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Putting things in context:
designing social media for
        education
       Jon Dron (jond@athabascau.ca)
   Terry Anderson (terrya@athabascau.ca)
  George Siemens (gsiemens@athabascau.ca)
            Athabasca University
Connection

         Content
Social forms

  net           set



        group
groups




   http://www.flickr.com/photos/cornelluniversitylibrary/3855473015/in/set-72157622140446726/
groups


• context by joining
• teacher in control
nets




http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
nets


• context through connection
• distributed control
sets
sets
Athabasca Landing
Putting things in context
Social networking is a
             feature, not a
              destination

Chris Anderson - http://thelongtail.com/the_long_tail/2007/09/social-­-
networki.html
programmes
                          research groups
       social networks
                                     working groups
 classes                 meetings

     multiple discontinuous
     and overlapping social
       and task contexts
                                                courses
               committees
    study groups                      friends
                    interest areas
 assignments                              projects
different
 facets
Web 2.0 1.5
group      net         set




        Where to look first
Putting things in context
some solutions
Partial fixes
multi-page profiles
configurable widgets
taggable relationships
To do

• group facets
• better visual customisation
• real-time tools
• all views change to match
  current context
thank you!

•   Jon Dron

•   Terry Anderson

•   George Siemens




           https://landing.athabascau.ca

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Putting things in context

Editor's Notes

  1. \n
  2. social software is a good idea for learning.\nContent •Sharing of found and created objects •Emergence of patterns, computer augmented and visible •Authenticity as education activity aligns with business and social activity\nConnection •Discovery of others with whom to learn •Leveraging networks that go beyond the formal classroom or workplace community •Serendipity as networks and sets interconnect •Sustainance of sociability with a positive association of social network use and\ntraditional forms of social contact (Hua Wang and Wellman, 2010)\nControl •Empowerment to be both a reader and a writer•Adaptability to varying needs due to flexible and mashable (soft) technologies\n•Communication •Collaborating in teams and groups •Engagement and motivation brought on by persistence, visibility to and interaction\nwith others\n
  3. \n
  4. groups are the traditional stuff of learning, that you join. they tend to have hierarchies, roles, purposes, beginnings and ends\n
  5. \n
  6. nets are formed through distinct individual connections between people (sometimes via things). they have no specific boundaries on the whole (or the boundary is a set or group)\n
  7. \n
  8. sets are about categories, things that are grouped together. In a set, we are not so much interested in who is in it, but in what interests them,\n
  9. \n
  10. \n
  11. \n
  12. \n
  13. academia is typified by discontinuous social contexts\n
  14. we present different facades to different people on different occasions\n
  15. \n
  16. \n
  17. \n
  18. \n
  19. can use many tools (but complex to manage and sustain)\ncan mash things up a bit for a PLE (but still only one perspective)\ncan use filters - only show some things to some people (but same thing, filtered)\n
  20. like a lot of overlapping PLEs BUT also represents you differently to different people\n
  21. give control over the various pages of the profile\nmay use nets, set, groups - e.g. blog posts for a group/groups, things tagged for sets, things friends are doing for nets\n
  22. yes, just like google circles\ncan be used to limit widgets/profile pages to specific people at a very fine grain, e.g. your closer friends, research partners, study group, whatever - no formal boundaries\n
  23. (chat, video, audio)\n (e.g. menus, networks, groups)\n
  24. \n