Social Media to FosterSelf-organized Learning      for Dropouts       Pieter de Vries
Project data• Lifelong Learning Programme• Multilateral Project: KA3 (ICT)• Duration: 01/01/2011 to 31/12/2012
The issueDisconnect between curricula and               Country        2009learners perception and expectations          P...
reAct overall objectives•   Develop a new learning approach•   Using new technologies•   To improve the prospects and empl...
The learning concept             7 guiding principles & criteria             •   Trust             •   Challenge          ...
Organization•   2 pilots studies of each 6    months•   Each pilot: international and    national project•   Emphasis on s...
The process1. Getting acquainted2. Collaborative creative project3. Support and reflection4. Collaborative project integra...
The Tool kit based on the concept of PLEDiigo, Facebook, Google+ Hangouts, Google Docs for researchand presentations, Glog...
Mix academy•   Art Academy in Amsterdam,    many dropouts are successful    here•   Key points     •   Learner identity an...
Berlage Lyceum - AmsterdamExample activity: branding•   What is your brand?•   Interviewing people from the    Occupy camp...
Projects
Use of social mediaCommunication•   Google+ & Docs, Wiki•   Google sites, monitor•   Facebook     • Partners     • Teacher...
Trust• Do we trust the  students to learn  independently?• Do they trust the  teachers?• Do they trust their  peers?• Conf...
Challenge• Joy happens when a  learner achieves  something through a  number of difficult  steps.• Challenging, but  manag...
Self-directed learningSelf-directed, autonomous• Learners are motivated  when they have control  over their own learning.•...
Ownership• Let students independently  define projects that relate  to their creativity and  personal relevance ….• In con...
CreativityCreativity•   One can be honest•   Develop an identity•   Discover your talents•   Provide tools and objects to ...
Relevance• Start with their interests,  stimulate bringing up  personally relevant  issues, and relate to that• Add releva...
Portuguese experience  Students in pilot 1  Case 2 Francisco   Teachers training       Case 1 Ana
Relevance of reAct principles N=316                          (De Vries, Hennis, 2012)
International project                        (De Vries, Hennis, 2012)
Trust and teachers
Relevance
Tools
ConclusionsGeneral perception•   Learners appreciate the confidence this approach    mitigates.•   They value the opportun...
You want to experiment?            Pieter de Vries       Pieter.devries@tudelft.nl         www.reactproject.eu
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Social media to foster self-organized learning for dropouts

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Social media to foster self-organized learning for dropouts

  1. 1. Social Media to FosterSelf-organized Learning for Dropouts Pieter de Vries
  2. 2. Project data• Lifelong Learning Programme• Multilateral Project: KA3 (ICT)• Duration: 01/01/2011 to 31/12/2012
  3. 3. The issueDisconnect between curricula and Country 2009learners perception and expectations Portugal 35,4% • Effects of remedy programmes are limited Spain 31% • Urgency is revealed by individual, social and economic consequences Italy 19,7% • % of drop outs (2009) Greece 14,8% Netherlands 11,4% Austria 10,1% (EC, 2011; Iris, 2009)
  4. 4. reAct overall objectives• Develop a new learning approach• Using new technologies• To improve the prospects and employability• Develop insights and skills of teachers and management Tapping into motivational behaviour • Promote a change of attitude to learning • Promote a wider perspective among the learners • Learn to learn, develop learning skills (lifelong learning)
  5. 5. The learning concept 7 guiding principles & criteria • Trust • Challenge • Self-directed • Collaboration • Ownership • Creativity • Relevance (Veen, ao 2010; Wilson, ao 2009)
  6. 6. Organization• 2 pilots studies of each 6 months• Each pilot: international and national project• Emphasis on students – than teachers 300 learners & 50 trainers
  7. 7. The process1. Getting acquainted2. Collaborative creative project3. Support and reflection4. Collaborative project integration5. Final integration process
  8. 8. The Tool kit based on the concept of PLEDiigo, Facebook, Google+ Hangouts, Google Docs for researchand presentations, Glogster and Pinterest for mood boards,YouTube to share self-made videos, Blogger to capture stories,Strip-creator, Splinder, Mnd42.com, iSpring, Flickr, Dipity, etc.
  9. 9. Mix academy• Art Academy in Amsterdam, many dropouts are successful here• Key points • Learner identity and inter- dependence • From personal relevance and peer- reflection toward developing artist skills • 21st century learning skills (self- directed learning, communication, critical thinking, entrepreneurship, etc.)
  10. 10. Berlage Lyceum - AmsterdamExample activity: branding• What is your brand?• Interviewing people from the Occupy camp &• Analyzing fashion brands in the luxury warehouse next to it• Question: – How do these people and brands brand themselves? – How do you brand yourself?
  11. 11. Projects
  12. 12. Use of social mediaCommunication• Google+ & Docs, Wiki• Google sites, monitor• Facebook • Partners • Teachers • Students• YouTube, Glogster, Prezi, Flickr, Dropbox,• Google translator• Basecamp (project management tool)
  13. 13. Trust• Do we trust the students to learn independently?• Do they trust the teachers?• Do they trust their peers?• Confident that their contribution is valued?
  14. 14. Challenge• Joy happens when a learner achieves something through a number of difficult steps.• Challenging, but manageable• Assignments negotiable
  15. 15. Self-directed learningSelf-directed, autonomous• Learners are motivated when they have control over their own learning.• Autonomy requires trust, time, and guidance.• Balance autonomy and structure through learner- led guidance
  16. 16. Ownership• Let students independently define projects that relate to their creativity and personal relevance ….• In control
  17. 17. CreativityCreativity• One can be honest• Develop an identity• Discover your talents• Provide tools and objects to play with and to visualize the problem.
  18. 18. Relevance• Start with their interests, stimulate bringing up personally relevant issues, and relate to that• Add relevance, foster curiosity
  19. 19. Portuguese experience Students in pilot 1 Case 2 Francisco Teachers training Case 1 Ana
  20. 20. Relevance of reAct principles N=316 (De Vries, Hennis, 2012)
  21. 21. International project (De Vries, Hennis, 2012)
  22. 22. Trust and teachers
  23. 23. Relevance
  24. 24. Tools
  25. 25. ConclusionsGeneral perception• Learners appreciate the confidence this approach mitigates.• They value the opportunity to be self-organized and experience learning autonomy.• They believe that was is learned is relevant for them to apply for a job, connect to others and have more confidence related to learning.• Learners are positive about the approach and feel that it opens up opportunities for further personal growth.• Teachers get a better feel for and see more possibilities for promoting learning.
  26. 26. You want to experiment? Pieter de Vries Pieter.devries@tudelft.nl www.reactproject.eu

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