Learning 2.0: How students are using social software in their learning
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Learning 2.0: How students are using social software in their learning

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This is the slideshow of my paper presented at Online Educa Berlin, December 5, 2008.

This is the slideshow of my paper presented at Online Educa Berlin, December 5, 2008.

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    Learning 2.0: How students are using social software in their learning Learning 2.0: How students are using social software in their learning Presentation Transcript

    • Steve Wheeler University of Plymouth, UK www2.plymouth.ac.uk/distancelearning
      • Learning 2.0: How Students Are Using the Social Web in Their Learning
      © Steve Wheeler, University of Plymouth, 2008
    • Learning 2.0
      • architecture of participation’ (O’Reilly, 2004)
      • participative online learning (Downes, 2005)
      • user generated content
      • ‘ wisdom of crowds’
      • ‘ folksonomies’ - social tagging
      • sharing and collaboration
      • wikis, blogs, social networking, etc
      © Steve Wheeler, University of Plymouth, 2008
    • From previous studies...
      • Wikis contribute toward community building (Fuchs-Kittowski & Kohler, 2005)
      • students enjoy using wikis to create content
      • wikis are best used over a period of time
      • students use wikis in the classroom but rarely outside (Wheeler, et al, 2008)
      • students want some structure – wikis can be daunting (Wheeler, et al, 2007a)
      • wiki activities scaffold learning and encourage collaborative writing (Wheeler, et al, 2007b)
      © Steve Wheeler, University of Plymouth, 2008
    • Wiki blog integration © Steve Wheeler, University of Plymouth, 2008 Reflective space Collaborative space Blog Wiki Negotiation of meaning Co-construction of knowledge Community space Personal space
    • Knowledge Construction in Shared Environments Gunawardena, Lowe and Anderson (1997) Sharing Exploring Negotiating Testing Phrasing © Steve Wheeler, University of Plymouth, 2008 Sharing and comparing information between learners Exploring inconsistency and dissonance of learners Negotiation of meaning; co- construction of knowledge Testing and modifying synthesis or co-construction Phrasing of agreement of newly constructed meaning
    • Exploration Exhibition Explanation Elaboration Evaluation Orientation, basic principles, making initial contact Show and tell, share ideas, post links to resources Simple posting and editing, informing and describing Collaboration in posting, dialogue and complex edits Assess value, accuracy and significance of content Deeper Cognitive Engagement © Steve Wheeler, University of Plymouth, 2008 Wiki activities 5 s tages (Wheeler, 2007)
    • Exploration Exhibition Explanation Elaboration Evaluation Social Academic Technical/Practical © Steve Wheeler, University of Plymouth, 2008 Wiki activities 5 s tages (Wheeler, 2007)
    • Wiki Activities Establishing ‘wikiquette’ All about me Barriers to learning Gold mining Key message Mr Average In the News! To err is human What’s in a Name? Your Starter for 10… Measuring up (Evaluation) Supporting students with learning difficulties Live Wiki Example  © Steve Wheeler, University of Plymouth, 2008
    • The Research
      • 240 students
      • 17 Tutors
      • 14 Cohorts across S.W. England
      • 4 methods of data gathering:
          • User generated content analysis
          • Threaded discussion post analysis
          • Online Questionnaire *
          • Likert Scale paper based Questionnaire
      © Steve Wheeler, University of Plymouth, 2008
    • What do you think are the key benefits of the wiki? The main benefit is definitely the immediacy and interactivity and the possibility of sharing and solving problems with an online support group. (FE) Vast amount of people on the wiki sites that can help you find that important information. (ML) It provides an interactive forum where questions can be asked and answered both by students and tutors. (ML) The wiki has helped to develop new IT skills and encourage the group to interact more. (PR) The final thing I would like to say is the wiki encourages others on our course to communicate to each other and in a way that you wouldn't do in email. (HE) ML = Military PR = Prison FE = Further Ed HE = Higher Ed © Steve Wheeler, University of Plymouth, 2008
    • What do you consider to be the main limitations of the wiki? No way of knowing if someone else is on the Wiki other than checking the recent changes (PR) … . I find the Wiki too complicated it's easier to just search on the internet to find what you want and it's quicker. (PR) I did struggle with the wiki initially e.g. trying to set up links and setting up new pages but I found with a bit of patience and perseverance I was able to do it in the end. Reading the instructions in the first place helps!!! (HE) … waiting for a response. Not everyone logs on regularly for various different reasons mostly very valid ones. (ML) © Steve Wheeler, University of Plymouth, 2008
    • Any other comments? As a tool for meeting core elements of an educational training course I see this as a valuable tool. (PR) The main problem I had was logging on, then apparently erasing someone’s work accidently (not proven). Since then I have learnt how to: make links, post messages, add pictures and make better use of the web space information. (ML) If more people use (the) wiki then discussions are likely to be posted more frequently. (ML) You are relying on everyone to use it regularly to get the full benefit so users have to be engaged with it in some way. (HE) I think the greatest benefit would be when we've left the course and can't use the student portal, it would be good to catch up with each other. (HE) © Steve Wheeler, University of Plymouth, 2008
    • What was learnt...
      • wiki activities scaffold learning and encourage collaborative writing (Wheeler, et al, 2007b)
      • need for a critical mass of users for success (Hodgkinson-Williams et al, 2008)
      • students support each other on the wiki (ibid)
      • students like to discuss but are reluctant to create their own content (Wheeler, 2009 in press)
      • students reluctant to edit other students’ content (Wheeler et al, 2007)
      • student resent extra work – wikis should be integrated directly into curricula (ibid)
      © Steve Wheeler, University of Plymouth, 2008
    • Steve Wheeler Faculty of Education, University of Plymouth, UK [email_address] www2.plymouth.ac.uk/distancelearning http://steve-wheeler.blogspot.com
      • Thank You
      © Steve Wheeler, University of Plymouth, 2008