Social media in teaching and learning
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Social media in teaching and learning

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Presentation made to academic managers at Capsicum Culinary Studio 15 August 2014

Presentation made to academic managers at Capsicum Culinary Studio 15 August 2014

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  • Digital is the Buzz word
  • Yes there is a sense its generational
  • Even amongst young people
  • South African residents lead as one of the highest users of mobile technology and mobile social networking on the continent. However, stationary Internet and computer ownership lags. (Unicef 2012) <br /> South African adolescents and youth are the first adopters of mobile technology, with 72 per cent of 15 –to 24-year olds “having a cell phone.” (Unicef 2012) <br /> The only sustainable way forward is to exploit devices students already own and use (Traxler 2013) <br /> <br />
  • The computer skills I learnt while using Facebook and YouTube has helped, as these services are more or less the same, like Twitter. So, it kind of helps you to do other internet things. <br /> Student X Int 2 UFS Ref 3 <br />
  • My phone has helped me because you know like the keyboard n my phone is more like the computer, so like I started with it, they are more like similar so my speed in typing has improved <br /> Bianca Int 1 <br />
  • universities globally are still trying to overcome the “experimental status of m-learning” with most mobile learning projects “restricted to short-lived, short-funded pilot projects or to researchers using individual courses as experiments outside mainstream methods offered by their institutions”(Rajasingham, 2011) <br /> In South Africa, a study of elearning across 14 universities in 2007 indicated that only 2 institutions were investigating or undertaking pilots using mobile learning technologies <br /> Use of mobile phones is banned in many schools and university lecture theatres => bad orientation of students to mobile phones <br /> <br />
  • Types of devices
  • To empower ‘silenced’ , ‘dominated’ & ‘marginalised’ voices to become co-producers of knowledge <br />
  • UNICEF 2012 – South African Mobile generation http://www.unicef.org/southafrica/SAF_resources_mobilegeneration.pdf <br /> Traxler 2013 – Context as text in mobile digital literacy http://ceur-ws.org/Vol-955/papers/paper_42.pdf <br /> FutureLab 2012 – Digital Literacy across the curriculum http://www.futurelab.org.uk/resources/digital-literacy-across-curriculum-handbook <br /> Beetham and Sharpe 2010 Digital Literacy Framework http://jiscdesignstudio.pbworks.com/w/page/46740204/Digital%20literacy%20framework <br /> Brown and Czerniewicz 2010 – Debunking the Digital Native http://www.cet.uct.ac.za/files/file/2010/Debunking%20the%20digital%20native%20draft.doc <br /> Brown 2012 – University students as Digital Migrants http://ejournals.library.ualberta.ca/index.php/langandlit/issue/view/1371 <br />
  • http://issuu.com/dgachago/docs/2013_11_26_emerging_tech_higher_edu?e=8853622/5768218 <br />
  • http://www.scoop.it/t/moocswatch

Social media in teaching and learning Social media in teaching and learning Presentation Transcript

  • Using social media for teaching & learning exploiting an indispensible tool in student hands 1Cheryl Brown
  • • I. Key Trends Accelerating Ed Tech Adoption in Higher Education • Fast Moving Trends: Those likely to create substantive change (or burn out) in one to two years – ! Online, Hybrid, and Collaborative Learning – ! Social Media Use in Learning
  • ISSUES ABOUT ACCESS Sms 31957 example: R 8753 Example: R [space] 8753 [space] because I don’t know how
  • • ICT access is varied and unequal Czerniewicz and Brown 2010 0.00% 10.00% 20.00% 30.00% < 2 years ago 2-4 years ago 4-6 years ago 6-10 years ago 10-15 years ago >15 years ago Years ICT experience of under 22 yr olds Survey of 3556 students across 6 HEIs in South Africa
  • Digital Strangers we're a lot of students and ICT facilities are limited. I'll request if donators can donate more as students face difficulties in queuing or computers. It's expensive, I pay more money for few minutes. I think ICTs sometimes create digital divide, especially for students who find it hard to access internet [ID 2922] Digital Natives people in my community don’t have access to computers, my knowledge of computer & owning a computer at home, it makes work easier & you work more, improves my learning capabilities, this is a computer dominated world, so it is essential for me to understand computers. [ID 190] .,
  • .. Like issues of computers is that I never had a chance to be with a computer before I came here ... [Bianca Int 1]
  • infographic Youth Adoption 72% of 15 –to 24- year olds “having a cell phone.” (Unicef 2012)
  • The computer skills I learnt while using Facebook and YouTube has helped, as these services are more or less the same, like Twitter. So, it kind of helps you to do other internet things.
  • c My phone has helped me because you know like the keyboard n my phone is more like the computer, so like I started with it, they are more like similar so my speed in typing has improved
  • But .... Cell phones are different ◦ Ownership is ubiquitous (98.7% in 2007) ◦ Ownership is not socially differentiated ◦ Main means of access to Internet off campus for students from low SEGs – - in 2009 78% of South African students accessed the internet via their cell phones (Kornberger, 2009) Dial up, 68 Broadband, 84cell phone, 191 wireless, 24 satellite, 25 Type of internet access for low SEG students (2007)
  • However not mainstreamed in education yet Sms 31957 example: R 8753 Example: R [space] 8753 [space] because I don’t know how
  • The only sustainable way forward is to exploit devices students already own and use (Traxler 2013)
  • Do students use cell phones for learning? 0.00% 20.00% 40.00% 60.00% Digital Native Digital Stranger 34.97% 37.19% 49.91% 40.19% 15.12% 22.62% No cell phone use < 40% cell phone use > 40% cell phone use % of cell phone time spent for academic purposes 2007 survey of South African university students
  • SOCIAL MEDIA IN LEARNING
  • DO STUDENTS USE SOCIAL MEDIA FOR LEARNING?
  • Informal • At one stage I was trying to learn Spanish, which did not go very well. I was in contact with three people from different parts of the world and would chat to them to practice it. – Student O Int 2 UCT Ref 6 • I go on Vula on my small phone, though its small, when I am studying for exams I took pictures of stuff and I recorded myself reading a test and then I would listen to myself .... – [Fudge Int 2]
  • • The "Prayer Network" will be on a Facebook Page. People can "like it" on the Facebook page to stay updated about its activites. People will also be able to submit their own prayer requests. "We" will pray for them, and all members will pray for those who have requested a prayer. Student K Int 1 UCT Ref 1 Affective • Jaa I always write on my status like, Maths is giving me stress, and people respond to me and they say like, hang in there and some of them are like jaa, maths, so yes I get a lot support – [Fudge Int 2]
  • To empower ‘silenced’ , ‘dominated’ & ‘marginalised’ voices to become co- producers of knowledge
  • First of all I don’t think I can live without social networks It's not a lifeline, but after not having it, or being off it for a while, I sort of feel disconnected. I wanted to stay away from Facebook for ever; - it was draining – I was addicted to it - needed space, so I stopped for three weeks and deleted my profile. felt a bit ignored, so deleted Facebook. I got angry at it. Then I remembered this project
  • DEVICES IN THE CLASSROOM
  • Arguments for • increased student and teacher technology use – facilitate faculty student interaction • increased student engagement and interest level – increase rates of in-class participation and student motivation • increased ease and speed of note taking and engagement with online sources related to the course material • modest increases in student achievement
  • Arguments against • In lecture style classes where computers are not essential to the material, the sustained use of laptops during lecture is potentially so distracting as to hinder a student’s performance and distract their fellow students. – students with open laptops remembered less lecture content than those with closed laptops (Hembrooke and Gay 2003) – Laptop multitasking hinders classroom learning for both users and nearby peers (Sana, F., Weston, T and Cepeda, N (2013)
  • IDEAS' FOR ENGAGEMENT
  • Virtual noticeboard 38 http://manipalthetalk.net/online-notice-board/
  • I can lie in my bed and sit with the laptop and then watch the lectures and then I can do the assignment in bed… So Friday, I’m running all the way back to my room, sitting on my laptop watching all the lectures and then trying to type in whatever and submitting in time for 4, Self paced learning
  • Anonymity 40 blog.talkingidentity.com Peter Steiner has been reproduced from page 61 of July 5, 1993 issue of The New Yorker, (Vol.69 (LXIX) no. 20)
  • Open consultation 41 http://bronzeagebabies.blogspot.com/2011/01/suggestion-box.html opendoormgmt.com
  • Decision making 42 http://www.alticore.eu/area_partner/photo_people_meeting_room_3.JPG
  • Scaffolding critical reading 43 http://www.clipartguide.com/_pages/0511-1003-1503-2959.html http://www.mmu.ac.uk/tips/reading/index.php
  • Transformation of mind 44
  • Content – using RSS
  • TAKE HOME THOUGHTS
  • Technology and teaching and learning interactions All about matching your teaching and learning tasks with appropriate educational technologies
  • Invisibility of technology • “… for technology to be used effectively in any learning process it must be highly visible as a learning tool but at the same time highly invisible as a mediating technology” (John & Sutherland 2005: 408).
  • Both task & learner experience • “As designers for learning, we need to make choices about technologies in a way that takes account both of how they support the learning task [design features] and how they will be experienced by individual learners – the different ‘possible relationships’ between task and learner they might mediate” (Beetham 2007:34)
  • WHERE TO GO FOR MORE?
  • http://www.emergingicts.blogspot.com/ https://studentictaccess.uct.ac.za/ 1
  • • http://issuu.com/dgachago/docs/2013_11_26_emergi ng_tech_higher_edu?e=8853622/5768218
  • • http://www.scoop.it/t/interactive-teaching- and-learning
  • https://www.coursera.org/course/edc
  • Prepared by Dr Cheryl Brown Cheryl.brown@uct.ac.za @cherybrown http://www.scoop.it/t/developing-learning- teaching This work is licensed under the Creative Commons Attribution- Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.