The document discusses using social media to enhance authentic learning experiences for students. It describes challenges facing teachers from changing student demographics and learning styles. The author details trials of using social media like Google, Facebook and RSS feeds to promote self-directed learning, information sharing between students and schools, and teachers' professional development. The goal is to actively engage students and fine-tune teaching to their interests through more practical and social learning opportunities.

1. Be Social in Learning
Be Global in Life
新媒體，真學習
Wong Pak-yick 黃百益
http://www.i-garden.org
http://www.hkict.net
Education 2.5me 24-09-2011

2. About me
 Subject panel of ICT / ITC
CUHKFAA Chan Chun Ha Secondary
School
 Edublogger of ICT Ed Blog "iGarden"
(http://www.i-garden.org) since 1999
 Convener of HK ICT Network
香港資訊及通訊科技教育網絡
(http://www.hkict.net)

3. About the Title
 新媒體
(Social Media)
 真學習
(Authentic Learning Experience)
 透過新媒體
->達致真實學習經驗

4. About the Sharing
 My School Context
 “Shift Happens” in our Students
 Social Media & Catering for Learner
Diversity
 Social Media & Teachers’ PLN
 Where we are going to?

5. About My School
 CUHKFAA Chan Chun Ha Secondary School
 Chung On Estate, Ma On Shan
 Founded in 2000
 2005 HKCEE CIT; 2007 HKAL CA
 2010-2011
 1 group of NSS ICT @ S5, CMI
 1 group of NSS ICT @ S4, CMI

6. Changes in HK students
Learner’s Diversity – Bipolar Intake

7. Changes in HK students
Learner’s Diversity – Bipolar SES
 SES (Social and Economic Status) was
another source contributing to the
diversity in students’ ability.

8. Changes in HK students
Learner’s Diversity – Learning styles
 Visual learners
 Auditory learners
 Kinetic learners

9. Changes in HK students
Few Trends
 Most kids have shorter attention span
 Know “gadgets” more than “hardware”
 Know “apps” more than “software”
 Computer room syndromes
 Intranet-phobia
 Smart phones with data plan
->More attached to social network

13. Challenges faced by teachers
 We, teachers, are prepared to
adapt to the change in learning
and teaching paradigm.
 challenges in lesson planning,
classroom discipline and content
delivery
 Lock or Leverage?

14. Exception

15. Social and Authentic Approaches
 Curriculum Planning
 Self Learning Skills
 Authentic Learning
 Building Learning Community among
Schools
 Prompt Formative Assessment for
Feedback and Evaluation (no time
today)

16. Try-out 01: Authentic Learning and
Self Learning Skills (RSS)
 First Task in S.4 ICT lessons – create Google
account
 Provides some good ICT RSS feeds to start with
 Teachers and students could read (and share)
ICT news in the same pace
 One stop scanning & reading
 Promote students’ reading
habit and information
management skill
 Demonstration

17. Try-out 01: Authentic Learning and
Self Learning Skills (RSS)

18. Try-out 01: Authentic Learning and
Self Learning Skills (RSS)
 students were asked
to write
collaborative blog as
assignment in
replace of
newspaper cutting

19. Try-out 01: Authentic Learning and
Self Learning Skills (RSS)
 check students’
reading habit
 promote the climate
of sharing findings
 Classificstion
through
categorization and
tagging

20. Approaches to be tried out

21. Try-out 02: Authentic Learning and
Self Learning Skills (Social Media)
 used Facebook as a
way to disseminate
IT information for
students’ extended
reading and
comment
 Embrace students’
social networking
tool rather than
school Intranet
 Will introduce later

22. Try-out 02: Authentic Learning and
Self Learning Skills (Social Media)
Be Social in Learning
Be Global in Life

23. Why Social in Education?
 “The Internet has proved to be a very
effective platform for building learning
communities among teachers and
students……both teachers and students need
to participate actively and share their
knowledge, experience and expertise in
building and maintaining a successful learning
community.”
- Section 4.6 “Building a Learning Community”
EDB NSS ICT Curriculum & Assessment Guide 2007

24. Try-out 03: Learning Community
among Schools (Why?)
 Networked Schools,
Networked Teachers,
Networked Students
 Increase exposure of
MOS (Ma On Shan)
students (also to
diminish the SES effect)
 Facilitate collaboration
between schools

25. Try-out 03: Learning Community
among Schools (How?)
 arrange talks (by IT professionals) and
other OLE activities for their students in
a large group

26.  encouraged students to participate
actively in Q&A sessions as well as post-
seminar sharing with speakers

29. •WTIA
•eLearning
Consortium
•eZone
•Famous
bloggers
•Openrice

30. Try-out 03: Learning Community
among Schools (How?)

31. Try-out 03: Learning Community
among Schools (How?)

32. Try-out 03: Learning Community
among Schools (thru’ Social Media)
 HKICT Network, a “flash mob” in ICT Education
 Facebook Fans Page
(http://www.facebook.com/hkict )
 Growing fast, now near 450
 EDB, HKEAA, University Professors, ICT
professionals, teachers and students
 HK, Taiwan, USA

33. Try-out 03: Learning Community
among Schools (thru’ Social Media)
With social
network, we are
building a
prototype of an
“All round”
learning
community!

34. Try-out 03: Learning Community
among Schools (thru’ Social Media)
 Authentic Learning Experience
for NSS Students:
 Networking Talk (Cisco) and WebEx Meeting
 Wireless Technology (WTIA)
 Social Media (Blogger Jansen)
 Mobile Technology in Learning (Erwin)
 ICT Day Camp (EZone, Cyberport)
 Japanese Animation Talk (Gundam 00 Director)
 Openrice Talk (Ray Chung)

35. Social Media & Teachers’ PLN
 US teachers – PLN (Personal Learning Network)
 Broaden HK teachers’ horizon thru’ Twitter:
 @SirKenRobinson
 #elearning
 @21stprincipal
 #colearning
 @karlfisch
 #edtech
 @mcleod
 #edchat
 @ikawhero

36. Summary
 Fine-tuning teaching
plan proactivelty to suit
students’ interest
 parallel teaching of
“theoretical” and
“practical” topics
 Promote authentic, self,
social (group) learning

37. Reflections – Trials and Errors

38. Try-out 04: Prompt Formative
Assessment

39. Thank You !
mr.pywong@gmail.com