Incorporating social media in the classroom to support self-determined (heutagogical) learning
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Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
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Incorporating social media in the classroom to support self-determined (heutagogical) learning
- 1. Lisa Marie Blaschke Carl von Ossietzky Universität Oldenburg Master of Distance Education and E-Learning (MDE) Associate Professor (Adjunct), EDEN Fellow/Vice-President
- 2. • Self-determined learning (heutagogy) • What is self-determined learning (heutagogy)? • Why is it important? • Social media in the classroom • How do we define social media? • Benefits of using social media • Choosing the right media • Examples of social media use • Challenges of integrating social media • What is your experience? • Where to next? • Resources
- 3. What is self-determined learning (heutagogy)? Heutagogy is the study of self-determined learning and applies a holistic approach to developing learner capabilities with the learner serving as the major agent in their own learning, which occurs, as a result of personal experience (Hase & Kenyon, 2007, p. 112) http://bibblio.org/u/The%20Heutagogy%20Collection/content
- 4. CCBY US Department of Education
- 7. Internet splat map (2004) https://www.flickr.com/photos/jurvetson/916142
- 10. Pedagogy Andragogy Heutagogy Andragogy (Self-directed) ► Heutagogy (Self-determined) Single-loop learning ► Double-loop learning Competency development ► Capability development Linear design and learning approach ► Non-linear design and learning approach Instructor-learner directed learning ► Learner-directed learning Getting students to learn (content) ► Getting students to understand how they learn (process) Blaschke (2012)
- 11. • Addresses many of the challenges faced by education today: ◦ The workforce needs lifelong learning and lifelong learners ◦ Students need to learn how to learn and develop critical thinking skills ◦ Schools can’t teach everything; learners need to learn to learn ◦ More institutions moving toward learner-centered learning and competency-based education • Aligns well with affordances of today’s technology
- 12. Knowledge and information aggregation Connectivity, networking, and social rapport Content discovery, sharing, and creation (individual and group) Reflection and creativity (individual and group)
- 13. • Improves critical thinking and reflection • Increases learner engagement and motivation • Gives learners more control over learning (learner- centered) • Improves ability of learners to investigate and question ideas – and apply knowledge in practical situations • Supports development of independent ideas and self-confidence • Makes learners more capable and able to adapt to new environments • Better prepares them for the complexities of the workforce Canning & Callan (2010), Ashton & Elliott (2008), Ashton & Newman (2006), Blaschke (2014)
- 15. • Discover what motivates your learners • Identify learners’ level of autonomy and adjust accordingly ◦ Learner questionnaires and contracts ◦ Learner-directed questions and discussions • Focus on teaching learners how to learn
- 16. • Nurture a growth mindset ◦ Project-based learning ◦ Inquiry learning ◦ Problem-based learning • Incorporate activities for self- reflection, self- and information-discovery, and experimentation ◦ Learning journals ◦ Visual story-telling
- 17. • Build learner skills while allowing them to determine and reflect on their learning path ◦ Scaffolding of learning activities to create frameworks for learning/discovery ◦ Learner-directed questions ◦ Action research
- 18. • Build learning environments for creative expression ◦ Open learning spaces ◦ Maker spaces • Incorporate group exercises and collaborative assessment ◦ Collaborative group work ◦ Communities of practice
- 19. • Support development of personal knowledge management, digital literacy, and social collaboration skills ◦ Skill building activities ◦ Social networking and collaboration tools ◦ Gaming • Promote self-efficacy (Ritchie, 2015) ◦ Articulate goals ◦ Set parameters
- 20. • Assess learner achievement by negotiating the assessment process and making curriculum flexible ◦ Formative assessment ◦ Learning contracts ◦ Self-assessment and peer- assessment
- 21. • Choose a learning environment that supports free and open learning ◦ MOOC (xMOOCs, cMOOCs, project-based MOOCS, open boundary courses) ◦ Communities of practice (CoPs) and community networks ◦ Bibblio (http://bibblio.org)
- 23. Used interchangeably with Web 2.0 Are social software tools Support creation of user generated content Empower users Text: Blaschke & Brindley (2015); Graphic: Dar (2013): http://tribune.com.pk/story/548285/the-socio-economic-impact-of-social-media/
- 24. • Centers on the learner • Supports active and interactive dialogues and interaction • Enhances communication and information sharing • Develops lifelong learning skills: • Capability • Critical thinking • Reflection • Team work
- 25. Identify Learning Outcome Select Social Media Tool “The challenge for the educator is to choose the social media tools appropriate to the learning task or particular skill development” (Blaschke & Brindley, 2015, p. 11)
- 26. SOCIAL MEDIA CATEGORIES (Adapted from Kaplan & Hainlein, 2010, in Blaschke & Brindley, 2015) Collaborative projects Individual showcase projects Content/information sharing communities Social networking Virtual game/social worlds
- 27. Classification/Skills (Verbs) Tools (Nouns) Collaborative projects: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate Wikis, GoogleDocs, brainstorming tools (e.g., mindmaps), mashups, Dropbox, boxnet Individual showcase projects: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself Blogs, e-portfolios Social networking: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange Twitter, LinkedIn, Facebook, social tagging (e.g., Flickr, Pinterest), Cloudworks Content/information sharing communities: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute YouTube, Diigo, Twitter, LinkedIn, news aggregators (RSS), Evernote, Pinterest, Instagram, ScoopIt! Virtual game worlds: Connect; collaborate; navigate; play; communicate (read, write, discuss, interact); explore; analyze and solve problems; think critically; compete; program; model; innovate; plan; simulate Minecraft, alternate reality games (ARGs), massively multiplayer online games (MMO), and global social awareness games Virtual social worlds: Explore; observe; experiment; discover; model; predict; solve problems; innovate; plan; simulate Simulations, Second Life
- 28. (Blaschke, 2012)
- 29. The world of work is increasingly collaborative, driving changes in the way student projects are structured. As more and more employers are valuing collaboration as a critical skill, silos both in the workplace and at school are being abandoned in favour of collective intelligence. To facilitate more teamwork and group communication, projects rely on tools like wikis, Google Docs, Skype, and online forums. Projects are increasingly evaluated by educators not just on the overall outcome, but also on the success of the group dynamic. (NMC Horizon Report , 2012, p. 14)
- 30. Learning Outcome Social Media Collaborate Communicate (write, read, discuss, interact) Construct knowledge (individual and group) and socialize Navigate Negotiate and solve problems Think deeply, critically, and logically Reflect Evaluate
- 31. Learning Activity to Learning Outcome Collaborative Project (Group Grid) Skill Builder Learning Outcome Tools Using Google Drive, students work with assigned group members to develop a grid that depicts the evolution of distance education across waves of development as part of an on-going collaborative group project • Think deeply about and reflect upon course readings • Interact and collaborate with other students to evaluate and create new content Google Drive, Popplet
- 33. Education researchers have emphasized the need for learning settings to be adaptable and flexible in order for personalized learning to take root. Students’ preferences and needs must be understood accurately before designing or implementing personalized learning scenarios and activities. The goal is to give the student the flexibility to make their learning as effective and efficient as possible, but adequate mentorship is still a clear necessity.144 Enabling technology, (NMC Horizon Report , 2015, p. 26)
- 34. Learning Outcome Social Media Communicate (write, read, discuss, interact) Design and create Think critically, deeply, and logically Share knowledge and experience Give advice Express yourself
- 35. Learning Activity to Learning Outcome Individual Showcase Project (E-Portfolio) Skill Builder Learning Outcome Tools Students create an individual website using a wiki, blog, or other web tool as an e-portfolio, including pages for learning goals, a reflective learning journal, resources, biography and artifacts (group grid, bibliography, annotation, mind map) • Think critically about individual platform requirements • Review and choose an e- portfolio platform • Create new content (e- portfolio, artifacts, journal) • Reflect upon content and learning process E-portfolio (e.g., wiki, blog, other)
- 37. Learning Activity to Learning Outcome Individual Showcase Project (MindMap) Skill Builder Learning Outcome Tools Students create an online mind map using key words that represent their initial and on-going definition of distance education. Students have the option of updating the mind map as the course progresses. • Reflect upon understanding of distance education • Design and create new content based on current and new knowledge • Share ideas and experience • Track learning progress Mind Mapping (Mindmeister, Bubbl.us, Popplet)
- 39. As social networks continue to flourish, educators are using them as professional communities of practice, as learning communities, and as a platform to share interesting stories about topics students are studying in class. Understanding how social media can be leveraged for social learning is a key skill for teachers, and teacher training programs are increasingly being expected to include this skill. (NMC Horizon Report , 2014, p. 8)
- 40. Learning Outcome Social Media Communicate (write, read, discuss, interact) Collaborate Search and explore Listen, connect, and share Think critically and reflect Support others and build community Promote (self) Exchange
- 41. Learning Activity to Learning Outcome Social Networks (Twitter) Skill Builder Learning Outcome Tool Students join Twitter and follow OMDE601 course and a distance education scholar. During the course, students retweet an interesting article by or tweet from the scholar. • Search for and discover potential research resources • Share information discovered with others • Communicate and connect with others Twitter
- 43. Today’s web users are prolific creators of content, and they upload photographs, audio, and video to the cloud by the billions. Producing, commenting, and classifying these media have become just as important as the more passive tasks of searching, reading, watching, and listening. (NMC Horizon Report , 2014, p. 8)
- 44. Learning Outcome Social Media Communicate (write, read, discuss, interact) Collaborate Search and inquire Compare and combine Think critically, observe, and reflect Share and build community Promote (self) and distribute
- 45. Learning Activity to Learning Outcome Content Sharing Communities (Diigo) Skill Builder Learning Outcome Tools Students use the online UMUC library to research a topic of their choice, create a bibliography, select a scholarly article, and write and post an annotation of the article to the class Diigo account • Research and find information • Create new content • Share resources and content Diigo
- 48. When the gaming industry began to incorporate network connectivity into game design, they revolutionized game-play by creating a vast virtual arena where users from all over the world could connect, interact, and compete. …For higher education, these game-like environments transform assignments into exciting challenges, reward students for dedication and efficiency, and offer a space for leaders to naturally emerge. (NMC Horizon Report , 2014, p. 42)
- 49. Learning Outcome Social Media Communicate (write, read, discuss, interact) Connect and collaborate Navigate Play, explore, and discover Analyze and solve problems; think critically Compete Plan, program, model, innovate, and predict Simulate, observe, experiment
- 51. Social media doesn‘t always fit to your pedagogical goals. Students may push back on using social media. The learning curve for both instructors and students can be steep. There could be potential ethical issues.
- 52. … Please share with us! What has been your experience? Source: https://www.flickr.com/photos/onlinedialogue/12665352714 (Creative Commons)
- 53. Complexity is the new reality. One of the main challenges of implementing new pedagogies, learning models, and technologies in higher education is the realization of how interconnected they all are. Games, for example, often overlap with natural user interfaces as well as social media with social networks, and learning analytics are increasingly associated with adaptive learning platforms. Even as we acknowledge that topics continuously converge, morph, and evolve, we need the proper languate to accurately discuss and define them. (NMC Horizon Report , 2013, p. 11)
- 54. Social media can be defined in many ways – and continues to morph. When incorporating social media, identify your learning outcome (or skill) first – then select a tool to support achieving outcomes. Be prepared to fail.
- 56. Resources Blaschke, L.M. & Brindley, J. (2015). Using social media in the online classroom. In M. Ally & B. Khan, The international handbook of e-learning (volume 2): Implementation and case studies. Athabasca, Canada: Routledge. http://www.routledgementalhealth.com/books/details/978113879372 9/ Blaschke, L.M. (2014). Using social media to engage and develop online learners in self-determined learning. Research in Learning Technology. Retrieved from:http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21 635/html Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2087 Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education. Higher Education Academy, UK. Retrieved from: http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdf Kaplan, A.M., & Haenlein, M. (2010). Users of the world unite! The challenges and opportunities of social media. Business Horizons, 53, 59-68. doi: 10.1016/j.bushor.2009.09.003. New Media Consortia - HORIZON Reports: http://www.nmc.org/nmc-horizon/ Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press. http://oetmanhattan.wikispaces.com/file/view/Prensky-- Teaching+Digital+Natives-in+press6.pdf
Editor's Notes
- Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This webinar will provide a framework for defining and choosing social media for use in the classroom, as well as demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom. You will also have an opportunity to share and discuss your own experiences of using social media for teaching and learning.
- Topics we will discuss today
- Time for the crash course. You will find more resources on this Bibblio site. Heutagogy is a learning theory developed by two Australian guys, Stewart Hase and Chris Kenyon, back in the year 2000. Basically it is... It is not the same as Deci's self-determination theory, which focuses primarily on motivation – although understanding learner motivations and passions are part of the self-determined learning package. Self-determined learning is...
- Learner-centered and learner-determined learning. Instructors and institutions are no longer at the center. Learners are. Instructors are no longer the sage on the stage, the learning gurus. Heutagogy is about instructors as guides and facilitators. Instructors providing guidance and resources as needed, working together with the learner to define the learning path (road map). Role of institutions in a heutagogical approach is that of providing platforms and support and helping learners find their individual learning paths and make connections with guides Learners determine their path. And the role of human agency in learning is a fundamental principle. The learner is at the center of all heutagogic practice. The learner is self-motivated and autonomous and is primarily responsible for deciding what will be learned and how it will be learned and assessed.
- Capability is characterized by the following: being able to use one’s competencies in unfamiliar as well as familiar circumstances, learner self-efficacy, communication, creativity, collaboration (teamwork), and positive values. Competency can be understood as proven ability in acquiring knowledge and skills, while capability is characterized by learner confidence in his or her competency and, as a result, the ability “to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings” (Cairns, 2000, p. 1, as cited in Gardner, Hase, Gardner, Dunn, & Carryer, 2007, p. 252). Capable people exhibit the following traits: Self-efficacy, in knowing how to learn and continuously reflect on the learning process; Communication and teamwork skills, working well with others and being openly communicative; Creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approach; Positive values (Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007). Example of construction worker.
- Within heutagogy, it is essential that reflection occurs in a holistic way. This translates to the learner reflecting not only what she or he has learned, but also the way in which it has been learned – and understanding how it is learned (metacognition) -- and through double-loop learning, how it impacts the learner’s values. It is learning how to learn. In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions (see Figure 1). Double-loop learning occurs when learners “question and test one’s personal values and assumptions as being central to enhancing learning how to learn” (Argyris & Schön, 1978, as cited in Hase, 2009, pp. 45-46).
- As learning is self-determined, the path to learning is defined by the learner and is not established by the teacher. As a result of learners choosing their own path, learning happens in a non-linear format. Learning can go in any direction that the learner wants.
- Heutagogy is not new. (This was pointed out to me at the RIDE conference in 2013.) On the contrary, heutagogy has its roots in earlier learning theories and concepts such as humanism (Maslow and Rogers), constructivism (Vygotsky), reflective practice (Schön), douple-loop learning (Argyris and Schön), andragogy (Knowles), transformative learning (Mezirow), capabilities (Stephenson), self-efficacy (Bandurra), all of which have contributed to the fundamental principles of heutagogy.
- The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2). More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010). Cognitive development of learners, a requirement for critical reflection and discourse to occur, could also be integrated into this pyramid, with cognitive development progressing in parallel with learner maturity and autonomy (Mezirow, 1997).
- It may help to understand heutagogy (self-determined) as a continuum of andragogy (self-directed), the study of teaching and learning for adults. Single-loop learning: there is a problem, action, and outcomes, and the learner works to find a solution to a problem; in double-loop learning, the learner goes through that same process, but in addition also considers how she or he learned---and how this influences the learner beliefs and actions – in a process of self-reflection. This self-reflection is fundamental to self-determined learning. Double-loop learning requires that learners are both psychologically and behaviorally engaged. They reflect on not only what they have learned, but also the way in which this new knowledge and the path to learning has influenced their values and belief system: Argyris & Schön (1978); Eberle & Childress (2005); Eberle (2013) While andragogy focuses on development of competencies, heutagogy builds on those competencies further. Competent learners can demonstrate that they have learned a skills or set of knowledge. Capable learners can apply those skills and knowledge in new and unfamiliar situations. Capability is characterized by the following: being able to use one’s competencies in unfamiliar as well as familiar circumstances, learner self-efficacy, communication, creativity, collaboration (teamwork), and positive values: Cairns (1996, 2000); Stephenson (1992); Stephenson & Weil (1992): Gardner, Hase, Gardner, Dunn, & Carryer (2007), Hase & Kenyon, 2000, 2003, 2007) Andragogy is about learning in a linear away; heutagogy about non-linear learning, that is following the learner path. As learning is self-determined, the path to learning is defined by the learner and is not established by the teacher. As a result of learners choosing their own path, learning happens in a non-linear format (Peters (2002). In andragogy, learning is directed by the learner, but guided along a specific path by the instructor. In heutagogy, the path is directed entirely by the learner: from design to assessment. The role of human agency in learning is a fundamental principle. The learner is at the center of all heutagogic practice. The learner is self-motivated and autonomous and is primarily responsible for deciding what will be learned and how it will be learned and assessed: Hase & Kenyon (2000, 2007, 2013b); Hase (2009); Deci & Flaste (1995); Deci & Ryan (2002); Long, 1990); Pink (2009) With andragogy, focus is on getting students to learn content, and the primary focus is on the content. With heutagogy, the focus is placed on the process of learning itself and helping students understand how they learn. Within heutagogy, it is essential that reflection occurs in a holistic way. This translates to the learner reflecting not only what she or he has learned, but also the way in which it has been learned – and understanding how it is learned (metacognition): Schön (1983, 1987); Mezirow & Associates (1990); Blaschke & Brindley (2011)
- Can address many of the challenges faced by education today Graduates need to be productive at the start of employment with little or no ramp-up time, and they must adapt quickly to new and disruptive innovations, continuously acquiring new skills: …the complexities of the workforce in the 21st century require that employees have a wide range of cognitive and meta-cognitive skills, such as creativity, self-directedness, innovativeness, and knowledge of how they learn (Blaschke, in press, 2014, p. 1) This is also one of the reasons that I was so inspired by this theory (my background). …and those challenges faced by ed tech. The 2015 Horizon report identifies the increasing importance of student-centeredness in educational approaches and a need „to rethink how learning spaces should be configured“ (p.18). „personalized learning“ (p. 26) „teaching complex thinking“ (p. 28) More institutions moving toward learner-centered learning and competency-based education Teaching/learning theory that aligns well with affordances of today’s technology, in particular some of the newer technologies such as MOOCs and gaming References: Ellerton , P. (2015). Teaching how to think is just as important as teaching anything else. [Web log.] The Conversation. Retrieved from: https://theconversation.com/teaching-how-to-think-is-just-as-important-as-teaching-anything-else-46073 Kalamara, K. (2015). Digital learning technology: How will technology transform digital learning in the next decades? eLearning Industry. Retrieved from: http://elearningindustry.com/digital-learning-technology-will-technology-transform-digital-learning-next-decades
- New technologies available on the web can further support learner-centered design and activities, as well as learner exploration, creativity, reflection, collaboration, and networking (Gerstein, 2013; Sharpe, Beetham, & DeFreitas, 2010; Conole, 2011; McLoughlin & Lee, 2007).
- Based on initial research by Canning & Callan (2010), Ashton & Elliott (2008), Ashton & Newman (2006), here are some of the benefits of a heutagogical approach (see slide) Why it should (review list of benefits): Most importantly, prepares learners for complex workforce by giving them a better understanding of how they learn So now I've gone over the theoretical part. What does Heutagogy look like in practice?
- A Heutagogical learning environment has the following key elements (learner in center). Explore: Fundamental to heutagogy is the element of exploration. Learners must be given the freedom and opportunity to explore a variety of paths and sources of knowledge on their journey. They need to be able to develop and test hypotheses, and ask and answer questions – all of which arise during the process of exploring. Structured curricula are out; learner-defined curricula are in. Create: Another important design element of heutagogy is giving the learner the freedom to create. This can be achieved using a variety of learning approaches, e.g., writing, designing, and drawing. What is important is that the learner is actively involved. Collaborate: Collaboration is another key element to heutagogy and aims to provide the kind of environment where learners can learner from each other. Working together toward a common goal, learners are able to solve problems and reinforce their knowledge by sharing information and experiences, continuously practicing, and experimenting by trial and error. They simply help each other along the way. The teacher serves as coach during the collaboration process.t Connect: Networks and connections are a critical aspect within heutagogy, as it is through these connections that new avenues of learning can be created. Making connections is easy with today’s social media, which give learners an opportunity to network with people across the world…and I will talk more about this later. Share: : Once learners have started connecting, they can begin sharing. Reflect: Finally, within every heutagogic learning environment, learners need to have opportunities to reflect. This is where there is potential for new learning to occur and previous learning to be consolidated. Reflection provides an opportunity to ascend to higher levels of cognitive activity such as analysis and synthesis. Repetition helps information move from short- to long-term memory. This reflective activity should include reflecting on the new knowledge that the learner has gained, as well as how she or he has learned – and the ways in which this learning experience has influenced his or her value system and beliefs.
- Consider learners’ level of autonomy and adjust accordingly: Incorporate learner questionnaires, learner contracts, and learner-directed questions and discussions Motivation is key here. Learners and workers are motivated when they are given autonomy. Pink writes about this in his book “Drive”. Empowering people and letting them make choices. And heutagogy is all about autonomy. What we do in education? We take away that autonomy or only allow it in small doses. We teach learners to be consumers. And it is really really hard to break them out of that mindset. So many students have said to me, exasperatedly, just tell me what you want me to do! I smile and say what do you want to do? Give them the tools to make them digitally literate, Citizens of the net. Create their own worlds. http://www.hybridpedagogy.com/journal/maggies-digital-content-farm
- All about exploration…and making mistakes along the way. A growth mindset must be nurtured: "based on the belief that your basic qualities are things you can cultivate through your efforts..everyone can change and grow through application and experience" (p.7) Characterized by: practice and discipline, character (digging deep), failure and recovery (NASA example of hiring those with significant failures and bounced back ), learning and improving, sticking to it, thriving on challenges, realize developing potential and capability take time, failure does not define you, take charge of learning and motivation, know how to fail, take charge of processes that bring success, a work in progress. "Studying to learn, not ace the test." (P.63). Carol Dweck Fixed mindset: "believing that your qualities are carved in stone" (p. 6) Characterized by: interest only if you do well, don't make mistakes, measured by others' evaluation of you, failure defines you, belief in fixed traits and intelligence, things go wrong lose focus and ability, effort casts doubt on talent, victim perspective. DeWitt (2015) identifies ways we can support growth mindsets in the classroom: less testing, more feedback, flexible grouping, deeper questions, less teacher talking Learning by doing: The power of Active Learning: “Many of today’s learners favor active, participatory, experiential learning—the learning style they exhibit in their personal lives. But their behavior may not match their self-expressed learning preferences when sitting in a large lecture hall with chairs bolted to the floor.” Over 70% of our master's students have identified "learning by doing" as their preferred way of learning -- what better way than using technology? Refer back to previous work on active learning and social media (Blaschke, Porto, Kurtz)
- Build learner skills while allowing them to determine and reflect on their learning path, scaffold learning activities to create frameworks forlearning/discovery, use learner-directed questions, action research, double-loop learning – leading to transformative learning (Mezirow and Associates, 1990). Double-loop learning --- leading to transformative learning References: Mezirow, J., & Associates. (1990). A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass. Blaschke & Brindley (2010)
- Empower learners to collaborate and create: Incorporate group exercises and collaborative assessment (Albon 2006). Collaborative learning spaces: http://www.emergingedtech.com/2015/07/reasons-research-schools-need-collaborative-learning-spaces/ As Brandt (2013) relates: “Virtual connections, made through the internet, can provide opportunities for real-time input from experts in the field of study” (p. 110). Whenever possible, learners should be encouraged to connect with others within their discipline using the media available. Examples of social networking sites include Twitter (www.twitter.com), LinkedIn (www.linkedin.com), Academia.edu (www.academia.edu), Facebook (www.facebook.com), WhatsApp (www.whatsapp.com), and Google+ (https://plus.google.com).
- Build skills and competencies: Support development of personal knowledge management, digital literacy, and social collaboration skills; incorporate skill building activities and social networking and collaboration tools (building competencies to lead to capabilities, in particular through the use of social media); use badges to indicate accomplished competencies and learning outcomes. Mindful agency: http://learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/ For learning in the complex world of risk, uncertainty and challenge, what matters is being able to identify, select, collect, collate, curate and collaboratively re-construct information to suit a particular purpose. Resilient Agency is our capacity to move iteratively beween purpose and performance, utilising our learning power and generating and re-structuring knowledge to serve our purpose. Gaming: Minecraft in schools: http://www.slj.com/2015/04/technology/minecraftedu-takes-hold-in-schools/ “Minecraft is like LEGOs on steroids,” says Eric Sheninger, a senior fellow at the International Center for Leadership in Education. “Learners of all ages work together to ultimately create a product that has value to them,” he adds. His third graders had created cardboard dioramas previously; when using Minecraft, they became “highly motivated to plan, organize, and create a model community of systems” and a form of governance, adds Gallagher. http://www.fastcoexist.com/3048041/kids-are-using-minecraft-to-design-a-more-sustainable-world http://theconversation.com/tapping-into-kids-passion-for-minecraft-in-the-classroom-43461 But it is the enthusiasm students have for learning to play Minecraft that is so compelling. Minecraft players share this “impassioned learning” with fans of other forms of popular culture. In this sense, Minecraft is not so much a game, but a social network that values and circulates expertise. Refer to Laura Ritchie’s new book References: Ritchie, L. (in press). Fostering self-efficacy in higher education students. United Kingdom: Palgrave.
- Allow learners to define success: Assess learner achievement by negotiating the assessment process and making curriculum flexible, using formative assessment, learning contracts, learner-defined learning, self-assessment, and collaborative assessment. The ability of learners to self-assess their success can depend on learner maturity and autonomy and will often require guidance by the teacher. Would be a need for learner contracts such as those at Empire State College. Difficult to realize. Institutions and teachers have to relinquish control, which is difficult to do. And learners need to take on more responsibility (sometimes even harder to do). Example from Brandt -- not wanting the responsibility, but in the end wanting this type of learning more. Booth, M. (2014). Assessment as an ongoing act of learning: A heutagogical approach. In L.M.Blaschke, C.Kenyon, & S.Hase, Experiences in self-determined learning. USA: Amazon.
- Open courses (Alec Couros) MOOCs: Hazipanagos, S. (2015). What do MOOCs contribute to the debate on learning design of online courses? eLearning Papers. ISSN: 1887-1542. Retrieved from: http://www.openeducationeuropa.eu/en/article/Design-Patterns-for-Open-Online-Teaching-and-Learning-In-Depth-42-1 MOOCs: playground of learner autonomy, connections, constructivism, peer and self-assessment http://er.educause.edu/articles/2015/8/mooc-professors-agency-in-the-face-of-disruption "Soft infrastructures" >> non-prescriptive and entrepreneurial MOOCs as portals — not an end in themselves — that invite faculty to discover the value and varieties of open learning. They provide an entrée to new outlets for faculty to see their academic work impact broader audiences and to feel "empowered and supported in an expanded approach to teaching."5 We define soft infrastructure as "the resources, values, and affirmations that support faculty agency in experimenting with digital learning." This soft infrastructure has driven the transformative and creative repurposing of hard infrastructure and associated systems to scale up Stanford's digital learning initiatives. Soft infrastructure is built by the activities of users and communities that then provide direction for the development of hard infrastructure, not the other way around. Relationship-intensive, soft infrastructure is, as Groom and Lamb articulated, "user-driven innovation" and ultimately about empowering people, specifically faculty, to leverage their ideas, insights, and creativity to drive the development of digital learning experiences.7 At Stanford, a focus on soft infrastructure allowed us to embrace the ambiguities and unknowns of new ideas and then build relationships to bring those ideas to life: However, learning is most meaningful when it is interest-based. "Open boundary courses"http://educationaltechnology.ca/couros/2603 Bibblio: intelligent discovery platform
- The first part of the heutagogic design process is defining the learning contract. During this phase, the learner and teacher work together to identify learning needs and outcomes. What does the learner want to learn/achieve? What should be the result of the learning experience (learning outcome)? In addition, specific course or program learning outcomes that may be required by the institutional environment should be taken into consideration. Next, the learner and teacher negotiate the assessment process. How will learning be assessed and who will assess it? In other words, how do we know that learning has been achieved? The curriculum should then be adapted to the learning outcomes, as well as throughout the learning process. At the end of this part of the process, a learner contract is created and agreed upon. (Do we identify resources here? The next part of the process is development of the learning activity. Once the learner and teacher have reached agreement on the design for the learning, the learner and/or teacher can then choose any media, application, or tool to support their learning activities. It is essential that learners and teachers select those that support the learning activity and the desired learning goal. During this phase of the process, teachers should support learners in defining activities for learning, providing ongoing, constructive feedback, and provide opportunities for learners to self-reflect on new knowledge gained and on the learning process. In the last part of a heutagogic design process, learning is assessed in order to determine whether the agreed upon outcomes have been achieved. How learning is assessed is based on the learner contract defined at the start of the process. Learning outcomes are reviewed and assessed and specific competencies and skills acquired are identified. As heutagogy is learner-centered, the learner is the primary assessor of his or her learning.
- Used interchangeably with Web 2.0: With Web 1.0, information became available on the web, but in a passive way, which only allowed us to consume that information. Web 2.0 was user-centered and brought with it the elements of creation and interactivity, for example, learner creation and co-creation of content, social networking, professional connections and collaborations, thus supporting active rather than passive learning and empowering users. For the online classroom, it means opening up the classroom for internal and external collaboration and allowing learners to explore.
- Before I go deeper into the examples of social media use, I would like to first review some of the key benefits of using social media in the classroom: Centers on the learner Supports active and interactive dialogues and interaction Enhances communication and information sharing Develops lifelong learning skills: Capability Critical thinking Reflection Team work
- The question then is how do we choose the right media, that is incorporate social media in meaningful, pedagogical ways? Therein lies the challenge. A vast array of tools are available. Which one to choose and for what purposes? A general rule of thumb that I use: what is the pedagogical benefit? A simple two-step process keeps me on track, that is, 1) identifying the learning outcome I want students to achieve, and 2) pick a social media tool that will help me best acheive that outcome
- To better understand which media can be used for which purposes, a taxonomy is helpful. Adapted from Kaplan & Hainlein (2010) in Blaschke & Brindley (2015) Each of this social media categories – except for gaming – have been used in the OMDE601 Foundations of Distance Education and E-learning course as part of the redesign of that course, which I will go into more detail about next.
- This table further breaks down the alignment of social media classification and desired learning outcome or skills, and the examples of the social media tools that can be used (not an exhaustive list)! The table is based on the taxonomy from Kaplan & Hainlein (2010), and on the verb-noun analogy from Marc Prensky. Prensky’s (2010) analogy compares the relationship between nouns and verbs to the relationship between technology tools and critical skills, and provides a framework for matching social media tools to learning activities. In his analogy, verbs are the essential skills of learning (e.g., researching, analyzing, reflecting, communicating, collaborating) that do not change very much over time. Nouns are the technology tools that students use to develop skills and competencies. Unlike the verbs of learning, nouns (tools) are constantly evolving.
- In integrating social media into the OMDE601 course, the backward design, or results-based, approach was integrated (Wiggins & McTighe, 2005). Together with another MDE faculty, Jane Brindley, I identified the desired outcomes at both course and program level and then worked backward in developing learning activities and course content that would support development of those outcomes. Specific aspects of a heutagogical or self-determined learning approach were also incorporated into the new design, for example: Considering students’ level of learner autonomy and adjusting accordingly to achieve balance between ability and autonomy (through learner questionnaires) Building learner skills while allowing them to determine and reflect on their learning path (through scaffolding of learning activities and learner-directed questions for reflection) Incorporating activities for self-reflection, self- and information-discovery, and collaborative information creation (through learning journals and collaborative group work) Assessing learner achievement using formative and summative assessment
- Learners work together engaged in activities such as problem-solving and carrying out research with the goal of constructing and developing new knowledge by creating content together Excerpt from Blaschke & Brindley (in press): Web 2.0 tools provide much greater capacity than an LMS for both synchronous and asynchronous student-student interaction and collaboration. At the same time, complex problems and issues in higher education and the workplace call for multi-disciplinary and cross-functional team approaches. Employers place a high value on collaborative skills and ability to work in teams using a variety of online collaboration tools (Johnson et al, 2010; 2012). Collaborative tools such as wikis and Google Apps are particularly well suited to support student-student collaboration, promote discussion and dialogue, and help bring more balance to the teacher-student relationship (Johnson et al, 2012). Collaborative projects help aid in the development of negotiation skills, support student collaboration and interaction, and are easily and centrally accessible in shared virtual spaces (Harris & Rea, 2009). They can be used for constructing knowledge both individually and in groups, evaluating peer contributions, problem-solving, understanding concepts and their complexities, engaging students in classroom tasks, and promoting deeper thinking and reflection on ideas and concepts through observation (Harris & Rea, 2009).
- Skills: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate Tools: Wikis, Google Drive, brainstorming tools (e.g., mindmaps), mashups, Dropbox, boxnet
- These projects are primarily used to present ideas and concepts, and to document and curate other types of content such as progression toward a goal, achievements or important resources, using social media as the platform. Excerpt from Blaschke & Brindley (in press): Individual showcase projects such as blogs and e-portfolios are particularly useful for developing skills of self-expression, and with their capacity for different levels of access can also accommodate dialogue. Pedagogical benefits include supporting reflective thinking, development of meta-cognitive skills, and sharing of knowledge and experience. Individual showcase projects can be used for communicating ideas, inspiring reflective thinking, and documenting and curating content. They can also be used to make connections, provide advice, make announcements, or as a living record of progress and achievements such as an e-portfolio (Harris & Rea, 2009). For example, students can use blogs or wikis as a form of reflective learning journal (Blaschke & Brindley, 2011; Conole & Alevizou, 2010), as well as e-portfolio showcasing a student’s work for purposes of assessment and/or employment (Porto, Blaschke, & Kurtz, 2010).
- Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself Tools: Blogs, e-portfolios, mindmaps
- Begins at start of program and is maintained throughout the student’s journey.
- Learners use social networking for making and sustaining connections with family, colleagues, and other students. Learners create personalized profiles, invite their contacts to connect with them, and then use the site for e-mailing and instant messaging. Excerpt from Blaschke & Brindley (in press): Social networking supports interaction amongst participants in a community and has become more popular within academia, as “scientists and researchers use social media to keep their communities informed of new developments” (Johnson et al., 2013, p. 14). Pedagogical benefits of social networking include increased student engagement and interaction, collaboration, and peer support (Conole, 2012; Conole & Alevizou, 2010; Rodriguez, 2011). Networking can be used for creating communities, making connections with peers, broadcasting and self-promotion, sharing information and resources, exchanging ideas, back-channelling, gathering viewpoints through surveys, and for research purposes (Conole, 2012; Conole & Alevizou, 2010). One example of using social networking for research is the use of Twitter to follow specific trends within a field of study, thus conducting active research while observing development of the trend. An example of a social networking site used for exchange instructional ideas is Cloudworks (http://cloudworks.ac.uk/).
- Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange Tools: Twitter, LinkedIn, Facebook, social tagging (e.g., Flickr, pinterest), Cloudworks
- Learners are in class all the time. “With the Twitter hashtag, class is always open…It never ends.” Helen Keegan, EDEN Research Workshop, Leuven, Belgium (October 23, 2012) An example of connections from OMDE601 is of a student who began following Tony Bates, a prominent DE scholar who was in the midst of writing a book. After a number of exchanges on Twitter, with the student providing commentary on Tony‘s work, Tony asked the student if he would be interested in writing a review. The student agreed and will be including the review in his e-portfolio. Another example is one from Keegan (2013), where a student wrote a review of audio boo in blog --- which was consequently tweeted by the CEO of audio boo. , Another student wrote a blog post on copyright and licensing in the music industry – and began engaging in a discussion with a leading professional in the industry. Helped to empower both students.
- Online communities allow learners and educators to share user-generated content, resources, and information with each other and can offer pedagogical benefits such as supporting self-directed and inquiry-based learning, collaboration, and interaction amongst students (Conole, 2012). Instructors can use these resources as supplementary material to course content to provide additional guidance to students as a form of scaffolding (Harris & Rea, 2009). Information sharing communities can also be used to distribute a variety of multimedia such as presentations (e.g., SlideShare), lectures (e.g., YouTube), and images (e.g., Flickr and pinterest) and to disseminate these using different channels (Conole, 2012).
- Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute Tools: Twitter, LinkedIn, Facebook, social tagging (e.g., Flickr, pinterest), Cloudworks Online communities allow learners and educators to share user-generated content, resources, and information with each other and can offer pedagogical benefits such as supporting self-directed and inquiry-based learning, collaboration, and interaction amongst students (Conole, 2012). Instructors can use these resources as supplementary material to course content to provide additional guidance to students as a form of scaffolding (Harris & Rea, 2009). Information sharing communities can also be used to distribute a variety of multimedia such as presentations (e.g., SlideShare), lectures (e.g., YouTube), and images (e.g., Flickr and pinterest) and to disseminate these using different channels (Conole, 2012).
- With this form of social media, learners create avatars that interact with other avatars in a virtual gaming environment Excerpt from Blaschke & Brindley (in press): Use of virtual game worlds for learning is steadily on the rise. Johnson et al (2013) report that game-based learning supports “cognitive development and the fostering of soft skills among learners, such as collaboration, communication, problem-solving, and critical thinking” (p. 2). Their NMC report goes on to describe game-based learning as goal-oriented, social, and offering real-world and relevant simulation. Games used for pedagogical purposes have the capacity to support learning objectives and incorporate instructional aspects such as assessing student performance and providing feedback (Hays, 2005). Minecraft (https://minecraft.net/), is an example of an online video game where gamers (individually or with others) use blocks to build virtual worlds that can be used in learning contexts. For example, Minecraft has been used by students who work together to create a virtual community and, through the process, learn about city planning, environmental issues, and project management (Dunn, 2013). Other examples of virtual games for learning include UNESCO’s games for change (http://www.gamesforchange.org/) and the United Nations’ global social awareness games such as the Stop Disasters (http://www.stopdisastersgame.org/en/home.html) and the Free Rice (http://freerice.com/#/english-vocabulary/1467).
- Skills: Connect; collaborate; navigate; play; communicate (read, write, discuss, interact); explore; analyze and solve problems; think critically; compete; program; model; innovate; plan; simulate; observe; experiment; discover; predict Tools: Minecraft, alternate reality games (ARGs), massively multiplayer online games (MMO), and global social awareness games, Simulations, Second Life Example: United Nations’ Food Force Food Force is an educational game published by the United Nations World Food Programme (WFP) in 2005. Due to its content, it is considered a serious game (game with educational purpose). Players take on missions to distribute food in a famine-affected country and to help it to recover and become self-sufficient again. At the same time they learn about hunger in the real world and the WFP's work to prevent it. (from Wikipedia)
- “Whether it’s Minecraft or duct tape wallets, the kid-passions that seem like fads, if not totally unproductive, can alternatively be seen as mediums for experiencing the virtuous cycle of curiosity: discovering, trying, failing and growing.” (Klein, 2015) https://www.edsurge.com/n/2015-05-26-how-minecraft-and-duct-tape-wallets-prepare-our-kids-for-jobs-that-don-t-exist-yet Educational benefits: Minecraft can have huge educational benefits for children; it can help teach numerous subjects both with and without adult involvement. Learning in Minecraft can be faster than traditional methods of education, as children are often far more motivated, get more practice, and feel that what they are learning is useful. (http://minecraft.gamepedia.com/Minecraft_in_education) In Sweden, one school has made it a required course for students. The game forces students to plan resources and materials, read, write, interact, and collaborate – while having fun.
- Social media doesn‘t always fit to your pedagogical goals. Example: use of Google Maps in OMDE601. Students may push back on using social media. Example: I don‘t tweet; I don‘t use social media; tracking issues in Facebook. The learning curve for both instructors and students can be steep. Example: generational divide; South Africa and U.S. students. There could be potential ethical issues. Example: Posting of political, religious, ethnic views can get everyone into trouble.
- Informal and formal learning are beginning to merge. Social media and other technologies continue to change: „converge, morph, and evolve“. Keeping up can be challenging.