how many of you use social media in your personal life? How many use for teaching and learning?
I can’t help but start every one of my international talk with this slide.
There are over 30 definitions of social media. It scales well, gaining strengths from large numbers, bottom-up control rather than top-down. http://heidicohen.com/social-media-definition/
In Canada, just about any organizations and companies have some sort of presence on social media. As a nation, we are highly connected and fairly social online.6S Marketing, a Vancouver based internet marketing company, conducted a survey on the use of social media in Canada.
The average social media user age is 37 years old. 55+ is the fastest growing group.
--Sina Weibbo, a hugely popular social microblogging site, is used by more than 2 million which is 28 percent of the entire Hong Kong population. During one unusually strong week, Sina Weibo picked up 1 million bloggers!
How does it help education? Level the playing field, costs nothing (well, almost!) and it has a broader/different reach. We can talk to each other directly - huge for virtual workplace, distance learning.
yammer is our internal social networking site, a private facebook site if you will. Jam is our social learning site.
not a huge uptake - not officially supported, it has grown organically, not fully understand what it is for, people are careful to post only work-related comments.
hard to design (need to link it back to specific modules), hard to measure
The first three are public tools, the last one is an in-house tools we are developing. The in-house tool is more suited for teaching and learning purposes.
Official fanpage. We have admins from across the university who monitor activity, and one staff in recruitment actively answers questions and posts articles.
I particularly like this feature. Again, it suits our purpose since we have students from all around the world who are interested in our courses/programs.
2189 users. Hard to convince faculty to use it, students are using it more as private study groups. Hard to measure. Not officially connected to actual courses. Hard to link theory with practice.
271 groups, 29% grad courses, 16% undergrad, 24% admin.
Most activities are social - the way we currently design e-learning doesn’t take that into consideration
had 160,000 students signed up. Two-thirds from outside the US.
multiple ways to produce/lurk
Include members to share/connect, allow self-organization and control (open vs. closed groups)
“Impression to create simplicity even in the most complex applications” - Jon Meada Encourage experimentation
We need to embed these literacy skills directly into our courses/training material. Teach them within the context they are in.
Attention: ADHD, task switching, a skill that needs to be learned, practice and evolved. The whole attention span and the amount of time people are willing to work on some stuff. There are dire consequences for quality of research/study - very shallow, where are the great researchers coming out of this?
We need to have a big-picture roadmap to show students where they are going. Participations have their place, but so are classroom lectures. WE need to have that knowledge base and that structure.
The ability to triangulate information, filter information, evaluate information. Learn to ask questions about the validity, authenticity of the source.
Group work is important for distance self-paced, self-study learners. They need to be taught how to work with virtual groups. How to self-organized, how to regulate within the group and understand group dynamics.
The need to understand your voice, be responsible for your voice, knowing that your digital footprint will be around forever. Also understanding about your private vs. public space implication. Privacy issue will be huge.
Lingnan University Hong Kong - Invited Talk on Learning Design with Social Media
Design is the New Black - How to integrate
thoughtful learning design in social media
for higher education and beyond
Blended Learning Leader, Global Learning Team
Golder Associates, Inc., Canada
• Social Media Trends and Usage in Canada
• Implications for Higher Education/Workplace Learning
• UX and LX
• Learning Design for Social Media
• Discussions and Sharing
A “DIY” model
• A lot more amateurish effort (Shirky, 2008)
• It is scattered all over, many overlapping effort
• It is organic/self-organizing
• A sub-culture movement (not officially supported by institutions)
Some social media usage at Golder
User Experience (UX) vs.
Learner Experience (LX)
UX vs. LX
• What is UX?
• What is LX?
• How can we incorporate the two?
• Can be specified and measured:
• 95% of first-time students locate the course syllabus for COMP201 in
Blackboard within two minutes without technical support
• 90% of the students clicked on the Twitter link embedded in the course
• Students completing Intro to Philosophy course gives the course
Facebook website an average of 4.0 rating on a five-point Likert scale for
ease of use
• measures learner perception and satisfaction with content/learning activities
• actual learning, measured via tests
The content allowed for deep reflection
The learning material made me stop and think
The activities provided ways for trial and error
The information provided was open to interpretation, discussion,
Learners’ Experience (Smulder, 2002)
Smulders, D. (2003). Designing for Learners, Designing for Users, retrieved Feb 23, 2012 from http://www.elearnmag.org/subpage.cfm?
•“The most important critical uncertainty
today is how many of us learn to use
digital media and networks effectively,
reasonably, credibly, collaboratively,
civilly, humanely. This difference is a
matter of literacy.”
- Howard Rheingold, 2010
• Coates, T. (2005). An Addendum to a Definition of Social Software. Retrieved April 9, 2012, from
• Rheingold, H. (2009). Collab Tech 2010 Keynote: Social Media, Participative Pedagogy, and
Digital Literacies. Retrieved July 8, 2011, from
• Shirky, C. (2008). Here Comes Everybody. New York: The Penguin Press
• Smulders, D. (2003). Designing for Learners, Designing for Users. Retrieved March 23, 2012