Interpreting interaction as_a_pedagogical_construct_in_an


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Interpreting interaction as_a_pedagogical_construct_in_an

  1. 1. Interpreting Interaction as a pedagogical construct in an emerging community of learning on a Social networking Site Mallika Vijaya Kumar, Research Scholar Dr. PE Thomas, Associate Professor and Head (i/c) Department of Communication and Media Studies Bharathiar University, Coimbatore
  2. 2. Networked Learning <ul><li>Networked Learning has been defined as “learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors, between a learning community and its learning resources. (Goodyear et al. 2004). </li></ul>
  3. 3. About Social Networking and Learning: <ul><li>According to (Pettenati, 2006), Social Networks, have the following characteristics: they infuse a sense of belonging, and are spontaneous and autonomous in character. The relations formed on Social Networking Sites are based on individual interests, and motivations. </li></ul><ul><li>Siemens opines: learning is primarily a network forming process. </li></ul>
  4. 4. Communities of Learning <ul><li>In the year 2002, the concept of Communities of Practice was explained by the following three dimensions: Domain, Community and Practice. The term domain refers to the common ground that members of a community possess. Community refers to a social structure that facilitates sharing and presentation of ideas. Practice- In any Community of Practice, Practice is a set of shared resources which include documents, ideas, experiences and information </li></ul>
  5. 5. About action research: <ul><li>Posch (1989) states : what’s good for the practice is good for research. ‘ Built into action research is the proviso , that if as a teacher, I am dissatisfied with what is already going on, I will have the confidence and resolution to attempt to change it. I will not be content with the status quo. (Mc Niff 1988; p 150) </li></ul>
  6. 6. Interaction in the present case : <ul><li>The online community of practice emerged featuring students of IMJMC, Bharathiar University in addition to Final Year Visual Communication Students of Hindusthan and Dr. GRD College of Science, Coimbatore </li></ul>
  7. 7. Social Presence: <ul><li>The sense of presence gained paramount importance in this online community of learning as the interactions took place on Facebook, bridging the distance between three institutions, as they came together in a developing community of learning. Students shared resources, interacted, debated and discussed. </li></ul>
  8. 8. Self Projection : <ul><li>Certain students exhibited a more overt form of self projection than others. The overt form of self projection manifested itself in their interactions with their peers, the facilitator and the course content </li></ul>
  9. 9. The concept of interaction in the present context: <ul><li>Theoretical Premise : </li></ul><ul><li>Social Presence and Self Presentation </li></ul><ul><li>Social Presence is now an accepted theoretical premise in online learning platforms. It is a psychological construct and views distance in terms of the psychological immediacy and intimacy, rather than, geographic boundaries </li></ul>