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  • I am sure some of you already googled your name. I do it once a while and I believe that it is a critical exercise for us to be able to track out digitial activities. If you google mine, you will come across with these digital spaces where I interact. My personal webpage and social networks where I interact with my colleagues and other websites where I share resources on educational technology.
  • Higher education have embraced online education as an opportunity to meet diverse needs of students. The college 2020 predictrs that students will demand more online courses in near future. There are growing number of nontraditional students and working professionals. Instituions started making their course content publicly available. Stanford Artificalintellgigenmce course was offered free online and attracted 58 000 students around the world.
  • If you do another quick google search this time using the google images option with keywords teacher, technology, cartoon, you will see these kind of cartoos where teachers are represented as confused people who are having hard tim connecting to the learners of digital age. They are mostly in front of a blackboard, or traditional classroom tools or like in this one an online teacher having a nightmare with 736 new messages. These are really demonstating the way the relatinship between technology and teacher perceived in a society.Despite this rapid growth in the use of and demand for online technologues in higher eduication, distinct pedagogies for online learning have not yet emerged. Faculty may find it difficult to move something new when the patterns of behavior for success are not fully established.
  • “[W]e have designed and used LMSs ... to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model.”
  • “[W]e have designed and used LMSs ... to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model.”
  • Educators around the world are creating open educational resources and contributing to the body of knowledge building upon the existing and evolving collective knowledge. Fired up with this mission, this course was designed to provide educators an extensive resource on social media and social media pedagogies shared under a Creative Commons license- Attribution-NonCommercial-ShareAlike”.
  • The massive online activity in the social media platforms can create “avalanche o information that feels absolutely overwhelming” (Richardson, p. 71). This is particulatly an important issue in educational environments on social media when the purpose is not t overwhelm the learner but help them learn with the capabilities of these tools. To overcome the excessive communication and participation in several social media platforms used in this course, students were introduced with course RSS (Real Simple Syndication) feeds of the course platforms such as blog, wiki, Twitter and Diigo, aggregators (feed collectors) such as Google Reader, and personalized dashboards such as igoogle, pageflakes, and netvibes. Using these, students were able to keep track of the class interaction in various platforms in efficient and organized way. Moreover, the course wiki was designed in a way that the widgets of different platforms such as Twitter and Diigo were embedded on the side bar, collecting the current interaction and latest content from each tool and displaying them as part of the wiki site.
  • A class blog was created on the Edublogs where users were added as blog authors. The blog included students’ discussions on various topics related to social media, their reflections on the use of social media tools in their own educational settings and instructor’s reflections related to the class sessions. The blog was designed as a platform to create an interactive discussion environment where students expressed their opinions and commented on each other’s posts.

Transcript

  • 1. Social Media Meets Learning:Transforming Pedagogies in Higher Education EvrimBaran, Ph.D. Assistant Professor @ Middle East Technical University Ankara, Turkey
  • 2. Discrepancy between educational settings and everyday life• Analog to digital• Tethered to mobile• Isolated to connected• Generic to personal• Consumers to creators• Closed to open (Wiley and Hilton, 2009)
  • 3. Social media “a group of Internet- based applications that build on the ideological and technologicalfoundations of Web 2.0, and that allow thecreation and exchange ofuser-generated content.” Definition from: http://en.wikipedia.org/wiki/Social_media Image from: http://www.isteconnects.org/otherpics/social
  • 4. Social Media in Education
  • 5. Background• Connectivism(Siemens, 2005; Downes, 2008),• Social networking (Boyd & Ellison, 2007),• New media literacies and participatory culture (Jenkins et al., 2006; Richardson, 2008),• Creative commons, Web 2.0 and social collaboration environments, learning Space Mashups (Lamb, 2007; Wheeler, 2009),• Dj culture, edupunks, open educational resources and open access (Yuan, MacNeil&Kraan, 2008).
  • 6. What is participatory culture?• Low barriers to artistic expression and civic engagement• Strong support for creating and sharing one’s creations with others• Some type of informal mentorship whereby what is known by the most experienced is passed along to novices• Members believe that their contributions matter• Members feel some degree of social connection with one another.
  • 7. Connectivism, A Theory of Personal Learning• Connectivism •Learning and knowledge rests in diversity of opinions. •Learning is a process of connecting specialized nodes or information sources. •Nurturing and maintaining connections is needed to facilitate continual learning. •Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. •Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • 8. What Does Social Media Offer for Education? • Self-expression • Sharing enthusiasm, common interests • Access to experts • Connectedness • Anytime anywhere learning • Build and share skills • Reach people around the world • Participate in the communities of learning
  • 9. •Course content hub • Creating a course•Editing pages community with a coursecollaboratively hash tag•Contributing to the • Sharing resourcescourse content on social • Communicating withmedia outside experts•Sharing class daily • Backchannel conversationactivities Social with remote guest speakers•Sharing course schedule Course Wiki: Networking: • Communicating course•Sharing course projects Pbworks Twitter & requirements and Facebook remindersand presentations Social Course Blog: Bookmarking: Edublogs Diigo •Online course •Online course discussions discussions •Reflections on social media •Reflections on social topics media topics •Critical reviews of the course •Critical reviews of concepts the course concepts
  • 10. Course Platforms Course Blog Course Wiki reflect, comment, discuss, collaborate, comment, share contribute, analyze, organizehttp://socialmedialearning.edublogs.org/ http://socialmedialearning.pbworks.com/ Social Bookmarking Course Tweetsshare, reflect, comment share, comment, participate communicatehttp://groups.diigo.com/group/ci593_b #ci593b
  • 11. Using wiki as a course management platform http://socialmedialearning.pbworks.com/
  • 12. Creating a collective resourcerepository with social bookmarking http://groups.diigo.com/group/ci593_b
  • 13. Using class blog as a reflection and discussion space http://socialmedialearning.edublogs.org
  • 14. Social networking for extending the classroom interaction:• Twitter course hash tag: #ci593b• Facebook Group: http://bit.ly/9U82U3
  • 15. SOCIAL MEDIA FINAL PROJECT• Best Practices for a Successful Faculty Social Media Presence• Thinkingmachine.pbworks.com • Harvard Law School Weblogs Terms of Use • IBM Social Computing Guidelines • Intel Social Media Guidelines • Vanderbilt University Social Media Handbook • Frances Howell School District Social Media Guidelines
  • 16. What were your favorite experiences in the course?“The connections I made during this class with other teachers across the state was wonderful. Getting the Van Meter superintendent in to talk help immensely in this area. I do have a much better idea of how SM can be used effectively in schools. I also enjoyed getting exposed to lots of new SM tools”
  • 17. What could we do differently to improve upon this course’s format or concept?“I think social networks are so inherently complex that focus upon clarifying the expectations and guidelines would go a long way to making class easier to keep up with” • A central list of readings • A central list of activities • A central list of resources• want to.
  • 18. If there is anything else youd like to tell us about your experiences inthis course, please feel free to do so.“It would be good to keep the discussion going- to talk about our works and our progress”
  • 19. Future Directions: The Affordances of Emerging Technologies for Online Pedagogies
  • 20. Gracias!