As researchers and educators, we can observe how students are engage in the formal, informal and non formal learning in different contexts such as how, when, and with whom they learn . In this sociocultural activity, the ecological perspective of the learning with the help of the research to conceptualize, study and focus in the teaching integrating the Web 2.0 in different spaces such as home, school, work and community. Barron (2006) defines learning ecology as a group of virtual and physical spaces that provides learning opportunities . This notion states that a) persons need stimulus when they are involved in different spaces, b) persons create the learning in the same context, c) persons can guide the activities to reach the limits of time, resources and liberty. For example, what a student learns outside school can be develop in the learning process at the school because it is based on particular interest . As we see, the learning can be demonstrated in different contexts and environments. If the learner and the professor use the Web 2.0 tools with educational purposes, it is necessary to understand the technical, ethics and social aspects.
One of the reasons for which Web 2.0 are not integrated into education in a broad way is that of the lack of an instructor model (Greenhow, 2009). Bull (2008) said that the lack of the instructor’s expertise in using the new technology, combined with the lack of research on better practices, limits instructors in the development of Web 2.0 usage.
The selection of participants was based on the following criteria: 1) recognized by their peers as experts in technology and innovators; 2) active participants in conferences or workshops on technology; 3) teaching students at undergraduate level full time; and 4) five or more years of experience as instructor or professor.
Destrezas: habilidadConocimiento: EntendimientoDestrezas y conocimiento: grupointegrado de habilidadespararecuperar la información (Kuhlthau, 1987)Actitudes: persistencia, atención al detalle, cuidado al aceptar la información, aprendidodurante el periodo de tiempo a través de la experiencia (Kuhlthau, 1987) Diss. CapelesPercepción se refiere a lo queestastecnologíasaportan al aprendizajeestudiantil.
The participants identify the knowledge aspects that are required to integrate in an effective way the use of social software in education: 1) technology; 2) global perspective of the tool; 3) pedagogical models applied to technology; 4) scope and tool analysis; 5) time; 6) attention; 7) search for information; and 8) cultural diversity.The participants recognize that technological knowledge and the global perspective of the tool are essential to develop the integration. It is required to have an educational model in which applied technology with a transparent educational strategies. Also, it is very important that the educator has the knowledge about the diversity in tool options, and learns how to select the correct ones. At the same time, it is important to have time to learn how to use the tool, use and evaluate it.
openness, positivity, innovation, humility, flexibility, modeling, leadership, and patience. It is necessary to allow the students to create contents, and the professor has to be receptive. The professor has to try new tools and does not become frustrated over learning how to use them. Also, the professor needs to innovate and use different tools considering the subjects, educational strategy and tendencies. The professor must teach students how to use the tools, but first, the professor has to know how to use them. Other tools mentioned in lower levels are: accept error; do not be overwhelmed, and experiment with new experiences. The professor has to be able to allow the students to learn new experiences. The professor needs to be a responsible leader, and to bring students feedback. As I-10 said, it is necessary to allow for the space in which the student and professor share knowledge and the student can speak and create content. It is necessary to pass form traditional to a modern education.
Some general strategies mentioned by the participants are to teach the students how to use the tools at the beginning of the course, to require the student to use the tool, and to use tutorials of different tools. It is necessary to create a website on which the professor can bring information of the course by using blogs, forum, RSS, and another tools to promote the student’s participation. Another strategy is to create an evaluation rubric to explain the student what the professor expects from them and the score distribution. The rubric has to be aligned with the course objectives. Also, another strategy is to create a project using Google Doc, or other application in which the students can edit the content and share it.
Some participant’s course syllabi shows that the purpose of using the social software tools is to increase the student’s engagement by thematic area and be prepare to the future. In the case of I-08, the syllabus includes the use of social tools in evaluation criteria. It includes the creation of a blog in which student has to include a research article review. The purpose is that the student maintains the blog for future activities and post. The student is the author of the content and has to be responsible for it. The syllabus also has a rubric that includes the evaluation criteria of the blog creation. This syllabus is organized by specialization of subjects, and it contributes to the student’s learning for life. The tools will be used for an indeterminate time and can be reused in other environments. The usage of those tools provides technology literacy, makes connections between students and professors, and demonstrates the students the importance of knowledge. Knowledge can be for life if it is used correctly and with an established purpose.
This process helps the students to be connected with other persons around the world, thus making this opportunity more enriching than in a traditional course. This type of education was presented in a new constructive way, the student can develop new skills and competencies required in the use of technology. The students develop learning communities that encourage collaboration. This collaboration provides the perfect environment for the development of concepts, ideas, and experiences. This facilitates the communication among students and between students and professors.Another contribution of social software tools in education is that the students can be motivated by using the course material and may develop a long-term knowledge. This opportunity can bring some student quality of generosity in sharing information. The information is more accessible and the student can choose what kind of information is adequate can analyze and share it with others.
CMS: Chamilos y Edu 2.0En una ocasión algunos de los participantes mencionaron de forma individual Prezi, Vuvox, Wiziq, Google Doc, Dimdim, SecondLife, Voki, y marcadores sociales.
Also, design assessment tools to assign punctuation mostly in content and not in technology use. The students can autoevaluate participation and product.Social software tools provide an opportunity to enhance the student’s academic performance because provides the opportunity to develop different skills, such as collaborating and sharing information with others.
El término herramientas sociales se refiere a programas que apoyan, extienden y agregan valor al comportamiento social del ser humano tales como mensajes, listas de correo y redes sociales (Coates, 2006).Algunosparticipantes se enfocaron solo en el aspectotecnológico.Esto evidencia que son personas experimentadas en el uso de las herramientas sociales o al menos las conocen y han aplicado en el salón de clases ya que todos expresaron que utilizan las herramientas con un propósito educativo. Todos los participantes enfatizaron que el uso que le daban a las herramientas sociales era a nivel profesional, sin embargo, en su mayoría también las utilizan al mismo tiempo a nivel personal.
Social software tools provide an opportunity to enhance the student’s academic performance because provides the opportunity to develop different skills, such as collaborating and sharing information with others.
The book Modeling with Technology (Jonassen, 2006) provides a model of multimedia that respond to the findings, results and recommendations of this research . The model is based on the constructivist approach in which knowledge is constructed by the student and not by the professor. The model includes an activity that can be adapted in the integration of social tools in education. This activity consists of five fundamental steps: 1) The student creates a plan by which goals, topics are linked to it; 2) student access, transform and translate the information; 3) the student auto evaluate his/her knowledge on basis of product’s their product effectiveness; 4) student’s revise their knowledge in the basis of the professor and student’s feedback, 5) the student’s present a final product and reflects on it. To evaluate the activity it is necessary to develop some skills : project management skills, research, organization, presentation, and reflection. The rubric includes the following: objectivity, information representation, media quality, links, portal quality, organization of information, and clearness in objectives. This model can be applied in the use of social software. The student can select a topic, to search about it, choose different links and important resources, organize them and present the information by using one or more tools. In this matter, students develop knowledge, and at the same time create a new product which the professor can evaluate and share with other students. As final reflection, the professor has to facilitate student the opportunity to develop knowledge schemes by providing the materials to encourage deep reflection. In this way, the student can discriminate and deepen the course content. As Owen, Grant, Sayers, y Facer (2006) said, higher education institutions have to reconfigure from monolithic practices to variable domain practices (ex. home and community); this institutions can encourage collaboration and reflection as a priority of knowledge acquisition and the educational goals have to be modified by the individual looking for a personalized vision of collaboration, and the individual must learn how to learn .
Integration of social tools in the curriculum
INTEGRATION OF SOCIAL TOOLS IN PUERTO RICO HIGHER EDUCATION CURRICULUM: FACULTY PERCEPTION Liz M. Pagán, Ed.D. University of Puerto Rico Mayagüez Campus Liz M. Pagán Enero de 2012 July 3, 2010 Barcelona, España
Outline• Introduction• Research purpose• Methodology• Research questions and results• Conclusion and recommendations• Questions
Introduction• García (2009) ComScore World Metrix confirms that Puerto Rico Internet users use the social network more than other Hispanic American countries. The average time using the social network is 5.3 hours per day with a use of 70.5 percent, reaching the seventh position in comparison with other countries.
Research purposeIdentify the skills, Understand the knowledge and current reality of attitudes of the the participants infaculty in the use the usage of Web of social tools 2.0 technologies Look for strategies Identify most that facilitate thecommon barriers integration of in integration of social software into social tools in the curriculum and education basic principles
Theoretical approach SocialProfessor Students tools Constructivist Approach
Methodology Method: DescriptiveQualitative approach Design: Instrument:Case Study Interview
Participants• Ten educators of public and private institutions of higher education in Puerto Rico. The professors are experts in the use of Web 2.0 at five different institutions.
Research questions and resultsQ1. What is the professor’s perception of the requiredskills and knowledge necessary to integrate socialtools in the curriculum of higher education in PuertoRico?
1) technological skills2) critical thinking3) effective communication4) high productivity5) information literacy6) teaching
Research questions and results Q2. What is the professor’s perception of the requiredattitude necessary to reach the integration of social tools in the curriculum of higher education in Puerto Rico?
Research questions and resultsQ3. What is the professor’s perception of thenecessary strategies to facilitate the integrationof social tools in the curriculum of highereducation in Puerto Rico?• The professor’s perceptions are based on the constructivist approach.
Research questions and resultsQ4. How does the professor develop educationalexperiences based on Web 2.0 tools increase thestudent commitment in the course and in the future?Encourage the students to share information, thusmotivating them to think, analyze, reflect, and createcontent in a collaborative way.
Research questions and resultsQ5. How is the professor’s perception about thecontribution of the social tools to expand thestudent knowledge and enhance the student’sperformance?
The participants agree that the use of social software ineducation increases the knowledge and improves thestudent’s performance. The fundamental contribution isthat the social software tools provide the opportunity tostudents to be creators and actors in the educationalprocess. The students, not the professors, are the centerof education. This truth provides the opportunity to workwith writing, critical thinking, and essential tools requiredin the student’s development.
Results3) Create and developcontent in acollaborative way Blogs wikis Social bookmarks vodcast and networks
Basic principles for integration Develop a space that provides the opportunity to encourage students to promote the use of social software in courses. Promote the use of social tools in class and make them a part of the professor’s daily work. Promote creativity and critical thinking in the development of open spaces to create and share information. Create spaces that include students’ experiences of daily life. Present at the beginning of the course that will the use of social tools will be included in class. Design assessment tools to assign punctuation mostly in content and not in technology use. The students can autoevaluate participation and product.
Conclusions and Recommendations– In PR is frequent the use of blogs to share information, content development, thinking, analyzing, and reflecting about a subject.– The professor develops educational experiences based on Web 2.0 tools to increase the learning process in students by subjects and prepares them for the future. Another strategy is to introduce the term social software at the beginning of each course.
Conclusions and RecommendationsThe best practices using social tools ineducation are:1) be part of the student active learningprocess;2) acquire the required competencies;3) use the tools to develops academicactivities.
Conclusions and recommendationsThe students have more access to informationand this brings the opportunity of increasing thepossibility to enhance their academicperformance. But, social tools must be usedcorrectly because the wrong use can provide anegative result. Also it is important to considerthat students can be more active in the learningprocess and can create content.
ConclusionThe professor has to facilitate student theopportunity to develop knowledge schemesby providing the materials to encourage deepreflection. In this way, the student candiscriminate and deepen the course content.
Quote “The limit of learning is you!El único límite para el aprendizaje es uno mismo” (LMP, 2010)