  How will you schedule the i.e. £210. Each tutor can take up to 60 learn‐ online/blended courses? Still in a tradi‐ ers per month. Tutors are expected to mark the students’ work and provide good quality tional way (e.g. 2 days a week for 1 feedback. hour)? Or can this be done in a more flexible way?  Do the work rules allow applying flexi‐ ble working schedules for the teachers? Not only should you, as a manager, make  Do teachers get a desk in the institution clear agreements on how workload is de‐ or a workplace at home to support stu‐fined and paid, you should also consider dents online? incentives for those teachers who adopt, set up and promote innovative initiatives in  Is working at home an option (and un‐ der which conditions)? your institution. Management 8

SVEA Web 2.0 Guidelines quisition of competences (closed, con‐3. Trainers trolled environment – formal learning) ver‐Trainers will face new and unfamiliar chal‐ sus preparation towards the knowledge lenges when starting using social media in society (informal, social and open learning). their courses. The following section will As a result of the new technologies, the outline what trainers have toconsider when roles of teachers and trainers are also they start integrating social media in their changing considerably. course structure:  What does this mean for the trainers? WEB 1.0 ‐ School 1.0 „The Age Of Authority“  What do they generally need to be aware of? Reading Receiving  Which tools might be suitable to Responding achieve which objectives and which kind of support do they have to offer to their participants to achieve good learning results with the online learning activities? As copyright and the intellectual property WEB 2.0 ‐ School 2.0 rights issue is very relevant when using „The Age Of Engagement“ social media it will also be highlighted at the end of the section, covering the essen‐ Connecting tial ‘do’s and don’ts’ and how the users Creating and learners can protect their privacy. Contributing 3.1 Changing roles Traditional classroom based teachers have As already mentioned in the first chapter, always been expert in content and, alt‐complementing traditional educational hough they are also familiar with the peda‐models with web 2.0 tools is considerably gogic techniques of facilitating knowledge changing the roles institutions, teachers acquisition/construction, the classroom and students play in the context of educa‐ situation has always tended to favour in‐tion and training. structional delivery. Today, the ex‐One view is that training institutions are pert/instructor (“the sage on the stage”) is evolving from safe and closed learning en‐ becoming a moderator/coach (“guide on vironments, based on (1) tranquillity, re‐ the side”) as a result of the flexibility pro‐flection and tradition; (2) certified vided by online technologies. Delivery is no knowledge and quality; (3) individual train‐ longer about the transfer of knowledge or ing, to being a ‘gateway to society’, more content but more and more about creating based on (1) workload, training and the context for it. Teachers are becoming change; (2) rapidly changing knowledge and facilitators of processes of knowledge quantity; and (3) social training. (co)construction. Many training institutions are balancing between these two models and trying to combine both: the certification of the ac‐ Trainers 9

SVEA Web 2.0 Guidelines In short, the role of a teacher is changing:  Learners are becoming creators of con‐ tent. This gives them more autonomy  From a source of knowledge to the and importance. manager or coach  At the same time it is important to raise  From face‐to‐face campus based edu‐ the students’ awareness of their new cation to forms of student‐centred role so that they are aware of the fact blended learning that they have to act more inde‐ From pure knowledge transfer to de‐ pendently. For some this might cause a signer of a learning environment which problem. is linked to the real world (interaction,  Learners will also become reviewers if communication, networking, collabora‐ they take over the responsibility within tion and individual work) peer‐learning groups. They will start to reflect more about the content and the Consequently, the behaviour of teachers learning processes. and trainers will inevitably change:  The learner has to organise their learn‐ If they want the learners to actively ing time more independently. Good collaborate together online then they time management will be needed. need to take a step back and give them  The learner will have to be self moti‐ the floor; vated and also very disciplined  As a trainer, they will be the moderator  On the other hand the learner has who guides the learners to achieve more autonomy, can decide more their learning target, e.g. if they see freely and can bring in their experience that there are participants who do not to a broader community participate at all online they have to ac‐  The success of a learning activity will tivate their participation by motivating very much depend on the learner’s mo‐ them tivation and his/her willingness to act  As a trainer, they will need to take care more independently. As a train‐ on the equality in collaboration inside er/teacher you offer the framework in the different learning groups to ensure which the learner operates. You will that each member contributes to the probably start the new teaching meth‐ overall learning success. od with an open discussion with your  As a teacher they will give orientation learners to see how they react on that to the learner on how to contribute and also what they think about it and online and they have to be very flexible offer them support when they are not in reacting to the learners activities yet that familiar and ready for self‐ As a teacher, they will need to give dependent learning. flexibility to the learners so that they The changing roles of trainers and students really have the feeling that they can act through the use of web 2.0 tools will, with‐ autonomously out a doubt, have an impact on how you as In section 3.2.3 the different roles that a teacher will offering your courses in the teachers have to play are described more in future. The following sections will further detail. outline how you can implement web 2.0 The learner’s role will also change and they successfully in your course design and are taking a far more active role than they teaching. have ever done. Trainers 10

SVEA Web 2.0 Guidelines 3.2 How to implement successful For what purpose do you want to use so‐ cial media tools? e‐learning 2.0 courses  Just to exchange information and knowledge? 3.2.1 For what educational purposes  To exchange information and to devel‐ can you use social media tools? op common projects/learning content together? Web 2.0 tools that can be used in an educa‐  To offer a more learner centred learn‐tion and training context are increasing in ing environment? number and becoming more diverse in their applications. The success of a new What learning outcomes do you want to training initiative is not so much dependent achieve? on the tool as such but more on the use of  Acquisition of new knowledge, skills a tool which is carefully considered before‐ and abilities? hand. The choice of the right tool and the  Delivering new forms of learning? For approach depends on the aims, the situa‐ example a learner centred learning en‐tion, the participants, etc. Therefore, be‐ vironment by using more collaborative fore choosing a tool, you as a teach‐ online tools, strengthening the learn‐er/trainer need to focus on the target ers’ self‐dependent, autonomous learn‐group’s specifications. ing ability. It is essential to consider: What is the learning environment of your target group? Who are your learners?  Are they learning at their work place? If  Are they open towards the use of new so, are they allowed to use the selected technology? tools? Then you can be very flexible in choos‐  Are they learning in their spare time? If ing different social media tools for your so, do they have the adequate tech‐ training course. If they already use cer‐ nical equipment at home? tain web 2.0 tools regularly in their spare time then it would be wise to in‐ As important as it is to be aware of the tegrate the same tools also into the target group specifications you also have to learning process as they are using them be sure which work formats you want to anyway and the barrier using social implement. Different work formats can be, media for learning purposes is not that for example: instruction, demonstration, high. discussion, group work, project work, de‐ Are they perhaps not that young any‐ bate, writing papers, making prototypes, more and thus possibly not that open role play, listening exercises, etc. The use of anymore towards new technology but web 2.0 and ICT tools have the potential to still flexible? make these different formats easier to or‐ If this is so, then you will probably need ganise. to take your time to test different tools with them and discuss with them their For example: experiences with the new learning tools  Do you want to offer the learners the and which they would prefer to have possibility to develop content together integrated in the course. ‐ then a wiki could be the right tool where the participants can structure Trainers 11

SVEA Web 2.0 Guidelines the content easily and work collabora‐ fication with the learning tool and its tively; adoption. Of course, this is only possi‐ Do you want to have a place where the ble if the learner has sufficient digital learners and you as a teacher can ex‐ literacy. It is important that the select‐ change experiences on a regular basis ‐ ed tools and the use of the online then a blog could be suitable; learning environment generally is ca‐ Do you want to support your learners tered for by the learners’ existing digi‐ in exchanging information on specific tal literacy. topics ‐ then social bookmarking tools  Test the chosen tools beforehand with or a Facebook group could be appro‐ your learners and let them decide priate, as well as the use of photo and which one they prefer and which they video applications to share multimedia find more usable. This again will content. strengthen the interest in starting learning using such tools. When in the process of choosing a tool you could: The schedule below gives an overview of  Think about whether or not the learn‐ the different focuses and the ICT tools that ers do already use specific tools on a can be used: regular basis in their daily life. The fa‐ miliarity with those tools is then al‐ ready quite high and the barriers to us‐ ing this tool for learning will be low. The students will enjoy the learning when using this social media tool, will contribute more, which will lead to bet‐ ter learning results.  Offer students the opportunity to de‐ cide autonomously which platform they want to use and how the layout could look like. This also increases the identi‐ Reflecting Collaborating Communicating Networking ePortfolio Wiki E‐mail Personal webpage Weblog Group blog Online Chat Sharing Services Discussion forum Videoconferencing Social bookmarking Sharing Services Audioconferencing Social network site Webconferencing CMS/LMS systems Trainers 12

SVEA Web 2.0 Guidelines Not all tools mentioned in the scheme are your own blog to someone‐else’s or so‐called web 2.0 tools. In these guidelines creating a group blog we will only focus on web 2.0 tools and give  to stimulate discussions with fellow some initial ideas on how they can be used experts ‐ as most blogs offer a com‐in an educational or training context. ment feature they frequently become temporary forums for discussions prompted by an original post Blogging A blog (short for weblog) is a type of web‐ Students can find the use of a weblog in‐site, or part of one, where entries are made teresting in journalist style and displayed in a reverse  to communicate and exchange ideas on chronological order so that the first entries learning tasks: papers, dissertations, you see are the most recent ones. Usually a Ph.D thesis developments etc. This can blog is maintained by an individual or a be done individually or in group (group small group of people and presents a mix of task). It can also be used in the context opinion, commentary, news and other of internships or student placements. types of content.  to reflect on their own learning process he is going through by describing their A blog is usually maintained by an individu‐ thoughts, learning experiences and ac‐al (some function as personal online dia‐ tivities – this makes it also easy for the ries), but could also be used by a group teacher to follow what a student is do‐(group blog), and can contain commen‐ ing taries, descriptions of events, links or other  to learn to search, find, analyse and media files. Most blogs focus on texts and synthesise information (is it use‐images, but some blogs focus on video ful/relevant/recent/to be trusted? etc.) (video blog) or other social media. (information skills) A blog will contain a lot of information,  to learn to form an opinion to allow making it difficult to retrieve the exact text. discussion and constructive criticism Therefore you can add tags (keywords that (social skills) are connected to a small part of text) which  to learn to cope with feedback (peer appear on the sidebar of the blog connect‐ review, peer pressure) ing different messages together by clicking  to learn to write a concise and mean‐on those tags. ingful post with a good argument Currently the most popular web 2.0 blog‐ Institutions can find blogging interesting ging tools are Blogger (www.blogger.com)  as an alternative for a normal website: and Wordpress (www.wordpress.com). the typical categories of a weblog can be defined using menu buttons; the Blogging in education & training chronological posts giving the neces‐As a teacher/trainer, you can use blogs sary information  to communicate and exchange ideas on  as an event calendar: each new post research and to make available (some announces news or events of) their data or writing  as a knowledge management tool  to create a community or a network (of  as a collection of posts by all co‐ educators in or outside of an institu‐ workers of the institute on their spe‐ tion) around a shared interest (course, cialism research topic), for example by linking  to strengthen team building dynamics Trainers 13

SVEA Web 2.0 Guidelines Social networking  to keep track of people connected to you (whether professionally or person‐Social networking services such as Face‐ ally) book are probably what most people think  to create a common page together with of when they think about social media. fellow students in order to stimulate Social networking tools enable groups of and support each other in an informal people to communicate, store details about way (which could already start before each other, and publish information about the course has begun and continue af‐themselves. ter it has finished). Social networking services draw together a  to share and exchange ideas and in‐variety of tools and provide spaces for a formation range of different groups to interact and to build online communities of people who Institutions can find social networking in‐share interests and/or activities or who are teresting interested in exploring the interests and  to promote the own institution by cre‐activities of others. These types of tools ating a page where you announce allow you to quickly create a network. Each news, events, course offers, etc. tool is different, offers different functionali‐  to keep track of the institution’s con‐ty and perhaps most importantly has its tacts, (former) staff, (former) students own culture. Currently the most popular social network‐ Sharing services ing tools include Facebook Document sharing is providing (uploading) (www.facebook.com), LinkedIn and receiving (downloading) digital files (www.linkedin.com), and Google+ over a network. This can be used for all (plus.google.com ) kinds of media. Document sharing can be done in many ways. It can be done in the private sphere of the institution or a public Social networking in education & train‐ sphere somewhere online. There are many ing types of media file sharing. First you should check whether document sharing already As a teacher/trainer, you can use social exists on your own institution’s learning networking platform and whether it meets your needs.  to keep track of people connected to If this is not the case then there are many you (whether professionally or person‐ online web 2.0 alternatives. ally) and to build and maintain profes‐ sional relations There are applications in which you can  to create a community or a network (of share your files together with your e‐mail educators in or outside of an institu‐ account like Google Docs tion) around a shared interest (course, (www.google.com/docs) with word proces‐ research topic) sor, spreadsheet, presentation, online data  to stimulate discussions with fellow collection forms, and data storage. These colleagues or with your students tools can be shared by people you invite, or  to create a page for a group of students could be made public. You can also choose or course if the invited person will become just a reader, or if the person is also allowed to Students can find the use of social net‐ change the content. Another useful collab‐working interesting oration tool is Dropbox Trainers 14

SVEA Web 2.0 Guidelines (www.dropbox.com), a web‐based file Institutions can find video sharing very hosting service which enables users to useful store and share files and folders with oth‐  to create and post interviews from ers across the Internet. different teachers, visitors to the school, or guest speakers. There are also special programmes for spe‐  to upload short movies (or slideshows) cial kinds of files, like SlideShare and use this to present and promote (www.slideshare.net)for uploading presen‐ their institution to future students tations with or without audio, as well as Scribd (www.scribd.com), YouTube (www.youtube.com) or Vimeo Social bookmarking (www.vimeo.com) (for video materials), Social bookmarking sites allow users to iTunes (www.itunes.com) (for audio and store, tag, manage, share and search for video), Flickr (www.flickr.com) (for photo bookmarks (links) to resources online. Tag‐ sharing). ging bookmarks with appropriate terms Video sharing is a particularly useful appli‐ means that you can add a short description cation in education and its features are to the website and some relevant keywords summarised below: (a tag) in order to classify the website so that they can easily be found again without the need to search for precise words. Many Video sharing in education & training websites offer the opportunity to tag pages to social bookmarking services by just click‐ As a teacher/trainer, you can use video ing on icons at the top or bottom of the sharing page.  to share lectures or presentations online Unlike file sharing, the resources them‐  to make available (video) course mate‐ selves are not redistributed, only book‐ rials to those students that cannot be marks which point to their location. Social physically present at a lecture bookmarking websites are an extension of  to create lectures, tutorials and bookmark files in web browsers but have demonstration of difficult procedures many advantages over browser‐linked in‐  to create, post and share professional formation. development video materials. The social element of these services means  for Digital Storytelling that users can see all items which share the  to search for video material which can same tag(s) irrespective of who stored the be used in the context of the course information. By sharing tags, users discover (e.g. on topical issues such as a natural resources they might not otherwise have disaster or controversial event) seen, and benefit from the knowledge of other people – sometimes strangers – who  Students can find the use of video sharing share their interests. interesting  to download and view lectures at a Currently, the most popular bookmarking time convenient for themselves tools include Delicious  to replay/review video for parts that (www.delicious.com), Diigo were not yet well understood or at the (www.diigo.com) and Digg time before the exam (www.digg.com). Trainers 15

SVEA Web 2.0 Guidelines Social bookmarking in education & Web 2.0 communications training During the whole web 2.0 evolution we As a teacher/trainer, you can find social have seen the development of tools that bookmarking useful allows communication between distant and  to create a group of researchers or disparate groups. Communication can be teachers with a common interest (same text‐based (chat), with audio (audio con‐ course, same research topic, same in‐ ferencing) and with both audio and video stitute, same project) to share links (web conferencing). The attractiveness of  to rate and review resources of infor‐ these tools lies in the direct contact be‐ mation tween users, decreasing the feeling of dis‐ to create an "internet library" tance between the users.  to discover resources and information Chat refers to any text‐based kind of con‐ by following other peoples similar tags. versation between two or more users.  to setup a group tag in order to share Chatting is a very simple and easy to handle educational resources, with for exam‐ tool for communicating to another individ‐ ple the participants of a particular ual. The official technical name is synchro‐ course nous conferencing. You can chat in either a  to use as preparatory course materi‐ public or a private chat room. For educa‐ al/literature for your students tional purposes chat in a private sphere is recommended. Students can use social bookmarking to  create a group of students around a Audio conferencing or conference calling common research topic (group work, a consists of a telephone call linking several paper, a thesis, a project.) to share links parties. An audio conference can be done with each other over telephone lines or over the Internet  rate and review resources of infor‐ (Voice over Internet Protocol – VoIP). Audio mation (information and social skills) conferencing is often combined with web  stimulate unintended learning oppor‐ conferencing, sharing documents or tunities presentations over the Internet.  use as a reference list as part of an e‐ Web conferencing (sometimes called a portfolio webinar) is the term used to conduct live meetings or give presentations over the Institutions can think social bookmarking is Internet with a group of two or more indi‐powerful for vidual users. In a web conference, each  knowledge management: to create a participant sits at his or her own computer collection of resources around the (re‐ and is connected to other participants via search) themes of the institute (which the Internet, interacting with each other via can be done through the creation of a two‐way video, audio and chat transmis‐ network of individual accounts or sions. through a common group account) Most popular tools include Adobe Connect (www.adobeconnect.com) which is a com‐ mercial system, FlashMeeting (http://fm‐ openlearn.open.ac.uk) which is an educa‐ tional service provided by the UK Open University, and Skype (www.skype.com) which is a web 2.0 service. Trainers 16

SVEA Web 2.0 Guidelines Chat, audio and web conferencing are syn‐ Wikis chronous tools which facilitate communica‐ Wikis are websites which allow easy crea‐tion between users at the same time. Of tion and editing of interlinked webpages via course this also means that to make sure a web browser. The web pages can be edit‐the person(s) you want to communicate ed easily by everyone who has access to with are online, you need to schedule the them. Most wikis allow administrators to event beforehand. adjust access rights to the site or to indi‐ vidual pages, so that they can choose who is allowed to add to or modify the content Web conferencing in education & train‐ on the site. As well as text, images, internal ing and external links and other documents, As a teacher/trainer, you can use web con‐ many wikis accept multimedia input, thus ferencing increasing the range of possible uses. Re‐ to organise ‘virtual office hours’ when cent changes are registered in the histo‐ you are available to your students to ry‐button. answer questions One of the best‐known wiki is Wikipedia  to give a presentation or lecture, allow‐ (www.wikipedia.org), the online encyclo‐ ing students to ask questions, give paedia that can be edited by everyone. feedback Other popular tools are PBworks  to communicate synchronously with (www.pbworks.com) and Wikimedia students (www.wikimedia.org).  to have online meetings with col‐ leagues  to gather research data (e.g. through Wiki’s in education & training interviews)  to screen/interview students before As a teacher/trainer, you can use a wiki they can enter a course  as flexible online notebooks  for collaborative course preparation Students can use web conferencing  for collaborative study domains  to follow a lecture from home, from  to share information on a certain topic, the work place or elsewhere allowing the information to be edited  to do an (oral) exam from a distance and improved by others  to communicate with fellow students in  to create, maintain and publish docu‐ between classes to directly have dis‐ mentation on a project or team activity cussions with each other Students can use a wiki Institutions can find web conferencing  for online drafting useful  to collect links  to allow more flexible working condi‐  to collaborate in writing and research tions (possibility to stay in direct con‐ tasks (e.g. preparing a paper together tact with their staff who might be work‐ with other students) ing from home or elsewhere – possibil‐  to share information on a certain topic, ity of organizing online meetings) allowing the information to be elabo‐ to reduce travel time (and costs) for rated and improved by others their teachers who can teach from  to make their own encyclopaedia or home lexicon Trainers 17

SVEA Web 2.0 Guidelines Institutions can find wiki’s useful:  to create a collaborative encyclopaedia  to communicate with each other and to collect knowledge from departments and different research areas Further resources The SVEA training modules give in‐depth information on different tools and their possible use within education:  Facebook: http://www.svea‐ project.eu/fileadmin/_svea/downloads/Facebook.pdf  Blogging: http://www.svea‐project.eu/fileadmin/_svea/downloads/Blogging.pdf  Document Sharing: http://www.svea‐ project.eu/fileadmin/_svea/downloads/Document_Sharing.pdf  Photo Sharing: http://www.svea‐ project.eu/fileadmin/_svea/downloads/Photo_Sharing.pdf  Video Sharing: http://www.svea‐ project.eu/fileadmin/_svea/downloads/Video_Sharing.pdf  Social Bookmarking: http://www.svea‐ project.eu/fileadmin/_svea/downloads/Social_Bookmarking.pdf  Wikis: http://www.svea‐project.eu/fileadmin/_svea/downloads/Wikis.pdf Trainers 18

SVEA Web 2.0 Guidelines 3.2.2 Which online learning methods low students can exchange opinions and exist? contents and this can significantly improve the students’ motivation. Online learning consists of different web‐based teaching methods that can be ap‐ plied according to the learners’ needs and Are your learners professional, motivated suitability. In choosing one you should con‐ and in need of flexible learning modules sider what would better suit to your learner which suit their busy schedules? Then you groups and your organisation. Here are may want to choose Asynchronous Online some questions you might need to consid‐ Education or Self‐paced learning. er, together with the online solutions that would be suitable: Self‐paced learning is usually suitable for people who don’t have a lot of time to in‐ vest in classes and who need flexible learn‐Are you planning to offer an online course ing modules that can be completed at any‐to a group of learners that need to be mo‐ time from anywhere. In this kind of learning tivated and are quite flexible about the method the communication between you timing of the delivery? Then Synchronous as a teacher and your students is asynchro‐or Live Online Education can be right for nous and can take place using different you. kinds of collaborative social media tools (e.g. blog, forum, wiki). However, not all Using a synchronous method is a good so‐ self‐paced courses require a teacher. Stu‐lution to get the learners involved. This dents can independently use the learning form of online learning requires the syn‐ content inside the chosen social media tool chronous participation of students and and adapt it to their learning style and trainers in the same virtual environment. A rhythm. very common example of that is the virtual classroom, which replicates online the As this represents a very flexible way of characteristic of a real classroom. learning, self‐paced courses are not suita‐ ble for all kind of learners. A very strong You can choose among a variety of differ‐ motivation is required to accomplish an ent technologies to interact with your stu‐ entire course of study on your own. Many dents: from an online slide presentation to learners can experience a lack of motiva‐a shared whiteboard where all students are tion and miss the involvement of other asked to interact during the lessons. The learners and support of teachers which can possibility offered by audio and video con‐ have negative consequences on their learn‐ferencing tools makes this kind of online ing results. Besides, learners do not get an learning particularly motivating and engag‐ immediate feedback on their performance ing for students, who have the opportunity and that in turn can make the whole learn‐to get an immediate feedback on their per‐ ing effect weaker. formance. This method also offers you the possibility to adjust your lesson according If you plan to offer a self‐paced course you to the learners’ needs. Of course, synchro‐ will need to make sure that a detailed ex‐nous learning entails some restrictions to planation of all the steps that the learners the freedom offered by self‐paced learning: have to follow to accomplish their pro‐students still have to attend a class at a gramme is provided. You will, of course also certain time and cannot follow their own want to offer attractive and interactive learning path. But on the other hand they learning material that learners will engage are engaged in an environment where fel‐ Trainers 19

SVEA Web 2.0 Guidelines with, and offer different ways to contact an needs of the learners and their interests in expert in case help is needed. order to adopt the most appropriate learn‐ ing method. Therefore it is essential to have an open discussion with your learners Do you want to engage your students and at the beginning of the course about online at the same time offer them a flexible learning methods and which social media course with assessment possibilities? Then tools you are going to integrate into their Blended Learning may be the right choice. training. If the students’ acceptance of the Blended Learning is a mix of online courses method is not very high then the learning linked with face‐to‐face lessons. Nowadays results will inevitably suffer. many universities and colleges have adopt‐ Another important point is to make sure to ed this method to deliver their curriculum provide an appropriate level of support so courses. Students of a blended course ben‐ that the learners can achieve their learning efit of some of the advantages of tradition‐ goals. The material and the support you al presence courses, such as getting to offer may vary according to the kind of know trainers and fellow students, yet at learning method you choose and to the the same time can choose to flexibly ac‐ consequently presence of a trainer to sup‐complish the online modules according to port the learners or not. Trainer supported their personal availability. In this kind of online learning follows many of the dynam‐course there are many social media tools ics of a traditional classroom. Independent that can be integrated which allow remote learning on the other hand requires a ped‐participation by the students and enable a agogical process strongly built into the quick feedback on their performance. Stu‐ learning materials, which have to be engag‐dents take part in some traditional lectures ing, self‐explanatory and guided. and continue the learning online within In all types of online learning it is important specific learning environment, forums etc. to provide a prompt feedback on students’ Their performances can then be evaluated performances, showing them the steps through assessments and quizzes: this al‐ they still need to do to achieve their learn‐lows a prompt recognition of weaknesses ing goals. or lack of the students that can be prompt‐ly addressed with an adequate response from the trainers. Whatever kind of online learning method you may choose, it is crucial to focus on the Further resources  Guidelines for setting up and moderating online discussion forums, University of Aberdeen http://www.abdn.ac.uk/webct/documentation.hti  Online Learning Methods – Which One Suits You Best?, Online EDU Blog, http://www.onlineedublog.com/online‐learning‐methods‐which‐one‐suits‐you‐best/ Trainers 20

SVEA Web 2.0 Guidelines 3.2.3 How to structure a course when using social media tools, and Trainer’s role: Moderator who invites the participants to share their expecta‐ what role do you, as a trainer, tions and interests with the other train‐ have in each course phase? ing members. If you as a teacher decide to integrate so‐ b) Face‐to‐Face phase cial media tools into your classical face to During the first face‐to‐face training it is face training, the best way to start planning important to introduce the participants your course is to divide it into different to the social media tools and their func‐phases to give it a clear structure. tionalities that you will use during the training. Plan enough time to be sure The following structure is an example of each participant knows how to work how you could possibly do this. This course with the selected social media. If you structure was used in the regional training realise that not all participants feel very workshops that were organised in the comfortable using the different tools framework of the SVEA project. then concentrate on just one or two tools which fits best to your strategy. a) Course pre‐phase You also have to make clear the purpose In this phase the course participants do for which each tool will be used and also not know each other yet but are proba‐ to give clear tasks to the learners which bly curious about the others and the they have to fulfil online during the overall training. For you as a trainer it is training period. Link those tasks to dead‐ also not clear what your participants will lines which are not too far away. Oth‐ be like and what they might expect from erwise people will forget or do not feel you. So this phase is designed to provide obliged to accomplish the task. answers to those questions. Let the participants present each other Trainer’s role: Organisational and tech‐ by filling in their profiles, to outline their nical role to give the participants a clear expectations related to the overall orientation. course, to tell what level of knowledge they already have on the topic or what c) Online phase between the face‐to‐face their general interests are. sessions You as a trainer, will give the partici‐  If your training is only a limited face‐ pants a short introduction to the course, to‐face training period of one to two what they can expect from it, but also days you can use the online phase, some information about who you are using the social media tools after and what your own interests are. As the face to face training, to clarify with any course, you would be open and questions resulting from the semi‐ welcoming to the new course partici‐ nar or to provide further back‐ pants so that they understand and are ground information to your course happy with the learning they are about participants, e.g. literature links, to undertake. video documentations etc. A good tool to help facilitate that is a A good tool for this purpose is either a blog where you can start a new discus‐ blog or a forum where the participants sion and comment on the different feedback messages you receive. Trainers 21

SVEA Web 2.0 Guidelines can write comments and upload further results or projects developed during the resources very easily. online phase but also to clarify open questions and reflect about the whole Trainer’s role: Consultant who gives the learning process. participants feedback and advice. There exist several good tools online  If your training includes several which you can use to offer webinars face‐to‐face meetings then you can (e.g. Adobe Connect ‐ think about implementing different www.adobeconnect.com), but most of social media tools for different pur‐ them are not available at no cost. So far, poses to offer more learner centred only a few stable open source products training and the opportunity to de‐ exist. velop new projects or content col‐ laboratively. In section 3.1.2 you will Trainer’s role: Moderator of the whole find further information on which session and consultant giving feedback social media tools can be used for and input to the participants. which purposes. You will need to make sure that technical support to In general, each course phase should be your learners is available during the accompanied by an evaluation. Especially, if online phase in case they have prob‐ you start integrating social media in your lems with using the tools. The same trainings set up evaluation rounds with the applies to content related ques‐ learners to evaluate the new learning tions. Always offer them specific method and if necessary to improve and dates at which they can contact you adapt it. to discuss open points directly with Additionally, to having a clear structure, it you. is advisable to set up clear rules how you will evaluate and rate the student’s online Trainer’s role: In this case the trainer’s contribution and their participation. Make role is quite complex. He/she has to be a clear which points are important and what moderator, advisor and consultant on are the criteria following which you will the same time depending on how the rate the learner’s results. This will also in‐ participants act and what they are ask‐ fluence a higher willingness to participate ing. in the collaborative work. d) Closing Webinar If a face to face meeting is not envisaged at the end of the online phase then a closing webinar is an excellent oppor‐ tunity to bring the participants again to‐ gether. It can serve as a place to ex‐ change their learning experiences, their Further resources More information can be found in the SVEA training module on Online Learning, e.g. on online learning design: http://www.svea‐ project.eu/fileadmin/_svea/downloads/Online_learning.pdf, p. 11 ff. and supporting online learners: http://www.svea‐project.eu/fileadmin/_svea/downloads/Online_learning.pdf Trainers p. 28 ff. 22

SVEA Web 2.0 Guidelines 3.2.4 How can you moderate/mentor Motivational‐social role activities during the online As online moderator you also have to en‐ phase? courage the contribution of each partici‐ pant during the online phase and to sup‐As illustrated in the previous section, as a port the cohesiveness of the group. In that trainer you have to be aware that when sense it can be useful to strengthen the you start using social media in your training social presence of participants asking them courses, your role as a teacher changes and some simple questions about themselves can take on many forms. The trainer is no and their experiences. The overall atmos‐longer the central figure in the training but phere of the online environment needs to more the moderator who guides the learn‐ be relaxed and comfortable: each partici‐ers to achieve their learning target and who pant should feel free to express his or her is offering the framework to the learners in opinion and actively contribute to the con‐which they can learn and can actively col‐ versation. laborate together online. Therefore it is clear that good moderation of the collaborative online phase is essen‐ Expert role tial for a successful e‐learning 2.0 course. Although you as a teacher will play a sup‐The same applies to mentoring the course portive rather than delivery role in the participants during the online phase to online phase you will still be recognised as support them in their learning progress. an expert and consultant by your student. There are different roles you can take on As the online moderator you are still the when moderating the collaborative online expert in the online environment and as phase of your course participants: such you have to deliver actual contents and impart knowledge to your students. You are also responsible for giving feedback Organisational‐administrative role to the students’ performance and to ex‐As an online moderator you have to make plain things which are not clear or that can sure to set an agenda and give a clear start be easily misinterpreted online. and end date of the course. You should also clarify the different roles and who is re‐ Didactical role sponsible for what inside the online train‐ing group. Besides that you have to re‐ The same roles that you have in a real member to provide technical support with‐ classroom are replicated online, though in the online phase, to fix some communi‐ here the support of the teacher in under‐cation standards that marks the presence standing and structuring the information and the function of the online moderator offered has a bigger impact on the learning and to set a clear framework for the com‐ effect. To simplify the learning process the pletion of the online module. Simple sen‐ moderator can ask questions to partici‐tences as for instance “We start now a new pants give examples, connect the discussion about the topic X which we dis‐ knowledge to some practical cases etc. cussed during our last course” make clearly understandable for people following a course online what you expect from them and which steps they have to follow. Trainers 23

SVEA Web 2.0 Guidelines Further resources More information on e‐moderating can be found in: Rollen‐ und Funktionsmodell der E‐Moderation. Eine qualitativ‐quantitative Inhaltsanalyse der kommunikativen Akte von E‐Moderatoren und E‐Moderatorinnen in einem virtuellen Seminar. Dissertation zur Erlangung des Doktorgrades der Wirtschafts‐ und Sozialwissenschaftlichen Fakul‐ tät der Eberhard‐Karls‐Universität Tübingen. Katja Bett, 2005. http://tobias‐lib.uni‐ tuebingen.de/volltexte/2011/5617/pdf/Dissertation_Katja_Bett_20110502_Gesamt.pdf Also interesting in this respect is the work of Gilly Salmon on e‐moderating. See: “All things in moderation”. Gilly Salmon. http://www.atimod.com/ actually measure the learning activities of 3.2.5 How to organise feasible evalua‐ the students and the learning outcomes tion? achieved. The roles of teachers, students and training institutions with online or blended learning But which ways exist to evaluate the quality have a major influence on how evaluation of the students’ learning results? If you and the monitoring/assessment of the integrate social media tools in your course work a student is organised during the structure then your main interest normally online phase is. is not only to achieve classical high learning In many institutions the traceability and results measured by assessment outcomes, measurability of all learning activities the but also to strengthen the learners’ ability student is doing in the framework of a to cooperate with others, to improve their course is very important. The issue of con‐ ability to solve problems together, etc. trol and the manageability of student as‐ sessment is a serious barrier that prevents In this sense the following points could many training institutions fully implement‐ serve as key considerations about how to ing web 2.0 in course delivery. evaluate and rate the learning activities:  Quantity and quality: how actively did If you only use applications within the the student participate and contribute (closed) learning platform of your training to content development online. How institution then it is quite easy to deter‐ would you rate the quality of the work? mine how many students for example have  Factual knowledge: how are the facts done a certain exercise. However, if you summarised, which facts are listed, start to use web 2.0 tools then the measur‐ which aspects were respected addi‐ability could get lost. This has consequenc‐ tionally? es both for the students (how to measure  Problem solving ability: have problems the average amount of time a student has been solved based on the information spent on online learning?), but also for the available? Which aspects were im‐trainer (everything that the student devel‐ portant to solve the problems and how oped with web 2.0 tools outside the official have the problems been effectively institutional learning platform is difficult to solved? verify by the institution).  Social perceptual competence: stu‐It is important to note that online learning dent’s ability to perceive own emotions should not be about the length someone is and to react adequately; student’s abil‐online but it would be better instead to ity to take the initiative, to represents Trainers 24

SVEA Web 2.0 Guidelines his opinion and to accomplish actively very important that there is a clear strategy its own interests towards the others; and structure behind it. ability to express oneself understanda‐ For the learner it has to be clear: ble verbal and non‐verbal and to inter‐ pret signals from other group members  for which purpose he should use which adequately. tool,  Willingness to cooperate: how did the  what tasks he has to fulfil online and in learner react on his other colleagues? what timeframe, Was there an open dialogue?  what are the learning targets he has to  Cooperation strategies: which coopera‐ achieve. tion strategies were chosen, how did To receive high quality learning results, as they deal with knowledge sharing? the trainer you should therefore Were they open to share their infor‐ mation with others?  Select a web 2.0 tool or online learning  Critical thinking: how did the student environment which fits to your stu‐ evaluate the information provided by dent’s digital literacy. If they already other users and all the information use a social media in their spare time found in the worldwide web? Has he such as Facebook or Twitter then inte‐ developed his own critical way to work grate it in your course structure as they and to learn with all the information are using it anyway and have fun using provided in the social media channels it. The barrier to learn with it will there‐ and the whole web? fore not be very high.  Set up clear rules on how students have to behave when using social media tools for learning purposes  Set clear deadlines and clear tasks to be fulfilled online Further resources  Be an active moderator and consultant More information on Planning to your students and support them learner support can be found in the when needed but give them the space SVEA training module on Online Learning: http://www.svea‐ so that they have the feeling that they pro‐ can create and develop their own ide‐ ject.eu/fileadmin/_svea/downloads/ as. Online_learning.pdf, p. 30 ff.  Set up clear rules how online contribu‐ tion, participation will be rated/ evalu‐ ated. Make clear which points are im‐ portant and what are the criteria fol‐ lowing which you are used to rate the 3.2.6 How to achieve high‐quality learner’s results. This can also influence learning results? a higher willingness to participate in When considering how you can rate your the collaborative work. student’s online activities and measure  Set up evaluation rounds with the their attainment, it is also important to learners to evaluate the new learning judge how well you have supported them method and if necessary to improve in achieving high‐quality learning results. and adapt it. When you as a trainer start implementing web 2.0 for the first time in your course it is Trainers 25

SVEA Web 2.0 Guidelines 3.3 What are the main im‐ tent in a way that means it will persist on other users profiles, etc); and you portant legal issues to be re‐ should be able to control access to your spected when using social posted content through privacy set‐ tings or some other means, unless the media tools in the training site is entirely public and you are happy environment? with that. A common problem in using web 2.0 tools 3.3.2 IPR in the work of others are the legal issues (e.g. copyright, privacy, There are many misconceptions about how etc). Raising awareness with both teachers copyright law applies to the internet. Issues and students is therefore essential. surrounding copyright and other intellectu‐ al property rights are rarely simple. The University of Essex provides some clear general issues with regard to copyrights  The rule of thumb should be to only related to the use of social media, protect‐ ever use content (text, images, audio, ing IPR in your own work and protecting IPR video, etc) where you have explicit in the work of others. permission to do so. You should never, (http://www.essex.ac.uk/digital_media/ow for example, use an image found nership.aspx). through Google Images or on a Face‐ book page. 3.3.1 Protecting IPR in your work  It can be allowable to quote short ex‐ tracts from another source if its done  When you post content on a social for review or comment. media site, you should always make  If you wish to use content from another sure that you protect rights in the work source you need to confirm that you that belong to you and/or the institu‐ are allowed to do so: if the content tion. comes from another website that site  Check the sites terms and conditions may contain guidance setting out con‐ with regard to copyrights on the mate‐ ditions for re‐use; otherwise you may rial uploaded on the website. Make need to contact the rights‐owner di‐ sure it does not claim copyright to con‐ rectly. tent posted, and that it does not state  The informal nature of social media can that any posted content becomes pub‐ encourage a relaxed attitude to rights lic domain. issues, but you need to remember that  A sites terms and conditions will usual‐ the laws regarding copyright and intel‐ ly state that by posting content you are lectual property rights still apply. giving consent for that site to publish that content. This consent should be non‐exclusive (i.e. you are allowed to 3.3.3 Creative Commons use the content elsewhere); all other The idea of universal access to research, rights and ownership should remain education, and culture is made possible by with you (ie you are only giving them the Internet, but our legal and social sys‐ the right to publish your content on tems don’t always allow that idea to be their site, nothing more); you should be realized. Copyright was created long before able to remove your content and when the emergence of the Internet, and can you do so this should end the sites make it hard to legally perform actions we rights (unless youve shared the con‐ Trainers 26

SVEA Web 2.0 Guidelines take for granted on the network: copy, their works while encouraging certain uses paste, edit source, and post to the Web. of them — to declare some rights re‐ served.” Having to contact the copyright holders or thoroughly investigate whether a given Today, almost ten years after the initial scenario fulfils the prerequisites of fair use release, the Creative Commons (CC) or a similar exception defined in the appli‐ movement has become mainstream prac‐cable legal framework may still seem to be tice. Non‐profit sites like the Internet Ar‐tedious for you as a teacher. It is obviously chive (See www.archive.org) as well as preferable to have a stock of content ob‐ commercial sites like www.flickr.com and jects like text documents, photos, audio www.slideshare.net offer access to and files and movies already available with a extended search functionalities for content rather permissive license attached to them. licensed under Creative Commons. It is This would mean that such objects could be interesting to note that the prominent Wik‐freely used in an online course without ipedia Project (see www.wikipedia.org) having to investigate the applicability of fair uses the GNU Free Documentation License use and potentially negotiate with the re‐ for its articles. This license shares the same spective copyright holders. spirit with Creative Commons but has a different origin. It was developed by the An important initiative that has to be men‐ Free Software Foundation for documenting tioned in this respect is Creative Commons software. When the Wikipedia project (www.creativecommons.org) which re‐ started in the year 2000, the CC licenses leased as its first project in December 2002 had yet to be developed. However, multi‐a set of copyright licenses free for public media content on Wikipedia including still use. The rationale behind the Creative images is published under a CC license. Commons is described as follows by its originators: 3.3.4 Privacy issues “Too often the debate over creative control tends to the extremes. At one pole is a vi‐ Using web 2.0 tools in education also raises sion of total control — a world in which some ethical issues. As a teacher you will every last use of a work is regulated and in have to keep some of these issues in mind which “all rights reserved” (and then some) when using these tools in education: is the norm. At the other end is a vision of  The nature of a web 2.0 environment anarchy — a world in which creators enjoy blurs the distinction between private a wide range of freedom but are left vul‐ and public spaces on the internet. Us‐nerable to exploitation. Balance, compro‐ ers are encouraged to share their pri‐mise, and moderation — once the driving vate life. Blogs can give you as a teach‐forces of a copyright system that valued er an insight in the student’s life. It also innovation and protection equally — have works the other way around. So make become endangered species. Creative sure you balance which part of your Commons is working to revive them. We private life as a teacher you want the use private rights to create public goods: public/students to be known. creative works set free for certain uses. Like  Before you start using a social media the free software and open source move‐ site, check the rules they are using with ments, our ends are cooperative and com‐ regard to privacy. All web 2.0 tools munity‐minded, but our means are volun‐ mention this on their homepage. tary and libertarian. We work to offer crea‐ See for example: tors a best‐of‐both‐worlds way to protect www.facebook.com/about/privacy, Trainers 27

SVEA Web 2.0 Guidelines www.twitter.com/privacy, tise, reputation, etc. Active use of social www.slideshare.net/privacy, ... media can be good for your visibility in  Make sure that what you publish online your field, and can help to reinforce the as a teacher can be in the ‚public do‐ institution’s reputation as an open, main’. It has become a common idea transparent, engaging participant in that what is published online became in debate. the public domain and therefore can be  Be open about who you are when mak‐ used at anytime, even without consent ing factual corrections or other contri‐ or telling the source. As a teacher you butions have to give an example to your stu‐  Become a useful member once you join dents. So make sure that the infor‐ a social media site mation you use from web 2.0 can be  Make the commitment to respond used with consent. promptly. Social media is all about  Web 2.0 information is published in a timely interaction. certain context. E.g. there is a debate  Keep your language clear and simple, on twitter between a few people on a without dumbing down the content certain issue. As a teacher, you cannot  Use social networking for informal dis‐ pick out one of the tweets, not giving cussions and collaboration with col‐ the context and presenting this as an leagues and for interacting with those opinion from the person. The context is working in your field as important as the quote itself.  Have an exit strategy: a social media site you are using might close, change 3.3.5 Dos and don’ts its terms and conditions, lose its follow‐To finish, here are some general dos and ing, start charging, etc, and you should don’ts concerning the usage of social media be prepared for what to do if this by educational professionals (as provided should happen by the University of Essex; a full overview can be found on their website Don’t... http://www.essex.ac.uk/social_networking  Wade into potentially heated and con‐/interacting.aspx) troversial discussions  Masquerade as someone else Do ...  Establish a presence on a social media  Protect the institutions and your own site and then leave it unused reputation. Think before you post: re‐  Spam social media sites with promo‐ member that anything you share tional messages through social media will potentially remain publicly available for years to come.  Use web 2.0 tools to establish exper‐ Further resources More elaborate information and guidelines on copyright and safety issues can be found on:  JISC Legal Information: www.jisclegal.ac.uk/Themes/eLearning.aspx (in relation to UK law)  Legal Issues in Social Networking. Ossian K. www.millercanfield.com/media/article/200120_LEGAL%20ISSUES%20IN%20SOCIAL% 20NETWORKING.pdf Trainers  Digital media at the University of Essex: http://www.essex.ac.uk/digital_media/  Creative Commons: http://creativecommons.org/ 28

SVEA Web 2.0 Guidelines References  Bett K., Rollen‐ und Funktionsmodell der E‐Moderation. Eine qualitativ‐quantitative Inhalts‐ analyse der kommunikativen Akte von E‐Moderatoren und E‐Moderatorinnen in einem virtuellen Seminar. Dissertation zur Erlangung des Doktorgrades der Wirtschafts‐ und Sozialwissenschaftlichen Fakultät der Eberhard‐Karls‐Universität Tübingen. 2005. http://tobias‐lib.uni‐ tuebingen.de/volltexte/2011/5617/pdf/Dissertation_Katja_Bett_20110502_Gesamt.pdf  Bett K., Web 2.0 Einsatz in der beruflichen Weiterbildung und der Erwachsenenbildung. Stuttgart, 10. Mai 2011. http://www.svea‐ project.eu/fileadmin/_svea/downloads/svea_startworkshop_slidshare_Kurzversion.pdf  Creative Commons. http://creativecommons.org/  JISC Legal. Legal Guidance for ICT Use in Education, Research and External Engagement. E‐ learning. http://www.jisclegal.ac.uk/Themes/eLearning.aspx  Online Learning Methods – Which One Suits You Best?, Online EDU Blog, http://www.onlineedublog.com/online‐learning‐methods‐which‐one‐suits‐you‐best  Ossian K., Legal Issues in Social Networking. Miller Canfield Paddock and Stone PLC. http://www.millercanfield.com/media/article/200120_LEGAL%20ISSUES%20IN%20SOCIAL %20NETWORKING.pdf  Snee H., Web 2.0 as a social science research tool. November 2008. http://www.bl.uk/reshelp/bldept/socsci/socint/web2/web2.pdf  University of Aberdeen. Guidelines for setting up and moderating online discussion forums. http://www.abdn.ac.uk/webct/documentation.hti  University of Essex. Digital media at the University of Essex. http://www.essex.ac.uk/digital_media/  Verraest R., Web 2.0 Tools. Heverlee, 10 mei 2011. http://www.svea‐project.eu/fileadmin/_svea/downloads/Web2.0_tools.pdf SVEA Training Modules:  Blogging for teachers, Kate Pearce, Gower College Swansea, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Blogging.pdf  Document Sharing for Teachers, Louis Dare, Coleg Sir Gâr, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Document_Sharing.pdf  Online Learning, Tony Toole, Coleg Sir Gâr, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Online_learning.pdf References 29

SVEA Web 2.0 Guidelines  Photo Sharing for Teachers, Kate Pearce, Gower College Swansea, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Photo_Sharing.pdf  Facebook for Teachers, Louis Dare, Coleg Sir Gâr, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Facebook.pdf  Video Sharing for Teachers, Louis Dare, Coleg Sir Gâr, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Video_Sharing.pdf  Social Bookmarking for Teachers, Angela Dixon, Gower College Swansea, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Social_Bookmarking.pdf  Wikis for Teachers, Jo Walton, Coleg Sir Gâr, 2011 http://www.svea‐project.eu/fileadmin/_svea/downloads/Wikis.pdf References 30

SVEA WEB 2.0 GUIDELINES by Petra Newrly; Simona Pede; Johannes De Gruyter; Ilse Op de Beeck; Maarten Timmermans is licensed under a Creative Commons Attribution‐ NonCommercial‐ShareAlike 3.0 Unported License.

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SVEA Web 2.0 Guidelines - How to Integrate Social Media in your Training Institution and Practice

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SVEA Web 2.0 Guidelines - How to Integrate Social Media in your Training Institution and Practice — Document Transcript