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The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
The social environment-1
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The social environment-1

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  • Here are just 4 examples of socialising tasks for the beginning stage of an online course.
  • E-tutor adapted from Gilly Salmon (2000) E-moderating: the key to teaching and learning online   Her seminal work on e-moderating in which she developed a 5 step model for e-moderators.   Socialising is stage 2 in Salmon's model.
  • Transcript

    • 1. Building a social environment online Four main areas <ul><li>  </li></ul><ul><ul><li>encouraging sense of community </li></ul></ul><ul><ul><ul><li>socialising into the community </li></ul></ul></ul><ul><ul><ul><li>tasks and tools for the social environment </li></ul></ul></ul><ul><ul><li>role of the e-tutor </li></ul></ul>
    • 2. Basic principles <ul><li>This Google Docs Community video illustrates some of the basic principles of online community  </li></ul>Click image to view video.
    • 3. “ Being social” today... <ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>                                             tomorrow, who knows... </li></ul><ul><li>  </li></ul>Click image to view video
    • 4. Sense of community <ul><li>Social presence has a positive </li></ul><ul><li>influence on learning </li></ul><ul><li>(Garrison et al., 1999) </li></ul><ul><li>  </li></ul><ul><li>     supporting sociability  </li></ul><ul><li>          reducing anonymity </li></ul><ul><li>              sense of belonging </li></ul><ul><li>                     netiqutte  </li></ul><ul><li>                         building group dynamic </li></ul><ul><li>                          (Preece, 2001; Hockly, 2004) </li></ul>
    • 5. The online social environment <ul><li>Learning is a social process </li></ul><ul><li>(Vygotsky, 1978)  </li></ul><ul><li>     online identity </li></ul><ul><li>            familiarising </li></ul><ul><li>                     bonding </li></ul><ul><li>                            connectedness </li></ul><ul><li>                     interaction </li></ul><ul><li>                               trust     </li></ul><ul><li>(Rovai, 2002; Salmon, 2000 ; Lave&Wenger, 1991)         </li></ul>
    • 6. <ul><ul><li>positive interdependence - all must succeed </li></ul></ul><ul><ul><li>individual accountability - everyone makes active contribution </li></ul></ul><ul><ul><li>interaction - interact meaningfully / exchange information </li></ul></ul><ul><ul><li>social skills - leadership /conflict resolution / communication skills (ensures effective functioning) </li></ul></ul><ul><ul><li>team reflection - reflect whether team is functioning & make action plan </li></ul></ul><ul><li>    </li></ul><ul><li>      (Kagan1985;Johnson & Johnson 1987; Slavin 1990) </li></ul>Designing tasks 5 principles of collaborative learning 
    • 7. Socialising tasks <ul><ul><li>online jigsaw - post piece of info / every member posts reaction to all others / each member collates & presents to group </li></ul></ul><ul><ul><li>online project - assign roles / divide up work / provide resources online / timeline </li></ul></ul><ul><ul><li>&quot;Hollywood Stars&quot;- post name of film actor and/or character / others guess why person relates to them </li></ul></ul><ul><ul><li>&quot;What do You Do ?” - post three hyperlinks with clues about profession or interests / others ask questions to guess  </li></ul></ul>
    • 8. How do different technologies help us ?
    • 9. create
    • 10. provide access
    • 11. contact
    • 12. express
    • 13. interact
    • 14. Tools... <ul><ul><li>blog: personal online journal - often updated daily </li></ul></ul><ul><ul><li>glog (graphical blogs): blogs that include audio and video </li></ul></ul><ul><ul><li>wiki : collaborative information website that includes  work from many different authors </li></ul></ul><ul><ul><li>podcasts: collection of digital media files distributed online </li></ul></ul><ul><ul><li>video sharing websites: users upload, view and share video </li></ul></ul><ul><ul><li>social bookmarking: web based collaborative repository of internet bookmarks </li></ul></ul><ul><ul><li>voxopop : share audio recordings of introductions with other participants   </li></ul></ul><ul><ul><li>glogster :   digital poster sharing </li></ul></ul>
    • 15. Chats synchronous communication online <ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>•  t ext chat </li></ul><ul><li>• a udio or voice chat </li></ul><ul><li>• p ublic chat </li></ul><ul><li>• private chat </li></ul><ul><li>(Dudeney & Hockly) </li></ul><ul><li>(How to teach English with technology, 2009) </li></ul>
    • 16. Educational chat <ul><li>• free topic chats </li></ul><ul><li>• collaborative, task oriented                     chats </li></ul><ul><li>•  Informative or academic      chats </li></ul><ul><li>• Practice chats  </li></ul><ul><li>(Gonzalez) </li></ul><ul><li>  </li></ul>
    • 17. Role of the e-tutor <ul><ul><li>participant induction </li></ul></ul><ul><ul><li>guidance for online behaviour </li></ul></ul><ul><ul><li>encouraging bonding- similar interest groups </li></ul></ul><ul><ul><li>set up socialising area </li></ul></ul><ul><ul><li>socialising & collaborative e-tivities </li></ul></ul><ul><ul><li>encourage networking </li></ul></ul><ul><ul><li>enhance social presence </li></ul></ul><ul><ul><li>bridge social, cultural,       </li></ul></ul><ul><li>     & learning environments </li></ul><ul><li>     (Salmon, 2000; Rovai, 2002) </li></ul>
    • 18.  

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