MAHARA & SOCIAL LEARNINGDominique RenaultE-Learning Support OfficerRoger EmeryLearning Systems Development Manager
Student Case Study• Name: Chris W• Display name: Winnie• Level: 5 (2nd Year)• Course: BA (Hons) Interior Design (Decoration)
Using external and social content                                       Users can                                       ad...
Linking external content
What did the student think?“The wall feature is quite cool. You caninteract with other people. But I thinkthat’s quite a c...
Groups: Content• Sharing  • Feeds  • Pages  • Files• Communication  • Forum• Collaboration  • Pages  • Forum
Using group elements on personal pages    Group               Personal
What did the student think?“I think it’s perfect to have the groupon myPortfolio [Mahara] as opposed toFacebook, because i...
Students key points• Promoted team work• High team morale• Mobile• Easy• Focuses• Organise• Communicate• Stress-free
Conclusion • Early Days          • Awareness • Student Control     • Anxiety about initial use • Safe for Students   • Fle...
• Roger Emery              • Domi Renaultroger.emery@solent.ac.uk   dominique.renault@solent.ac.ukTwitter: @SolentRoger   ...
Mahara & social learning
Mahara & social learning
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Mahara & social learning

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  • Intro to maharaBasics of what it doesWeb 1/ web 2Student control
  • Our VLE, ePortfolio & online careers site are all integrated where possible:
  • Friends – can add groups
  • ConclusionStill early days – no student gone through entire course with itSystem – does give students social media tools for learning in a safe environmentGive the uni some control – we can retrieve backups (we can’t do that with external sites)Awareness (50% directed by staff) (stats out of 61 people)Most popular for assessment (46%)Over half wanted mobile version
  • Mahara & social learning

    1. 1. MAHARA & SOCIAL LEARNINGDominique RenaultE-Learning Support OfficerRoger EmeryLearning Systems Development Manager
    2. 2. Student Case Study• Name: Chris W• Display name: Winnie• Level: 5 (2nd Year)• Course: BA (Hons) Interior Design (Decoration)
    3. 3. Using external and social content Users can add friends. They can also create and control groups Friends can post wall comments Twitter feed embedded in the page
    4. 4. Linking external content
    5. 5. What did the student think?“The wall feature is quite cool. You caninteract with other people. But I thinkthat’s quite a clever thing to have inthere because it does “I enjoyed the fact it isassociate, especially with students, it customizable so you candoes associate you with Facebook. So have each segment ofthat automatically has a social aspect your profile page how youof the portfolio rather than just this is prefer it. Withsomewhere where you put your work. Facebook, as anThis is somewhere you can talk to example, sometimes ifyour friends, talk to your lecturers...” you put something on there it is up there, you can’t get rid of it. With this [Mahara] it’s nice that you can just alter anything you like.”
    6. 6. Groups: Content• Sharing • Feeds • Pages • Files• Communication • Forum• Collaboration • Pages • Forum
    7. 7. Using group elements on personal pages Group Personal
    8. 8. What did the student think?“I think it’s perfect to have the groupon myPortfolio [Mahara] as opposed toFacebook, because if you were to do it “My favourite feature of theon Facebook chances are you get group page is the factdistracted by who’s doing what and you’ve got so much scopeBob’s got a new job or whatever. to grow within that projectWhereas on myPortfolio it focuses and as a group. Every timeyour mind onto, we’re here to do some we had something new orwork you just happen to have the another idea we’d post it onsocial aspect as well.” there and get everyone else to feedback.”Most people if you were to ask them what theirfavourite aspect of uni was it would be the socialside. So to include that in the technology availableto them is crucial.
    9. 9. Students key points• Promoted team work• High team morale• Mobile• Easy• Focuses• Organise• Communicate• Stress-free
    10. 10. Conclusion • Early Days • Awareness • Student Control • Anxiety about initial use • Safe for Students • Flexibility • System Control • Customisable
    11. 11. • Roger Emery • Domi Renaultroger.emery@solent.ac.uk dominique.renault@solent.ac.ukTwitter: @SolentRoger Twitter: @Lilly_Stardust General email: ltu@solent.ac.uk

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