Paepae session on social learning_22June2011

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  • 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
  • Complete the cycle with evaluation
  • Paepae session on social learning_22June2011

    1. 1. Social learning | Social media <br />What does it mean for schools?<br />Karen Melhuish<br />
    2. 2. Tēnākoutou, tēnākoutou, tēnākoutoukatoa<br />Diver: healingdream / FreeDigitalPhotos.net/Jogging: federico stevanin / FreeDigitalPhotos.net<br />
    3. 3. Saving the world one light at a time<br />
    4. 4.
    5. 5.
    6. 6. Back channel discussion<br />What do these three stories have in common?<br />Image: Master isolated images / FreeDigitalPhotos.net<br />
    7. 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.<br />Nancy White, Us and Them: <br />A Blog Conversation Survival Guide, SXSW 2006<br />
    8. 8. What is social learning?<br />“The social and the cognitive are not distinct domains in practice, but are integrated and embedded in task and activity design and classroom organisation” (Alton-Lee, 2003)<br /><ul><li>Relate to others
    9. 9. Recognise others’ points of views
    10. 10. Participate in a shared community
    11. 11. Compare ideas</li></li></ul><li>Why social learning tools and communities of practice go hand in hand<br /><ul><li>"Communities of practice are bound by intricate, socially connected webs of belief, which are essential to understanding what they do" (Brown, Collins & Duguid, 1989)
    12. 12.  "Communities of practice are our first knowledge-based structures" (Wenger, McDermott & Snyder, 2002)</li></ul> <br /><ul><li> Today, with the complementary nature of sociocultural theory and collaborative learning tools, learning is viewed as fundamentally social and derived from authentic engagement with others in a community of practice (Bonk & Cunningham, 1998 citing Kahn, 1993).</li></ul>By Isherb (Own work) [Public domain], via Wikimedia Commons<br />
    13. 13. Social media toolkit<br />Blogs<br />Wikis<br />Image sharing<br />Video sharing<br />Social networks<br />RSS Aggregators<br />Professional networks<br />Presentation sharing<br />Micro-blogging<br />Resource/link sharing<br />Forums<br />Listservs<br />
    14. 14. What do social learning spaces look like?<br /><ul><li>driven by the users and their concerns</li></ul> <br /><ul><li>focused on the user e.g. their profile of interests, passions
    15. 15. flexible spaces and groups
    16. 16. interactive dialogue
    17. 17. collaborative
    18. 18. facilitated by the community
    19. 19. content is secondary
    20. 20. often free to host; open shareware
    21. 21. frequent exchanges of information
    22. 22. integrated with other tools e.g. social media, email
    23. 23. simple to use, accessible</li></li></ul><li>Back channel discussion<br />Have you planned a learning experience that incorporated any of these tools?<br />Image: Master isolated images / FreeDigitalPhotos.net<br />
    24. 24. Connecting with community<br />http://www.edtalks.org/video/engaging-our-community-through-facebook<br />
    25. 25. Participating and contributing<br />http://www.vln.school.nz/pg/groups/56658/collaboration/<br />http://moturoa.blogspot.com/<br />
    26. 26. Communities of practice online<br />Adapted from Nick Rate (2011), Timperley et al (2008)<br />
    27. 27. Communities of practice<br />
    28. 28. PURPOSE<br />1. Purpose<br /><ul><li> Vision
    29. 29. Beliefs
    30. 30. Key Competencies
    31. 31. Learning intentions
    32. 32. Alignment to wider issues, activities</li></li></ul><li>2. People<br /><ul><li> Skills and abilities: literacy, technical, curriculum, key competencies, digital literacy
    33. 33. Cybersafety
    34. 34. Digital citizenship competencies
    35. 35. School community
    36. 36. Wider community</li></ul>Image: Paul Gooddy / FreeDigitalPhotos.net<br />
    37. 37. 3. Process<br />Aligned to learning intentions<br />Deliberate choice of content<br />Choice of pedagogical approach<br />Deliberate support for digital literacy<br />then<br />Deliberate selection of tool/technology<br />renjithkrishnan / FreeDigitalPhotos.net<br />
    38. 38. 4. Public<br />Provide support <br />Foster collaboration <br />Scaffoldpeer review <br />Share the link <br />Model DC practices <br />Be cybersafe<br />Consider private/public<br />http://upload.wikimedia.org/wikipedia/en/e/ed/Passport_to_the_World.png<br />
    39. 39. 5. Possibilities<br />What have we learned?<br />What worked well?<br />Achieve learning goals?<br />Plan next steps…<br />http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Teaching-as-inquiry<br />
    40. 40. Back channel discussion<br />A takeaway: How might you use what we have talked about today?<br />Image: Master isolated images / FreeDigitalPhotos.net<br />
    41. 41. And <br />finally…<br />……Tēnārāwāatukoe…many thanks….<br />

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