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What is the importance of Social Media to university education?

What is the importance of Social Media to university education?



This lecture examines how social media can influence change within universities

This lecture examines how social media can influence change within universities



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    What is the importance of Social Media to university education? What is the importance of Social Media to university education? Presentation Transcript

    • Presented at Ryerson, Opseu, November 18, 2008 Alexandra Bal, Ryerson University, Canada
      • Web 2.0 technologies
      • But more importantly the term represents a different way of thinking about Knowledge
      • Peers become the experts
    • Originally , Web 2.0 were designed to - Facilitate users’ participation - Mediate human relationships In time: a Peer to peer culture has emerged - Participatory culture based on knowledge and experience sharing activities - Based on alternate modes of Production and Distribution of Knowledge Knowledge happens by sharing personal and authentic LIVED narratives and experiences
      • Presentation based Social Media : Blogs, wikis, vblogs …
      • Sharing of experiences VIA information
      • Cartesian mind-body relationship: Virtualization of intellectual processes (Shinkle, 2007)‏.
      • Experiential Social Media : Virtual worlds , OLPC
      • Embodied peers, sharing experiences VIA co-present activities
      • Human relationships is mediated and actualized within spaces
      • Both promote a different discourse about education
      • Social media facilitate alternate educational models based on informal learning :
      • Learner centered and Applied Learning
      • Peer based social Learning
      • Empowering Learning
      • Creating learning environments
    • Constructionist : Individuals learn by doing and making in a public, guided, collaborative process including feedback from peers, not just from teachers(Papert, 1992). They explore and discover instead of being force fed information. Source: http://jeremyfain.files.wordpress.com/2007/08/visualization.jpg
    • Students are learning within informal social networks . Based on their interests . They share experiences with members of communities of interests. Social Constructivism: Learning from their experiences and social contexts (Vygotsky, 1978)‏. Learning through reflection on doing instead of didactic learning(Dewey, 1939). Source: http://www.flickr.com/photos/olpc/2784915332/in/photostream/
    • Lived experiences + Action Students co-construct meaning and experiences via co-construction of cultural artefacts (Ito, 2008) . Source: http://bp3.blogger.com/
    • Experiential learning happens within self organizing learning communities. Empower learners to take control of their learning and communities. Each learner builds his-her own knowledge Source: http://marianina.com/blog/wp-content/uploads/2007/07/Socialnetworkingvisualisation.jpg
    • Social media are allowing for the deployment of alternate social, economic and industrial models. -> promote delocalized and self-organizing informal collectives , where sharing of authentic experiences and social agents' actions become dominant forms of knowledge creation. To continue being relevant to society, university education must enter a new industrial phase that accommodate mixed social realities .
    • Networks blur the boundaries between Personal-Informal-Professional networks (Gensollen, 2007)‏ . -> multiple value systems coexists and creates hybrid social innovations that blend: 1. Learning Styles : From behaviorist to social constructionist. 2. Knowledge Economies: Product– Services- Gift. 3. Social organizational models : Hierarchical – Networked -Self-organizing Communities. -> Alternate industrial models will emerge from these new forms.
    • Different educational models correspond to particular capitalist industrial frameworks (Boltanski and Chiappello, 2001) . Behaviorism: Taylorist Industry Socialize to - Institutional hierarchies - standard use of time and space - passive behaviours and routines - Competition
    • Cognitivism: Hierarchies lessens. The institution functions as a collective : Innovating workers share knowledge to advance progress within the institution. Professional communities within Institutions. Socialize to: - standard use of time and space, - active behaviours and routines, - Professional Social Networks , - Collaboration .
    • Social Constructivism: Institutional boundaries soften. Value is created and shared by members of a network instead of by individual companies (Kelley, 1998). Creation of professional communities tied to discipline instead of organization. Socialize to - autonomy, - Coo-petition (Brandenburger and Nalebuff, 1997), - virtual space.
      • Delocalized and self-organizing
      • collectives are creating their own industrial
      • frameworks .
      • Informal communities of interests, of practice (i.e. Open
      • source) are rationalizing production processes and
      • developing a collective or connective intelligence .
      • Formalizing the status of their collectives
      • in order to gain legal protection of their
      • processes (creative commons) and organizing into
      • rights to be non profit oriented.
      • Peer socialization replaces formal socialization:
      • work is mobile ,
      • - Time is fluid
      • - public spaces become workspaces ,
      • - co-creation, co-production,
      • - co-working (Forlano, 2008) .
      • Social Constructionist:
      • Fragmentation of institutions lead to
      • acceptance of peer culture:
      • Institutional boundaries are fluid .
      • Creation of learning networks tied to
      • interest and practices outside
      • profession, discipline and organizations .
      • Socialization:
      • - work that combines
      • personal-informal-professional
      • networks ,
      • - mixed-space,
      • - co-learning,
      • - participants outside the institution
      • drive change.
      • Moves from
      • Traditional Social-Constructivist model
      • To
      • Social-Constructionist model
    • New social and economy models blend existing individuals and institutions (Moeglin, 2004) framework . Influence is both internal and external to institutions.
    • New social and economy models stems from the cross between values, culture and contexts of users entrepreneurs (Shah and Tripsas, 2007) who create their own social reality and influence institutions (Berger and Luckmannn, 1966) ‏. External influence dominates the process.
    • Social Media: Short-circuit the traditional authorities of diffusion of culture and change the nature of economic and political institutional territories . Knowledge flow becomes a main form of industrial knowledge. New form of production and dissemination of knowledge are being invented by youth. Media skills are being incorporated into other disciplines like science. In time they will transform cultural institutions. - Are we moving towards the creation of a global peer workforce?