RPI: Leveraging the Social Web...

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RPI: Leveraging the Social Web...

  1. 1. Leveraging the Social Web for Teaching & LearningPast, Present, & Future<br />Richard Hartshorne, Ph.D.Associate Professor, Instructional Systems TechnologyUniversity of North Carolina at Charlotte<br />
  2. 2. About Me<br />
  3. 3.
  4. 4. Everyday: Then  Education: Now<br />Analog<br />Tethered<br />Isolated<br />Generic<br />Consumption<br />Closed<br />David Wiley (BYU)<br />
  5. 5.
  6. 6. Typical Teacher Network<br />A. Couros<br />
  7. 7.
  8. 8.
  9. 9. Everyday: Now  Education: Future?<br />Digital<br />Mobile<br />Connected<br />Personal<br />Creating<br />Open<br />David Wiley (BYU)<br />
  10. 10. Dan Pink, A Whole New Mind<br />
  11. 11. Shift from paper to digital<br />
  12. 12. Why Social Software? <br />
  13. 13. Typical Teacher Network<br />A. Couros<br />
  14. 14. Potential Teacher Network<br />A. Couros<br />
  15. 15.
  16. 16. What the research says:<br />
  17. 17.
  18. 18. 50%<br />10%<br />75%<br />80%<br />96%<br />71%<br />35 hours<br />
  19. 19. In education, though, it’s a different story<br />
  20. 20. Attitudes & Use: Faculty<br />Blogs (+)<br />Social networks:<br />improving student-student interactions (+),<br />improving student-faculty interactions (-)<br />Social Bookmarks (-)<br />However….the overwhelming majority stated that they do not use, and do not plant to use. <br />
  21. 21. Attitudes & Use: Students<br />Various Tools (+)<br />Social Bookmarks (-)<br />Used tools more than faculty, but not as much as expected, and not in educational contexts.<br />Seemed to recognize pedagogical affordances of specific tools more effectively than faculty.<br />
  22. 22.
  23. 23. Path Analysis<br />Perceived Usefulness<br />Attitude<br />Perceived Ease of use <br />Compatibility<br />Student Influence<br />Subjective Norm<br />Behavioral Intention<br />Behavior<br />Peer Influence<br />Superior Influence<br />Self efficacy<br />Perceived Behavioral Control<br />FC- Resources<br />*** Significance Less than 0.001<br />** Significance Less than 0.01<br />* Significance Less than 0.05<br />FC- Technology<br />23<br />
  24. 24. Factors: Faculty<br />Most Important: Attitudes<br />Very significant: Perceived Usefulness<br />Significant: Compatibility<br />Still Significant: Perceived Ease of Use <br />Important: Perceived Behavioral Control<br />Very significant: Self Efficacy<br />Significant: Availability of Resources<br />Not significant: Availability of Technology<br />Not Important: Subjective Norms<br />Very significant: Superior Influence<br />Significant: Student Influence<br />Not significant: Peer Influence<br />
  25. 25. Factors: Students<br />Most Important: Attitudes<br />Very Significant: Perceived Usefulness<br />Significant: Perceived Ease of Use<br />Still Significant: Compatibility<br />Important: Subjective Norms<br />Very Significant: Superior Influence<br />Very Significant: Peer Influence<br />Not Important: Perceived Behavioral Control<br />Very Significant: Self Efficacy<br />Significant: Availability of Resources<br />Not Significant: Availability of Technology<br />
  26. 26. So What? <br />
  27. 27.
  28. 28. …we as educators need to reconsider out roles in students’ lives, to think of ourselves as connectors first and content experts second.<br />Will Richardson<br />
  29. 29.
  30. 30. Mr. A’s Class Blog<br />
  31. 31. IN*SITEnetwork<br />
  32. 32. Thingiverse<br />
  33. 33. Ustream.tv: Sarasota County Schools<br />
  34. 34.
  35. 35. Flexibility/Mobility<br />Personalization<br />Sharing (Kevin Kelly)<br />More of the Cloud<br />Generating (Kevin Kelly)<br />Future? <br />
  36. 36.
  37. 37. Richard Hartshorne, Ph.D<br />Associate Professor, Instructional Systems Technology<br />UNC-Charlotte<br />E-mail: rhartsho@uncc.edu<br />Skype: rhartsho49er<br />Voice: 704.687.8711<br />

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