2011 02-11 (uam) emadrid tmiilumaki tut estudio aprendizaje apoyado en redes sociales educacion superior


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2011 02 11
thumas miilumaki
Estudio y aprendizaje en Educación superior apoyado en las redes sociales: actitudes, motivaciones y sistemas preferidos por los estudiantes

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2011 02-11 (uam) emadrid tmiilumaki tut estudio aprendizaje apoyado en redes sociales educacion superior

  1. 1. CollaborativeLearning and Social Media<br />Social Media Enhanced Studying and Learning in Higher Education:<br />Students’ Attitudes, <br />Motivations and<br />Preferred System Designs<br />ThumasMiilumäki<br />thumas.miilumaki@tut.fi<br />Hypermedia Laboratory<br />Tampere University of Technology<br />Finland<br />10 February 2011<br />Madrid, Spain<br />www.tut.fi/hypermedia<br />Tampere University of Technology (TUT)<br />
  2. 2. In this presentation<br /><ul><li>Social networking site TUT Circle
  3. 3. Backgrounds
  4. 4. Initial research
  5. 5. Overview
  6. 6. Usage
  7. 7. Research results
  8. 8. Recent development
  9. 9. Current research on social media usage in higher education
  10. 10. Campus Conexus ESF project
  11. 11. Preliminary research results
  12. 12. Further analysis
  13. 13. Summary & Discussion</li></ul>2<br />www.tut.fi/hypermedia<br />
  14. 14. Initial Backgrounds<br /><ul><li>A social network site in education
  15. 15. The idea of connecting web communities to teaching, studying and learning is quite rational because the official systems supporting studying do not normally include any social properties
  16. 16. In many cases social aspects are not in any way part of the nature of particular systems designed to support studying and learning
  17. 17. Social media can be seen as one answer to this problem</li></ul>3<br />www.tut.fi/hypermedia<br />
  18. 18. Previous Research<br /><ul><li>Research data and data analysis (Silius et al., 2010a)
  19. 19. In spring 2009 data was collected from ten hypermedia students at Tampere University of Technology (TUT) regarded as early adopters using insight into method in which the students answered two different frame stories as essays
  20. 20. The stories discussed about aspects increasing and decreasing students’ motivation for study orientated social network site usage
  21. 21. In data analysis according to Grounded Theory material based coding and categorization were used
  22. 22. The primary results
  23. 23. Totally empty environment gains no content
  24. 24. Positive experiences increase the system usage
  25. 25. The most importantly the system should provide special added value for users; there is no need for another facebook</li></ul>4<br />www.tut.fi/hypermedia<br />“Students are not so interested in joining a networking service that lacks of users to be connected with.”<br />”When users’ first experiences of system usage were positive the information about the system started to spread to other students, for example, in coffee table discussions.” <br />
  26. 26. Motivating / Non-Motivating<br />5<br />www.tut.fi/hypermedia<br />
  27. 27. TUT Circle<br />A user dashboard in TUT Circle<br />6<br />www.tut.fi/hypermedia<br />TUT Circle is a web based environment for students offering customized tools for enhancing social aspects of student life at TUT.<br />Through social and functional interven-tions features enhancing social interaction and supporting studies are brought into the system.<br />TUT Circle uses an open source CMF (Content Management Framework) Drupal®. With specific modules the system can be tailored to various needs.<br />Profile<br />Messaging<br />Discussion<br />Groups<br /><ul><li> Study programs
  28. 28. Tutoring groups
  29. 29. Clubs etc.
  30. 30. Mathematics Clinic</li></ul> (supporting first year<br /> mathematics studies)<br />Activity feed<br />Functions<br />Contents<br />
  31. 31. TUT Circle Use SCENARIOS<br /><ul><li>TUT Circle is focused on supporting social interactions between TUT related individuals and groups
  32. 32. The common interests are related to studying and study life in general
  33. 33. Student groups (e.g., study programs, tutors, freshmen, etc.)
  34. 34. Courses (e.g., Hypermedia Programming)
  35. 35. International Studies
  36. 36. Hobbies (e.g., poker, music, etc.)
  37. 37. Student life and living (e.g., student residences)
  38. 38. To support course administration TUT Circle groups include effective tools for internal communication and collaboration
  39. 39. In Mathematics Clinic TUT Circle is used for communication and as a virtual study environment where students can ask questions about mathematics. Peer learners an/or an online tutor may answer the questions asked. JsMath package enables mathematics representations in TUT Circle
  40. 40. Online Publication Development is a course for students at TUT and University of Tampere (UTA). Shibboleth integration enables system usage for students from both universities.</li></ul>7<br />www.tut.fi/hypermedia<br />
  41. 41. Web servicequalityevaluation<br /><ul><li>In fall2009 data was collected from 38 hypermedia students regarded also as early adopters (Silius et al., 2010b)
  42. 42. They were asked to sign up for TUT Circle and analyze aspects, functions, or features motivating users to use the service
  43. 43. In evaluation students used a specific WeSQu tool and its User Motivation section
  44. 44. WeSQu is a web-based tool for evaluating web service quality, e.g., in terms of reliability, accessibility, visual design and community properties
  45. 45. The total amount of text data collected was 160 pages
  46. 46. The data was analyzed using theme analysis
  47. 47. Theme analysis is suitable for research pursuing more profound knowledge about a phenomenon and having theory based data collected
  48. 48. Results in a nutshell
  49. 49. TUT Circle was seen to increase a sense of belonging, because in the system it is “easy to discuss local issues and get to know the people at TUT”
  50. 50. Wellman (2002) refers to this phenomenon as “glocalization”; the ability of the Internet to both expand user’s social contacts and bind them more closely to the place where they live</li></ul>8<br />www.tut.fi/hypermedia<br />
  51. 51. Qualitative RESEARCH<br /><ul><li>Interventions to activate the system usage and motivate users to produce contents in TUT Circle are designed and implemented
  52. 52. As can be seen in the figure below the usage level can be enhanced by interventions
  53. 53. It is fairly easy to implement successful interventions of any kind to increase activity in the system for a short period of time, but successful interventions steering system usage to be more self-oriented are much more difficult to design and execute (Miilumäki, 2010.)</li></ul>9<br />www.tut.fi/hypermedia<br />
  54. 54. Social Network ANALYSIS<br /><ul><li>In TUT Circle there is a tool that is used to collect log data in XML (Extensible Markup Language) format about different network actions
  55. 55. The data can be used for Social Network Analysis (SNA) that enables enriched network information production
  56. 56. SNA was used to analyze network evolution during the intervention process
  57. 57. Results and observations
  58. 58. The network did not become more connected when new users were introduced into the system
  59. 59. Most of the users were connected with their friends, but the interventions did not significantly influence new friendship creation
  60. 60. Basically users only participated in activity related to the intervention and ignored other features offered by the system</li></ul>10<br />www.tut.fi/hypermedia<br />SNA visualizations of a social network in TUT Circle (Miilumäki, 2010)<br />
  61. 61. TUT CircleDevelopment<br /><ul><li>Recently TUT Circle has been further developed in terms of its usability and tools
  62. 62. The primary target is to make TUT Circle more versatile so that it would serve different needs of usage and would reduce requirements of content production in parallel social media services
  63. 63. Aggregation of different social media contents in TUT Circleinstead of developing separate focused tools
  64. 64. Using specific tags contents outside TUT Circle can be included in some TUT Circle group, e.g.,
  65. 65. YouTube videos
  66. 66. Flickr and Picasa photos and images
  67. 67. Del.icio.us bookmarks
  68. 68. Furthermore, status updates in TUT Circle can be submitted to Twitter and public content may be announced in TUT Circle facebook page</li></ul>11<br />www.tut.fi/hypermedia<br />
  69. 69. Social Media Aggregation<br />Twitter<br />Flickr &<br />Picasa<br />Del.icio.us<br />YouTube<br />12<br />www.tut.fi/hypermedia<br />
  70. 70. Campus Conexus<br /><ul><li>Department of Mathematics and Hypermedia Laboratory at TUT are working in national R&D project Campus Conexus funded by ESF (European Social Fund)
  71. 71. The primary target of Campus Conexus project is to strengthen procedures and atmosphere that enhance and encourage individuals to study, learn and teach
  72. 72. It has been emphasized to develop procedures that support students’ attachment to studying, learning and expertise
  73. 73. Overall goal is to prevent university level students’ alienation from study community and general social exclusion
  74. 74. The word ‘conexus’ comes from Latin and it means ‘knit together’
  75. 75. In the project TUT studies and develops social media service concept together with University of Tampere (UTA)</li></ul>13<br />www.tut.fi/hypermedia<br />
  76. 76. Research on Social Media Usage in Study Context<br /><ul><li>Research is focusing on finding key aspects of interactive social media services that are experienced to be useful in attaching students to university community
  77. 77. The research questions are:</li></ul>What kind of web services university students prefer to use and find useful for both official and unofficial interaction in their study community?<br />What kind of significances students emphasize from university study attachment and communality point of view?<br /><ul><li>The data was collected both in TUT and UTA using insight into method (Annala et al., 2010.)</li></ul>14<br />www.tut.fi/hypermedia<br />
  78. 78. Preliminary Results<br /><ul><li>The data analysis is still in progress but some preliminary results have already been published and discussed
  79. 79. The same aspects that were discovered in previous studies were also emphasized in this data
  80. 80. These were basically focusing on system usability, flexibility and adaptability
  81. 81. Social media should be used in the way that the added value could not be achieved by using current services
  82. 82. In terms of study attachment different study supportive contents and specific tools providing individual study assistance were found more important than in the previous studies
  83. 83. It seems that students are more and more preferring, for example, the usage of web based collaborative authoring tools in group working
  84. 84. In studying it should be supported that time and place are not restricting work process</li></ul>15<br />www.tut.fi/hypermedia<br />
  85. 85. Further Analysis<br /><ul><li>The data will be analyzed more closely and fine grained during spring 2011
  86. 86. Social media solutions enhancing study attachment will be pin pointed
  87. 87. The results will be published and new features and use models of social media services in study context will be implemented and piloted at TUT among other Finnish universities during 2011-2013
  88. 88. The pilots are focusing on social media usage with various interest groups in higher education</li></ul>16<br />www.tut.fi/hypermedia<br />
  89. 89. SUMMARY & DISCUSSION<br /><ul><li>Crucial properties of web communities are functionalities supporting networking, community evolution and activity
  90. 90. Functionalities should be usable and flexible
  91. 91. Services are offering various means supporting community members to connect each other and communicate, for example, private and public messaging, commenting, updating statuses, feeds of new contents, popularity listings and different user search options
  92. 92. A challenge for a new web community is still how to motivate users to content provision and production
  93. 93. Content aggregation support enhances content enrichment
  94. 94. Moreover, even if there was a need for a community, only a part of registered users really would start to use the networking service
  95. 95. For learning purposes the added value should be clear
  96. 96. Clearly interventions can be used to enhance network activity
  97. 97. A well-designed intervention can increase the usage level significantly, but the long-term effects to motivate students to use a social networking system in the context of studying requires obvious added values for users to be reached through the intervention process
  98. 98. The intervention itself does not feed motivation, but it certainly can activate users
  99. 99. Study support should be available in various means, not only contents</li></ul>17<br />www.tut.fi/hypermedia<br />
  100. 100. Social Media Research at TUT<br /><ul><li>In Hypermedia Laboratory at TUT works a multidisciplinary research group in several research projects studying social networks and social media tools usage in different scenarios
  101. 101. Following researchers have been involved to the research described here and have provided their contribution to support this presentation
  102. 102. Prof., SeppoPohjolainen
  103. 103. M.Ed., KirsiSilius
  104. 104. M.Sc., JukkaHuhtamäki
  105. 105. Ph.M., Anne-MarittaTervakari
  106. 106. M.Sc., TeemoTebest
  107. 107. Following persons are acknowledged
  108. 108. M.Sc., JoonasMeriläinen
  109. 109. M.Sc., JarnoMarttila
  110. 110. M.Sc., MeriKailanto
  111. 111. M.Sc., TommiPerälä
  112. 112. M.Sc., JussiKangas</li></ul>18<br />www.tut.fi/hypermedia<br />
  113. 113. THANK YOU<br /> Questions?<br /> Comments?<br />19<br />www.tut.fi/hypermedia<br />PRESENTER<br />ThumasMiilumäki<br />Researcher, M.Sc. (Tech.)<br />Tampere University of Technology<br />Hypermedia Laboratory<br />firstname.lastname@tut.fi<br />
  114. 114. References<br />Annala, J., Svärd, P., Silius, K. & Miilumäki, T. (2010). Opiskelija ja yhteisölliset verkkopalvelut. Researchreportslides. http://www.campusconexus.fi/Portals/conexus/dokumentit/Campus_Conexus-09122010-yhdistetyt_esitykset_20101210.pdf<br />Miilumäki, T. (2010). Web-pohjaistensosiaalistenverkostojenanalyysimenetelmät. Social Network Analysis Methods in Web-based Networking Systems. Master of Science Thesis. Tampere: Tampere University.<br />Silius, K., Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J. & Pohjolainen, S. (2010a). Students’ Motivations for Social Media EnhancedStudying and Learning. In Knowledge Management & E-Learning: An International Journal (KM&EL), Vol. 2, No. 1, pp. 51-67.<br />Silius, K., Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J. & Pohjolainen, S. (2010b). Social Media EnhancedStudying and Learning in HigherEducation. In Education Engineering (EDUCON), 2010 IEEE, ConferenceProceedings, 14-16 April 2010, Madrid, Spain, pp. 137-143.<br />Wellman, B. (2002). Designing the Internet for a networked society: Little boxes, glocalization, and networked individualism. In Communications of the ACM, 45(5), pp. 91-96.<br />20<br />www.tut.fi/hypermedia<br />