Individually, these multiple sources of information and social network tools are individually complete and collectively inconsistent . Together, however, they hold the promise to enhance the user experience, dovetail with the digital learning style and expectations of the neo-millennial student, and support student learning.
1. What is Social Learning?• Social learning, is all the learning done outside of formal training, such as classroom training and other tracked and managed online education. Also known as informal training.• It happens as a formation of communities of people sharing common interests, to share information which remains largely untracked and unmanaged activity.
2. The Trend• Large organizations consider this informal sharing of information to be the largest part of learning process. So companies enhance these activities and harness the power.• Building communities around common interests, sharing, rating, ranking, ta gging, commenting, one-on-one and group dialogue, blogging, tweeting and collective authoring take place in this new learning world.• And people love it.
3. Why Social Learning?Companies need to adopt new technologies and take advantage of the strengths ofneomillennial workers who network, multitask and share valuable informationorganizationally with the proper tools.The benefits of social learning strategies: A successful social learning• To promote business collaboration and informal enterprise: learning environments in which multiple groups share ideas, opinions and knowledge. • is transparent in all activities• The break down communication barriers that often • remains pro-active emerge between different groups, time zones, and • keeps everyone informed locations. • provides multiple feedback loops• To enable employees to share their unique expertise with one another through crowd sourcing, thus enhancing the skills of colleagues.• To enhance the transfer of knowledge throughout the organization.
4. Social Learning and the WEBWith the evolution of web we see online learners and they are surrounded by thedigital world, as a result have developed new ways of understanding, learning andprocessing new information.In the past, attaining "full social interaction" The Always-On Generationrequired students and teachers to be tied to • 74% use IM every weeka physical space-such as a traditional • 94% surf the Web forclassroom. homework help • 41% use IM or e-mail to talkBut as the web-based and other technologies to teachershave evolved, students and teacher alike are • 30% have used IM to findachieving many of the social benefits of social new friendsinteractions in synchronous and asynchronousWeb-based learning environments.
5. Neomillennial learnersThose born after 1982.Online learners have grown up bythe digital world, and as a resulthave developed new ways ofunderstanding, learning, andprocessing new information.They have grown up with the Web,are “always-on,” and expect toutilize technology in their learning.
6. User Experience & Social LearningIt is time to refine theunderstanding of instructional Cleardesign for new content delivery Structureto meet the expectations of Efficient Intuitivetoday’s learners as well asclosely aligned it to the learning Simpleobjectives. Engaging SupportiveIt is required that we adopt new Accessiblesocial networking technologiesand integrate them into the enduser’s experience and learningstyle.
7. User Experience & Social LearningQuestions to ask:• How will the use of any particular social media element help the student achieve full cognitive development?• How will the use of social media support neomillennial learning styles?• How will the use of social networking technologies facilitate learning situated in a social context?• What steps as a designer we can take to help users decide which links will meet the users expectation for that link?
8. User Experience & Social LearningHow Users Read Text on the Web• Highlighted Keywords hypertext links serve as one form of highlighting; typeface variations/Color• Meaningful sub-heading Do not use “clever” sub-headings; the user doesn’t have time to decipher your intended meaning• Use one idea per paragraph users skip over additional ideas and/or scan the text for the necessary information• Less is more on the web use half the word count(or less) than conventional writing• Use an inverted pyramid style start with conclusion, then provide more detailsJ. Morkes and J. Nielsen, Applying Writing Guidelines to Web Pages, 1997.Retrieved March 14, 2005 from www.useit.com/papers/webwriting/rewriting.html
9. User Experience & Social LearningNavigation Structure• Language• Design• Meeting Users ExpectationsJ. Garrett, The Psychology of Navigation, Digital Web Magazine, 2002.Retrieved March 25, 2005 from http://www.digital-web.com/articles/the_psychology_of_navigation
10. User Experience & Social LearningNavigation Structure • Users look for specific words to• Language conceptualize their mental image• Design as their target• Meeting Users Expectations • Users look for similar word usage for clues on which links will lead them to new information • Users will mentally flag link that reassure them they are on the right path
11. User Experience & Social LearningNavigation Structure • Location of links denotes• Language importance. E.g., a link located at• Design the top of a web page denotes• Meeting Users Expectations importance. • Users will try to extract all the information they can from the visual treatments of links, web page design and content • Links that are visually clustered together are viewed as conceptually related
12. User Experience & Social LearningNavigation Structure • Effective use of language, visual• Language design, and vocabulary may• Design override users’ preconceived• Meeting Users Expectations mental image • Designers need to “predict” what content users are expecting to find by clicking a link • Users have experience on the web and are looking for conceptual similarities
13. User Experience & Social LearningGardener’s Multiple Intelligence• THINKING• SENSATIONAL• COMMUNCATIONAL• NATURALISTMI Descriptions Source: (http://en.wikipedia.org/wiki/Multiple_Intelligence)
14. User Experience & Social LearningGardener’s Multiple Intelligence Verbal-Linguistic: To do with• THINKING words, spoken or written. People• SENSATIONAL in this area are generally good at writing, oration, and learning• COMMUNCATIONAL from lectures.• NATURALIST Social Software: • Self-Publishing • Wiki • Podcasting • Virtual Learning Environments (VLE) • RSS/ATOM • eMail Resources: Blogger, Type Pad, Yahoo! 360, Wikipedia, Odeo, iPodder, Moodle, Bloglines, FeedBurner, IMs
15. User Experience & Social LearningGardener’s Multiple Intelligence Logical-mathematical: To do with• THINKING numbers, logic, and abstractions.• SENSATIONAL Those who favor this intelligence• COMMUNCATIONAL generally excel in math and• NATURALIST computer programming. Social Software: • Wiki • Asynchronous newsgroups • Social Bookmarking (organizing/structuring information) • iPod Resources: Wikipedia, WikiBooks, Yahoo Groups, Google Groups, BlinkList, Furl, Yahoo myWeb2.0, Pod2Go.
16. User Experience & Social LearningGardener’s Multiple Intelligence Visual-spatial: To do with vision and• THINKING spatial judgment. Such people excel• SENSATIONAL in art or engineering.• COMMUNCATIONAL• NATURALIST Social Software: • Photo Social Networking • Create Multimedia • Games • Instant Messaging Resources: Flickr, Snapfish, Picasa, Apple iMovie, Odeo.com, Creative Commons, Funbrain.com, PBSKids.co m, IMs
17. User Experience & Social LearningGardener’s Multiple Intelligence Body-kinesthetic: To do with• THINKING coordination, movement, and doing.• SENSATIONAL These people tend to learn better by• COMMUNCATIONAL doing things and interacting.• NATURALIST Social Software: • Social Bookmarking • Online Gamers • Instant Messaging • Multimedia Resources: Tapped-In, Blink List, Furl, De.Lico.us
18. User Experience & Social LearningGardener’s Multiple Intelligence Auditory-musical: To do with hearing.• THINKING Music helps them work better, and• SENSATIONAL helps them learn better from• COMMUNCATIONAL lectures.• NATURALIST Social Software: • Podcasting • Audio-Blogging • Audio Books • iPod • Voice Messaging Resources: AudioBlogger, Audible.com, iTunes, Ya ckPack
19. User Experience & Social LearningGardener’s Multiple Intelligence Interpersonal-communications:• THINKING To do with interaction with others.• SENSATIONAL Tend to learn better in discussions.• COMMUNCATIONAL• NATURALIST Social Software: • Synchronous Learning • Communities • Instant Messaging w/VOIP • Asynchronous Newsgroups • Wiki • Self-Publishing Resources: Tappin- in, ParaChat, HaloScan, KwikiKwiki, PB Wiki
20. User Experience & Social LearningGardener’s Multiple Intelligence Intrapersonal-communication:• THINKING To do with oneself. Tend to learn• SENSATIONAL better in self-regulated learning• COMMUNCATIONAL activities.• NATURALIST Social Software: • Newsgroups • Social Bookmarking • Wiki • Podcasts Resources: Blackboard, SocialText
21. User Experience & Social LearningGardener’s Multiple Intelligence Nature: People in this category are not• THINKING only good with life but also with the• SENSATIONAL various functions of it and mechanisms behind it.• COMMUNCATIONAL• NATURALIST People in this group tend to end up in biology, or environmental oriented careers Social Software: • Newsgroups • Photo Social Network • Self-Publishing • Social Bookmarking • Multimedia • Podcasting Resources: All resources covered previously
22. Social Leaning Portals“an information space through which people can communicate . . . by sharing theirknowledge in a pool.”Tim Berner-Lee
23. Conclusion However, as user experience designers it is mandatory to be careful not to use social networking for the sake of using social technology. And keep in mind how the use of any type of technology element can support social learning—individually or as a collective group. The neomillennial “always on” student will control the how, what, and when a task is completed.