6. Back channel discussion What do these three stories have in common? Image: Master isolated images / FreeDigitalPhotos.net
7. If we can connect in some tiny way with a human that doesn't agree with us, then maybe we won't blow up the planet. Nancy White, Us and Them: A Blog Conversation Survival Guide, SXSW 2006
13. Social media toolkit Blogs Wikis Image sharing Video sharing Social networks RSS Aggregators Professional networks Presentation sharing Micro-blogging Resource/link sharing Forums Listservs
37. 3. Process Aligned to learning intentions Deliberate choice of content Choice of pedagogical approach Deliberate support for digital literacy then Deliberate selection of tool/technology renjithkrishnan / FreeDigitalPhotos.net
38. 4. Public Provide support Foster collaboration Scaffoldpeer review Share the link Model DC practices Be cybersafe Consider private/public http://upload.wikimedia.org/wikipedia/en/e/ed/Passport_to_the_World.png
39. 5. Possibilities What have we learned? What worked well? Achieve learning goals? Plan next steps… http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Teaching-as-inquiry
40. Back channel discussion A takeaway: How might you use what we have talked about today? Image: Master isolated images / FreeDigitalPhotos.net
3.30Welcome. Who do I think I am? And what brings you here this afternoon?
3.35 PART 1: THE CONTEXTI’d like to start with a story to put this afternoon’s session in context.[1] My daughters’ environmental project – what came home and what could have come home.
[2] Letters to grandma – and the sudden awareness of an audience
[3] VLN – the ‘technophobe’ discussion on PL.
3.50Back channel chat on the three stories
3.45Pulling the stories together: all of them have at their heart a social need that has always been there –to share, belong, find out, exchange, support, learn. This is NOT new. But they also illustrate how we can now manage that more often, more efficiently, flexibly, globally through technology.
3.55We know that a key factor for effective learning to occur includes:The notion of the classroom as a learning community in which all learning styles, cultures and diversities are acknowledged and embedded in the task design;We know that the use of ICT needs to be integrated into this pedagogical practice
4.00What kinds of tools can support ‘social learning’? What do they look like? What characterizes them?
Have you planned a learning experience that incorporated any of these tools? What did you aim to achieve?
4.05 PART 3: WHY SOCIAL MEDIA TOOLS CAN SUPPORT LEARNINGLet’s look at some examples[1] Learning with community: Willowbank school using Facebook
4.10[2] Example 2: Students learning with your peers, writing with wikis/blogs
Communities of practice online function like communities of practice offline, albeit with different conventions, pace
4.15[3] Example 3: Teachers learning together on inElearning in NZ schools groups and on Twitter[image from Nick]
PART 5: 5 STEPS TO TAKE1: PURPOSE: purpose, context, learning, NZC, audience, vision, beliefs, alignmentFor example….
2: PEOPLE: students’ abilities (literacy, technical, leaning area, key competencies, digital literacy), age, digital citizenship/cybersafety practice and policy, wider community, other staff, HoDFor example
3: PROCESS: deliberate planning and teaching/pedagogy, scaffolding, supporting – digital literacy – selection of tool –aligned to purpose
4: PUBLIC: support, collaboration, peer review, aligned to learning intentions, share the link, modelling DC practices, cybersafety, private/public
