Social media & learning

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  • Wikipedia is itself an ex of user-generated content or knowledge generation that is self organising, located on a remote Internet service or cloud. The cloud means entrusting remote services with data and software – cloud a metaphor for the Internet - ie. the cloud is bank of machines in a warehouse
  • Social media is part of radical shift that arises from scale and emergence: Eg wikipedia as self organising [the immediacy of private comments made pubic has the consequence of uncontrolled publicity] For T&L, the argument goes that: the Industrial revolution  traditional modes of learning from standardised mass production information revolution  Web 2.0 social software and ” le arner-directed technologies ” . (Collins & Halverson 2010)
  • Separate domains of activity: social media was not founded as an educational project Net-gen research confirms narrow focus and lack of transfer
  • Different models underlying social networking. Need for critical dialogue and judgement between alternative options
  • What do institutions do? Frame social media as a technology issue and try to contain/appropriate social media How to provide frameworks that link “ meaningful informal learning experiences ” to formal structures and validation (Ravenscroft et al 2012: 177) Is appropriating or hijacking social media the right response
  • from “ h i jacking ” social media to “ d i gital literacies ” - as practices of knowledge generation and learning that arise from the relations between conventional literacies and technologies
  • Eg. experiential learning eg. fieldwork via geo-located knowledge development (Ravenscroft et al. 2012) Also WIL, placements, exchanges (virtual & physical), disciplinary/professional learning communities
  • That is, in developing hybrid learning environments for emergent learning emergent learning “ is likely to occur when many self-organising agents interact frequently and openly, with considerable degrees of freedom, but within specific constraints ” (Williams et al. 2012: 45)
  • Ellis & Goodyear (2010): learning ecologies bring a focus on the relationships between the elements that comprise the system under study, rather than their differences
  • A learning ecology that integrates prescriptive and emergent learning Ellis & Goodyear (2010): learning ecologies bring a focus on the relationships between the elements that comprise the system under study, rather than their differences
  • FL as extending a learning community, rather than FL as individual choice
  • Social media & learning

    1. 1. Social media and learning on the cloud Dr John Hannon La Trobe University, Melbourne 17 September 2012 1
    2. 2. Where is social media? Social media are: “web- and mobile-based technologies which are used to turn communication into interactive dialogue among organizations, communities, and individuals. “… allow the creation and exchange of user-generated content “… Social Media are social software which mediate human communication.” (Wikipedia) The cloud: a bank of machines in a warehouse 2
    3. 3. Is social media radical? But learning has always “turned communication into interactive dialogue …”SCALE a radical transformation of the modes of production of interaction, communication, andEMERGENCE dissemination, collectively referred to as Web 2.0, which makes emergent behaviour possible at an unprecedented scale, pace, and breadth of participation.(Williams et al. 2012: 44) Industrial revolution traditional modes of learning Information revolution “learning-directed technologies” 3
    4. 4. Tensions from the e-learning literature #1Social networking & social learning are separate domain Most students embrace the digitalised world of social networking…, although this does not necessarily transfer to learning. (Williams et al. 2012: 40) 4
    5. 5. Tensions from the e-learning literature #2 Different models of networking: the social as commercial vs educational … social networking offers only a truncated capacity to foster disagreement and debate because dominant programmes and models primarily foster conviviality and ‘liking’. (Friesen & Lowe 2012: 184) 5
    6. 6. Tensions from the e-learning literature #3 Institutional responses to social media in universities  frame as a technology issue - try to contain social media  frame as a learning issue - eg. harness informal learning experiences and link to formal structures of learning 6
    7. 7. How can universities respond to social media? Shift focus: 1. From “hijacking” social media to “digital literacies”: That is, on practices of knowledge generation and learning among students 7
    8. 8. How can universities respond to social media? Shift focus: 1. From “hijacking” social media to “digital literacies” 2. From containment of learning environments to mobilities of learning That is, crossing institutional boundaries eg. experiential learning such as fieldwork via geo-located knowledge development (Ravenscroft et al. 2012) 8
    9. 9. How can universities respond to social media? Shift focus: • From “hijacking” social media to “digital literacies” • From containment of learning environments to mobilities of learning • From software training to staff development for user- generated knowledge and collaborative, emergent learning 9
    10. 10. Examples of social media for learning 1. Institutional to learner-centred Core institutional infrastructure Moodle, AdobeConnect, (LMS/VLE) PLE via Mahara Package/bundle of tools not Wordpress, Skype provided by institution, but maybe facilitated and semi-supported, eg. open source systems  Student initiated social software dropbox, google docs, and non-institutionalised tools for google hangout, google working together on learning – groups collaboration, groupwork, filesharing  Use of lifestyle technologies facebook,flickr 10
    11. 11. Futures Learning ecologies rather than learning systems Ellis & Goodyear (2010): learning ecologies bring a focus on the relationships between the elements that comprise the system under study, rather than their differences 11
    12. 12. Futures Managing learning as ecologies Modes of Domains of Types of Organisation Modes of application knowledge production learning Prescriptive Predictable Prospective Hierarchy, Centrally learning complicated institutional determined control control for users, systems replicated for scale at high cost Emergent Complex Retrospective Collaboration, Open & learning adaptive coherence self- distributed, systems organisation created by users Framework for emergent learning and learning ecologies Williams, R., Karousou, R. & Mackness, J. (2011). 12
    13. 13. Futures Flexible learning understood as opening up possibilities that extend into social and professional worlds of learnerslearner-generated contentpeer review & co-constructionlearning communities of student/staff/practitionersexperiential learning & assessment (crossing institutional boundaries)knowledge generation via placements, (virtual) exchangesopen education resourcesAdapted from Lee, M., & McLoughlin, C. (eds.) (2010). Web 2.0-Based E-Learning 13
    14. 14. References • Bradford, G., Kehrwald, B. & Dinmore, S. (2011). A framework for evaluating online learning in an ecology of sustainable innovation. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.162-167). http://www.ascilite.org.au/conferences/hobart11/procs/Bradford-concise.pdf • Collins A., & Halverson R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26, 18-27. • Falconer, I. 2011, Literacy in the Digital University. Seminar Four April 8th Lancaster University. http://www.open.ac.uk/researchprojects/lidu/p3_4.shtml • Friesen, N. and Lowe, S. (2012). The questionable promise of social media for education: connective learning and the commercial imperative . Journal of Computer Assisted Learning, 28, 183–194 • Lea, M. & Jones, S. (2011): Digital literacies in higher education: exploring textual and technological practice, Studies in Higher Education, 36:4, 377-393 • McLoughlin, C., & Lee, M. (2010). Pedagogy 2.0: Critical Challenges and Responses to Web 2.0 and Social Software in Tertiary Teaching. In M. Lee & C. McLoughlin (Eds.), Web 2.0- Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 43-69). Hershey, Pennsylvania: IGI Global. • Ravenscroft, A. Warburton, S., Hatzipanagos, S. & Conole, G. (2012). Designing and evaluating social media for learning: shaping social networking into social learning? Journal of Computer Assisted Learning, 28, 177–182 • Williams, R., Karousou, R. & Mackness, J. (2011). Emergent Learning and Learning 14 Ecologies in Web 2.0. International Review of Research in Open and Distance Learning 12 (3), March
    15. 15. Thank you John Hannonj.hannon@latrobe.edu.au 15

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