ELSEELSE;; #socialmedia#socialmedia learninglearningmodels ofmodels of CROSCROS && WikiWikiQualsQualsVioleta Maria Serbu C...
OverviewOverviewAnalytic ContextAnalytic ContextSome aspects of the CROS ‘alternative university’Some aspects of the CRO...
CROS/CROS/WQ;WQ; Analytic ContextAnalytic ContextThe participatory nature of the Internet allowsThe participatory nature ...
CROS Alternative UniversityCROS Alternative UniversityStudent-centred model of HE in RomaniaStudent-centred model of HE i...
WikiWikiQualsQuals ProjectProjectActivity-based, ‘learning is doing’ modelActivity-based, ‘learning is doing’ modelBased...
CROS/WCROS/WQ;Q; ComparisonsComparisons1. As Social Phenomena1. As Social PhenomenaCROS; begins with professional practic...
CROS/WCROS/WQ;Q; ComparisonsComparisons2. As Learning Environment2. As Learning EnvironmentCROS; student-centred learning...
CROS/WCROS/WQ;Q; ComparisonsComparisons3. As a Set of Tools3. As a Set of ToolsCROS; from shared social media (Facebook,C...
CROS/WCROS/WQ;Q; ConclusionsConclusionsThe nature of the social phenomena definingThe nature of the social phenomena defi...
CROS/WCROS/WQ;Q; ResourcesResourcesCROS Alternative UniversityCROS Alternative University;;http://http://www.universitatea...
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Social Media Learning Models; CROS & WikiQuals

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A presentation of a paper given at ELSE, Bucharest April 26 2013 comparing the use of social media in the alternative university models of CROS & WikiQuals

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Social Media Learning Models; CROS & WikiQuals

  1. 1. ELSEELSE;; #socialmedia#socialmedia learninglearningmodels ofmodels of CROSCROS && WikiWikiQualsQualsVioleta Maria Serbu CROS &Violeta Maria Serbu CROS &@FredGarnett London Knowledge Lab@FredGarnett London Knowledge LabBucharest, Romania, 26 April 2013
  2. 2. OverviewOverviewAnalytic ContextAnalytic ContextSome aspects of the CROS ‘alternative university’Some aspects of the CROS ‘alternative university’Some aspects of the WikiSome aspects of the WikiQualsQuals learning modellearning modelComparison of CROS & WikiComparison of CROS & WikiQualsQualsSocial phenomenaSocial phenomenaLearning EnvironmentLearning EnvironmentSet of ToolsSet of ToolsConclusionConclusion
  3. 3. CROS/CROS/WQ;WQ; Analytic ContextAnalytic ContextThe participatory nature of the Internet allowsThe participatory nature of the Internet allowsa “new culture of learning” (Seely Brown)a “new culture of learning” (Seely Brown)““E-learning could be a highly disruptiveE-learning could be a highly disruptivetechnology of education” (Laurillard) astechnology of education” (Laurillard) as““E-learning is a complex set of social practices”E-learning is a complex set of social practices”(Haythornthwaite)(Haythornthwaite)CROS & WikiQuals are both “complex socialCROS & WikiQuals are both “complex socialpractices” with new learning modelspractices” with new learning models
  4. 4. CROS Alternative UniversityCROS Alternative UniversityStudent-centred model of HE in RomaniaStudent-centred model of HE in RomaniaCommunity of practice (Wenger) basedCommunity of practice (Wenger) basedstarting with NGO Human Resources workersstarting with NGO Human Resources workersLearning experiences, individual support,Learning experiences, individual support,social learning, practical learning; which evolvesocial learning, practical learning; which evolveLearning architects design the learning supportLearning architects design the learning support& resources, e.g. ‘My Learning Tribe’& resources, e.g. ‘My Learning Tribe’Uses open access social media toolsUses open access social media tools
  5. 5. WikiWikiQualsQuals ProjectProjectActivity-based, ‘learning is doing’ modelActivity-based, ‘learning is doing’ modelBased on Emergent Learning Model looking atBased on Emergent Learning Model looking atnew models ofnew models of post-hocpost-hoc accreditationaccreditationSqolars are a “disenfranchised group of non-Sqolars are a “disenfranchised group of non-consumers” using “emergent technologies”consumers” using “emergent technologies”Each Sqolar builds their own unique personalEach Sqolar builds their own unique personallearning network (PLN)learning network (PLN)QR codes provide “real-time” accreditationQR codes provide “real-time” accreditation
  6. 6. CROS/WCROS/WQ;Q; ComparisonsComparisons1. As Social Phenomena1. As Social PhenomenaCROS; begins with professional practice asCROS; begins with professional practice asHuman Resource Professionals in NGOsHuman Resource Professionals in NGOsCROS; Learning model re-inforces quality ofCROS; Learning model re-inforces quality ofprofessional practice & group identityprofessional practice & group identityWWQ;Q; emerged from UK student occupationsemerged from UK student occupationsand the alternative University Project (2011)and the alternative University Project (2011)WWQ;Q; self-organisedself-organised “community of scholars”“community of scholars”
  7. 7. CROS/WCROS/WQ;Q; ComparisonsComparisons2. As Learning Environment2. As Learning EnvironmentCROS; student-centred learning networkCROS; student-centred learning networkCROS; community of practice as a structuredCROS; community of practice as a structured‘e-learning social network’ (Downes)‘e-learning social network’ (Downes)WWQ;Q; learner-centred rhizomatic learninglearner-centred rhizomatic learningWWQ;Q; discontinuous networks with shared butdiscontinuous networks with shared butunrelated learning experiencesunrelated learning experiences
  8. 8. CROS/WCROS/WQ;Q; ComparisonsComparisons3. As a Set of Tools3. As a Set of ToolsCROS; from shared social media (Facebook,CROS; from shared social media (Facebook,NING) to defined Google ‘cloud’NING) to defined Google ‘cloud’ suitesuite of toolsof toolsCROS; process supported by technical teamCROS; process supported by technical teamWWQ;Q; Personal Learning Networks with self-Personal Learning Networks with self-defined use of tools reflecting learners needsdefined use of tools reflecting learners needsWWQ;Q; ‘We are Rhizomatic’ (Cormier)‘We are Rhizomatic’ (Cormier)unsupported personal use of social mediaunsupported personal use of social media
  9. 9. CROS/WCROS/WQ;Q; ConclusionsConclusionsThe nature of the social phenomena definingThe nature of the social phenomena definingWWQQ & CROS shapes their learning& CROS shapes their learningLearning environments based on social mediaLearning environments based on social medialearning tools reflect each learning processlearning tools reflect each learning processCROS; self-organised learning approach withCROS; self-organised learning approach withwork focuswork focus;; social media enables collegialitysocial media enables collegialityWWQQ; is a ‘community of Sqolars’; technologies; is a ‘community of Sqolars’; technologiesused to end their learning disenfranchisementused to end their learning disenfranchisement
  10. 10. CROS/WCROS/WQ;Q; ResourcesResourcesCROS Alternative UniversityCROS Alternative University;;http://http://www.universitateaalternativa.rowww.universitateaalternativa.roSerbu, V. 2013. Functions of Social Media in HigherSerbu, V. 2013. Functions of Social Media in HigherEducation: A Case StudyEducation: A Case StudyWikiWikiQualsQuals ProjectProject;;http://wikiquals.wordpress.com/abouthttp://wikiquals.wordpress.com/aboutGarnett, F. and Ecclesfield, N., 2009 Emergent Learning ModelGarnett, F. and Ecclesfield, N., 2009 Emergent Learning Model

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