Modeling social media in groups, communities, and networks Vance Stevens Petroleum Institute, Abu Dhabi, UAE Prepared for the AVEALMEC/ARCALL online conference on Social Networking November 5-8, 2009 http://avealmec.org.ve/ Attribution: http://commons.wikimedia.org/wiki/File:Fractal_nevit_60.png Detailed information at http://tinyurl.com/vance-socialnet09

Where to begin? How about with some pieces loosely joined? http://myweb.tiscali.co.uk/wordscape/ http://en.wikipedia.org/wiki/Amazon_Kindle Attribution: http://picasaweb.google.com/lh/photo/y58UDZ0ies25xvJ-HYCgXQ

How about with some pieces loosely joined?

Where to begin? How about with this thought From Stephen Downes, Learning the Web 2.0 Way http://www.slideshare.net/Downes/personal-learning-the-web-20-way

How about with this thought

From Stephen Downes, Learning the Web 2.0 Way

Where do we get our models? Our daily network interactions; e.g. Morning Tweets

Our daily network interactions; e.g.

Morning Tweets

Nings http://cck2009.ning.com/ http://multiliteracies.ning.com/video

Webcasts, Podcasts http://edtechtalk.com/live http://vance_stevens.podomatic.com/

Edmodo Modeled and demonstrated by Nicky Hockley, #Socialnet09

Waves Who are the early pouncers ? http://wave.google.com

Waves and Wikis http://webheadswave.wikispaces.com/

Future of Learning in a Networked World http://flnw.wikispaces.com/Brazil

Knowledge (Creative Commons) Attribution: http://www.kelvybird.com/facilitation/scribing/workingknowledge.html

How did you learn about Creative Commons? http://creativecommons.org/

How did you LEARN how to find Creative Commons Images?

Heard it through the grapevine? http://delicious.com/vancestevens/art Attribution: http://www.flickr.com/photos/jonastherkildsen/122881874 /

One State of Knowledge http://www.wblut.com/constructs/cyclic/

Knowledge Changes http://www.wblut.com/constructs/cyclic/

Paradigm Shift http://www.wblut.com/constructs/cyclic/

Paradigm Shifts in Education http://prosites-vstevens.homestead.com/files/efi/papers/2007alexandria/web20arabia.htm

10 Aspects of Paradigm Shift Pedagogy : Didactic --> constructivist Modeling : Do as I say --> AND as I do Transfer : Technology enjoyed at leisure is F.U.N. --> also, applied to professional practice Trepidation : Will they find out? --> ok to say “I don’t know!” Literacy : Print literacy --> multiliteracies Heuristics : Client server --> peer to peer Sharing : Copyrighted --> creative commons Classification : Taxonomies --> folksonomies Directionality : Push --> pull Ownership : Proprietary --> open source

Pedagogy : Didactic --> constructivist

Modeling : Do as I say --> AND as I do

Transfer : Technology enjoyed at leisure is F.U.N. --> also, applied to professional practice

Trepidation : Will they find out? --> ok to say “I don’t know!”

Literacy : Print literacy --> multiliteracies

Heuristics : Client server --> peer to peer

Sharing : Copyrighted --> creative commons

Classification : Taxonomies --> folksonomies

Directionality : Push --> pull

Ownership : Proprietary --> open source

Paradigm Shifts in Wordle.net

Can’t get enough Wordle.net

Configurations for sharing and dissemination of knowledge Groups Communities Communities of practice Connectivist perspectives Personal learning networks Distributed learning networks Rhyzomic learning Attribution: Nancy White http://www.fullcirc.com/

Groups

Communities

Communities of practice

Connectivist perspectives

Personal learning networks

Distributed learning networks

Rhyzomic learning

Configurations Groups

Groups

Configurations Groups Communities

Groups

Communities

Configurations Groups Communities Communities of practice Domain Practice Community

Groups

Communities

Communities of practice

Domain

Practice

Community

Configurations Groups Communities Communities of practice Networks can include overlapping communities

Groups

Communities

Communities of practice

Networks can include overlapping communities

Configurations Groups Communities Communities of practice Networks and sample Connections

Groups

Communities

Communities of practice

Networks and sample Connections

Webheads started as EFL class in 1998 WiA formed as result of 2002 EVO sesson Educators who engage in Helping each other pursue lifelong, just-in-time, informal learning Through experimentation in use of social-media and computer mediated communications tools Webheads in Action Online Convergence WiAOC 2005, 2007, 2009 http://wiaoc.org

Webheads started as EFL class in 1998

WiA formed as result of 2002 EVO sesson

Educators who engage in

Helping each other pursue lifelong, just-in-time, informal learning

Through experimentation in use of social-media and computer mediated communications tools

Webheads in Action Online Convergence WiAOC 2005, 2007, 2009 http://wiaoc.org

Webheads: Group http://groups.yahoo.com/group/evonline2002_webheads/

Webheads: Community Attribution: http:// flickr.com/photos/94794165@N00/410359410/

Webheads: Community of Practice http://webheadsinaction.org/

Personal Learning Networks Scott Leslie's PLE (above) and more PLE diagrams: http://edtechpost.wikispaces.com/PLE+Diagrams

Getting back to knowledge Attribution: http://www.kelvybird.com/facilitation/scribing/workingknowledge.html

Knowledge dissimenation through communities and networks Downes on distributed learning networks Knowing ( where’s Waldo?) Once you know, you can’t not know Knowledge exists throughout nodes in a network Wenger notes (2002:6) ‏ Increasing complexity of knowledge requires greater … collaboration; whereas … Half life of knowledge is getting shorter

Downes on distributed learning networks

Knowing ( where’s Waldo?) Once you know, you can’t not know

Knowledge exists throughout nodes in a network

Wenger notes (2002:6) ‏

Increasing complexity of knowledge requires greater … collaboration; whereas …

Half life of knowledge is getting shorter

Cormier - Rhizomatic Learning to deal with increasingly rapid obsolescence of knowledge Knowledge dissimenation through communities and networks http://www.forestryimages.org/browse/detail.cfm?imgnum=1380055

Cormier - Rhizomatic Learning to deal with increasingly rapid obsolescence of knowledge

Siemens – Connectivism stresses importance of pipes over content Knowledge dissimenation through communities and networks Attribution: http://commons.wikimedia.org/wiki/File:Venice_-_Piping.jpg

Siemens – Connectivism stresses importance of pipes over content

Siemens – Connectivism – dealing with explosion of available info http://www.wiziq.com/TutorSession/Session.aspx?JuX%2bgH%2b2GbYuXrqZqj1F3uIA%2fgrtIiAEcKQ3usZlk1VhT5GwwVHz6vferdj5MlOz5JOdRjZO8mc%3d http://tinyurl.com/siemens-socialnet09

Implications for Teacher Professional Development Jack Richards plenary Denver TESOL 2009 (March 27) ‏ About what teachers need to KNOW in order to practice effectively Research indicates that teachers tend to revert to traditional methods rather than activate what they are exposed to in training curricula Derick Wenmouth (also from NZ) mentioned similar research findings at K-12 Online 2008 http://k12onlineconference.org/?p=181

Jack Richards plenary Denver TESOL 2009 (March 27) ‏

About what teachers need to KNOW in order to practice effectively

Research indicates that teachers tend to revert to traditional methods rather than activate what they are exposed to in training curricula

Derick Wenmouth (also from NZ) mentioned similar research findings at K-12 Online 2008 http://k12onlineconference.org/?p=181

Problems Teacher-trainers without sufficient experience with technology and rooted in old-school methodologies simply not modeling new age learning behaviors for trainees Attribution: http://picasaweb.google.com/lh/photo/8aagIQGZq-RyFMO1dFHHNg

Teacher-trainers

without sufficient experience with technology and

rooted in old-school methodologies

simply not modeling new age learning behaviors for trainees

Problems Students and staff love to learn but hate to be taught, resent top-down approach forced on them by managers sometimes out of touch with actual needs of students and staff Attribution: http://www.youtube.com/watch?v=RxHb5QVD7fo&feature=player_embedded

Students and staff

love to learn but hate to be taught,

resent top-down approach forced on them by managers sometimes out of touch with actual needs of students and staff

Solutions Allow, facilitate, encourage networking in meetings, conferences, classrooms Offer workshops/projects bottom up, as something that staff/students organize themselves Create atmosphere encouraging formation of communities of practice where staff/students interact with peers in other institutions

Allow, facilitate, encourage networking in meetings, conferences, classrooms

Offer workshops/projects bottom up, as something that staff/students organize themselves

Create atmosphere encouraging formation of communities of practice where staff/students interact with peers in other institutions

Models for professional and student skills development Encourage teams to organize training sessions that utilize synchronous and non-synchronous social media tools. Call them something other than ‘training’ sessions Use Nings / Moodles / wikis / Google Wave / Jing / uTiPu / or other LMS/CMS to replace outmoded email attachment systems http://advanceducation.blogspot.com/2009/06/speedlifing.html Hold un-conferences and other grass roots events such as Bar camps LAN parties Speed-geeking Speed Lifing

Encourage teams to organize training sessions that utilize synchronous and non-synchronous social media tools. Call them something other than ‘training’ sessions

Use Nings / Moodles / wikis / Google Wave / Jing / uTiPu / or other LMS/CMS to replace outmoded email attachment systems

Hold un-conferences and other grass roots events such as

Bar camps

LAN parties

Speed-geeking

Speed Lifing

Keep current, participate with peers around the world in: Social networks: Ning, TappedIn, EVO, WiAOC Social bookmarking: Delicious, Diigo Groups: YahooGroups and GoogleGroups Microblogging: Twitter, Plurk Instant messaging: Yahoo Messenger, Skype

Social networks: Ning, TappedIn, EVO, WiAOC

Social bookmarking: Delicious, Diigo

Groups: YahooGroups and GoogleGroups

Microblogging: Twitter, Plurk

Instant messaging: Yahoo Messenger, Skype

Keep current, participate with peers around the world in: Blogging and podcasting: keeping current via RSS Wikis: PBWiki, Wikispaces Aggregation: Technorati, Pageflakes, Netvibes, Protopages, iGoogle, http://addictomatic.com

Blogging and podcasting: keeping current via RSS

Wikis: PBWiki, Wikispaces

Aggregation: Technorati, Pageflakes, Netvibes, Protopages, iGoogle, http://addictomatic.com

This suggests that … Key to success in keeping current is in expanding productive contacts within a network Attribute: d'arcy norman touchgraph: http://www.flickr.com/photos/dnorman/436670816/

Key to success in keeping current is in expanding productive contacts within a network

Thanks for joining Vance Stevens and friends … at AVEALMEC/ARCALL 2009 Social Networking Conference http://avealmec.org.ve/

Modeling social media in groups, communities, and networks Vance Stevens At the AVEALMEC/ARCALL online conference on Social Networking November 5-8, 2009 This has been More information here: http://advanceducation.blogspot.com/2009/11/modeling-social-media-in-groups.html