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Social Media Learning Models; CROS & WikiQuals

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Social Media Learning Models; CROS & WikiQuals

  1. 1. ELSEELSE;; #socialmedia#socialmedia learninglearning models ofmodels of CROSCROS && WikiWikiQualsQuals Violeta Maria Serbu CROS &Violeta Maria Serbu CROS & @FredGarnett London Knowledge Lab@FredGarnett London Knowledge Lab Bucharest, Romania, 26 April 2013
  2. 2. OverviewOverview Analytic ContextAnalytic Context Some aspects of the CROS ‘alternative university’Some aspects of the CROS ‘alternative university’ Some aspects of the WikiSome aspects of the WikiQualsQuals learning modellearning model Comparison of CROS & WikiComparison of CROS & WikiQualsQuals Social phenomenaSocial phenomena Learning EnvironmentLearning Environment Set of ToolsSet of Tools ConclusionConclusion
  3. 3. CROS/CROS/WQ;WQ; Analytic ContextAnalytic Context The participatory nature of the Internet allowsThe participatory nature of the Internet allows a “new culture of learning” (Seely Brown)a “new culture of learning” (Seely Brown) ““E-learning could be a highly disruptiveE-learning could be a highly disruptive technology of education” (Laurillard) astechnology of education” (Laurillard) as ““E-learning is a complex set of social practices”E-learning is a complex set of social practices” (Haythornthwaite)(Haythornthwaite) CROS & WikiQuals are both “complex socialCROS & WikiQuals are both “complex social practices” with new learning modelspractices” with new learning models
  4. 4. CROS Alternative UniversityCROS Alternative University Student-centred model of HE in RomaniaStudent-centred model of HE in Romania Community of practice (Wenger) basedCommunity of practice (Wenger) based starting with NGO Human Resources workersstarting with NGO Human Resources workers Learning experiences, individual support,Learning experiences, individual support, social learning, practical learning; which evolvesocial learning, practical learning; which evolve Learning architects design the learning supportLearning architects design the learning support & resources, e.g. ‘My Learning Tribe’& resources, e.g. ‘My Learning Tribe’ Uses open access social media toolsUses open access social media tools
  5. 5. WikiWikiQualsQuals ProjectProject Activity-based, ‘learning is doing’ modelActivity-based, ‘learning is doing’ model Based on Emergent Learning Model looking atBased on Emergent Learning Model looking at new models ofnew models of post-hocpost-hoc accreditationaccreditation Sqolars are a “disenfranchised group of non-Sqolars are a “disenfranchised group of non- consumers” using “emergent technologies”consumers” using “emergent technologies” Each Sqolar builds their own unique personalEach Sqolar builds their own unique personal learning network (PLN)learning network (PLN) QR codes provide “real-time” accreditationQR codes provide “real-time” accreditation
  6. 6. CROS/WCROS/WQ;Q; ComparisonsComparisons 1. As Social Phenomena1. As Social Phenomena CROS; begins with professional practice asCROS; begins with professional practice as Human Resource Professionals in NGOsHuman Resource Professionals in NGOs CROS; Learning model re-inforces quality ofCROS; Learning model re-inforces quality of professional practice & group identityprofessional practice & group identity WWQ;Q; emerged from UK student occupationsemerged from UK student occupations and the alternative University Project (2011)and the alternative University Project (2011) WWQ;Q; self-organisedself-organised “community of scholars”“community of scholars”
  7. 7. CROS/WCROS/WQ;Q; ComparisonsComparisons 2. As Learning Environment2. As Learning Environment CROS; student-centred learning networkCROS; student-centred learning network CROS; community of practice as a structuredCROS; community of practice as a structured ‘e-learning social network’ (Downes)‘e-learning social network’ (Downes) WWQ;Q; learner-centred rhizomatic learninglearner-centred rhizomatic learning WWQ;Q; discontinuous networks with shared butdiscontinuous networks with shared but unrelated learning experiencesunrelated learning experiences
  8. 8. CROS/WCROS/WQ;Q; ComparisonsComparisons 3. As a Set of Tools3. As a Set of Tools CROS; from shared social media (Facebook,CROS; from shared social media (Facebook, NING) to defined Google ‘cloud’NING) to defined Google ‘cloud’ suitesuite of toolsof tools CROS; process supported by technical teamCROS; process supported by technical team WWQ;Q; Personal Learning Networks with self-Personal Learning Networks with self- defined use of tools reflecting learners needsdefined use of tools reflecting learners needs WWQ;Q; ‘We are Rhizomatic’ (Cormier)‘We are Rhizomatic’ (Cormier) unsupported personal use of social mediaunsupported personal use of social media
  9. 9. CROS/WCROS/WQ;Q; ConclusionsConclusions The nature of the social phenomena definingThe nature of the social phenomena defining WWQQ & CROS shapes their learning& CROS shapes their learning Learning environments based on social mediaLearning environments based on social media learning tools reflect each learning processlearning tools reflect each learning process CROS; self-organised learning approach withCROS; self-organised learning approach with work focuswork focus;; social media enables collegialitysocial media enables collegiality WWQQ; is a ‘community of Sqolars’; technologies; is a ‘community of Sqolars’; technologies used to end their learning disenfranchisementused to end their learning disenfranchisement
  10. 10. CROS/WCROS/WQ;Q; ResourcesResources CROS Alternative UniversityCROS Alternative University;; http://http://www.universitateaalternativa.rowww.universitateaalternativa.ro Serbu, V. 2013. Functions of Social Media in HigherSerbu, V. 2013. Functions of Social Media in Higher Education: A Case StudyEducation: A Case Study WikiWikiQualsQuals ProjectProject;; http://wikiquals.wordpress.com/abouthttp://wikiquals.wordpress.com/about Garnett, F. and Ecclesfield, N., 2009 Emergent Learning ModelGarnett, F. and Ecclesfield, N., 2009 Emergent Learning Model

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