Social learning moira de roche


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Social Learning presentation to CSSA 23 August 2012

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  • Constructivism - Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge.
  • Although Jane Hart wrote these about Workplace learning, they apply equally to Educational Institutions, in my view.
  • Content: in the forms of knowledge-based assets, experiences, and expertise, this is where it all startsConsumption: of content, as in usable, reference-able, searchable, tagable, and re-usableContribution: of content that can and should be user-generatedConversation: about content makes it socially relevant to the businessCollaboration: with others over content is goal-oriented and how we get things done sociallyConnections: made with others regarding content (In competitive business, it’s not just what you know, but who you know. Once connections are made, vicarious reinforcement follows.)Control: social learning technologies should enable customers to govern the continuum of openness and control as it applies to their business
  • However, increasingly, there are strong reasons to adopt a whole-program approach to decision making in this area.This would mean all the teachers in a program, such as a Bachelor of Arts or a Master's in Business Administration, coming together to discuss not only the content of the program, but also how it should be delivered. The program team would develop an overall plan for the program, which would try to answer the following questions:What kind(s) of students (full-time, part-time, off-campus) are we trying to reach with this program?What is their experience in using technology for learning?How well will this program prepare our learners for knowledge-based work? What skills are we trying to develop in this program? What will distinguish an "A" student from the rest in this program?What kind of content do we want learners to access? Where is it? Do we have to create it from scratch, or does it already exist on the Web? Can learners find their own material? If so, what guidelines or criteria should we provide?What is our overall philosophy of teaching going to be in this program? How will our teaching approach support the skills we have identified as being important? Do the early courses have to start didactically, with a lot of supplied information? Do we have to deliberately help students become independent learners? How relevant are the learners' own life experiences likely to be for this program? How can we best draw on these?How can technology help us achieve our goals in this program? How will the use of technology change during the program? Which tools should we be using, and why?What support will we need in the use of technology, both for those teaching and for those learning? What prior training is required?Citation for this title:Lee, Mark J.W., and Catherine McLoughlin (eds). "Chapter 2 - Understanding Web 2.0 and its Implications for E-Learning". Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. © 2011 Lee, Mark J.W., and Catherine McLoughlin (eds). "Chapter 2 - Understanding Web 2.0 and its Implications for E-Learning". Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. © 2011
  • Use webcam from time to time, but avoid excessive talking head.Lurk before jumping in – Encourage interaction and problem solving skills of students by lurking before jumping in with a response. Be aware of your timing.Build community & participation Take AIM: Assess your teaching style Investigate instructional strategies within that style; match appropriate instructional strategies and in particular, e-learning tools to the strategies and style with which you are most comfortable.More is not always merrierPeople multitask – live with it! Incorporate technologies e.g. youtube and
  • From teacher-controlled, prescriptive, and didactic modes to learner-driven, social, collaborative, and participatory approaches to task design and learner engagement. However, rather than harnessing the technologies that are already integrated into learners' daily lives, educational institutions often take on a fortress mentality, "battening down the hatches" and excluding mobile technologies and social software tools that are considered disruptive or distracting. Being highly outcomes driven and assessment focused, many colleges and universities see learners not as active, critical participants in their own learning, but as passive consumers of information within LMSs where content is predetermined and learning pathways are limited. Dominant theme – Look at needs of learner rather than institution.
  • Sharon StoergerIndiana University, USAYang, Harrison Hao, and Steve Chi-Yin Yuen. "Chapter 14 - A Pedagogical Odyssey in Three-Dimensional Virtual Worlds: The SECOND LIFE® Model". Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global. © 2010. Books24x7.
  • Social learning moira de roche

    1. 1. Social LearningA Virtual Learning System enabler Presenter: Moira de Roche
    2. 2. Agenda Social Learning Designing the learning blend Why you need to lose control The future
    3. 3. If you frequently turn to social media and other online sources foranswers, you are what we call a Mutant Learner. But if are asceptic, a traditional learning Luddite, and fall within the camp ofpeople who see social media and online networks as learningcharlatans you could be classified as a Zombie Learner.Like any age of civilization, if you are not mutating and adaptingthen you are slowly dying.
    4. 4. Social Learning
    5. 5. Did you know? 1 out of 8 couples married in the US last year met via social media! Source: Proshark
    6. 6. Social Learning vs. Social Media forLearning  Learning that incorporates Social Media  Albert Bandura used the term differently  Good way to ensure that Learning is Social  Constructivist approach  From publishing to participation
    7. 7. How to consider Social E-learning weaknesses  Peer group support  Tutorial level support  Lack of structure Social Learning overcomes all of these Combine with traditional approaches
    8. 8. Top 10 Social Learning tools Twitter Youtube Google Docs WordPress Skype Dropbox Prezi Moodle Slideshare OneNote Source:
    9. 9. Twitter 6 years old 140 million users Average number of tweets per day  340 million Tweets per second  600
    10. 10. YouTube 92 billion page views per month 7 years old
    11. 11. Google Docs Documents etc for sharing Digital Kits  E.g. still images, video clips, audio clips, passages of text  Aids creation, rather than hours of time searching  Students can create together for upcoming projects
    12. 12. And then there it the new kid on theblock……
    13. 13. What is Pinterest? Virtual Pinboard Organize and share things you find on the web. Browse pinboards created by other people to learn & discover 2.2 million active users per day Approaching 100 million users
    14. 14. Example of Student blog
    15. 15. Example of using Facebook Looked for easy way to contact students Set up blog, but students asked for Facebook Course information posted Discussions between lecturers (using chat) Used for collaboration and feedback From an interview with Jolanda Morkel, CPUT
    16. 16. Google+ Fastestto reach 10 million users 16 days!
    17. 17. Tools from Educational perspective
    18. 18. Other interesting facts People spend 300% more time on social media than email There are 30,000,000,000 pieces of content shared on Facebook monthly There are 38,127 searches on Google, Bing and Yahoo every second 50% of Facebook users log-in every day  250 milllion+ thru social devices Approximately 40% of social media users access their accounts through mobile devices. Nearly 23% of online time is spent on social networks.
    19. 19. Designing the learning
    20. 20. Situation today (in Education) … Existing practice – supports passive teacher-centered and didactic instruction (Herrington et al 2009) Technology used predominantly to reproduce existing practice as opposed to transforming practice (Velestianos 2011)
    21. 21. Traditional Workplace Learning Stages Jane Hart C4LPT
    22. 22. Use Social Learning tools To enhance what you do Take into account Generational considerations Redesign is necessary
    23. 23. SMARTER Approach Social Mindset Autonomous Reduction Technology - Enabled Responsive
    24. 24. 7 C’s of Social 1. Content 2. Consumption 3. Contribution 4. Collaboration 5. Conversation 6. Connections 7. Control “The Seven C’s of Social Learning” – Ron Ateshian
    25. 25. Whole programme approach  Who are we trying to reach?  On or off campus  Full or part time  What is their experience with using technology?  Will we prepare students  Knowledge workers  What content will learners access?  Overall teaching philosophy  What technology will we use?
    26. 26. Top Down vs Bottom Up Top Down  How will we get learners to use social tools, and collaborate and share?  How will we ensure accuracy?  What platform should we use? Bottom up  How can we use what our students & learners are already using?  How do we encourage collaboration?  What services do we need to provide learners?
    27. 27. Principles supporting “bottom-up”approach Who is the learning for? Autonomy is a powerful motivator Better results come from “getting out of the way” Students as knowledge producers Small chunks of information – “learnlets” “If you want a good outcome, back off on process and get out of the way of people. Let them come together and interact as they wish, and harvest the good stuff that emerges”. Andy McAfee, MIT Sloan School of Management.
    28. 28. Design considerations Student centric  Learning first  Flexible to accommodate learning styles  Some other “-gogic” Motivate students Provide connections to students’ lives, jobs and communities Be willing to experiment and fail (Meyer 2010)
    29. 29. Ideas Webcam - avoid excessive talking heads Lurk! Build community & participation Take AIM:  Assess your teaching style  Investigate instructional strategies within that style;  Match appropriate instructional strategies People multitask – live with it! Incorporate technologies e.g. YouTube and 701 e-learning tips
    30. 30. Why you need to lose control
    31. 31. Rules for social learning  The value is in participation and engagement.  Be open and inclusive  Keep everyone involved  Encourage healthy debate  Be patient, above all, with yourself.  Learn to lose control Social learning is not about “plan and organize ” to “command and control” – but about “encourage and support” to “connect and collaborate – Jane Hart
    32. 32. Changes From teacher-controlled, to learner- driven, social, collaborative, and participatory approaches Harness technologies that are already integrated into learners daily lives,  Don’t take on a fortress mentality, excluding mobile technologies and social software tools that are considered disruptive or distracting. See learners not as active, critical participants in their own learning, not as passive consumers of information Dominant theme – Look at needs of learner rather than institution (or company)
    33. 33. Tips Find things on Social Media Keep up to date with new stuff Build a trusted network of colleagues  Near and far  Communicate effectively  Share resources  Collaborate Short attention spans are not the problem  It’s lack of value and relevance
    34. 34. “In the knowledge- based economy, accesstrumps ownership.”
    35. 35. The future Web3.0 – the semantic web - aggregate Internet data and transform it into machine-searchable information 3D web – e.g. Second Life – Social presence & immediacy  Digital cameras that track movements of hands and other objects  Users move around in front of a screen and their avatar will follow or mimic their moves and facial expressions.  All-new level of realism.  Fosters experiential learning where learners actively become part of the virtual environment
    36. 36. Second Life Model Pedagogical Dimensions Outcomes Support experimentation Construct identity, play with roles, develop shared values Encourage play Increase student motivation through “fun” activities Construct scaffolded spaces Engage in practical experimentation with minimal risk Opt out of lecture and passive approaches Actively learn through seeing, knowing, and doing Nurture player choices and decision-making Control and own the learning process Design “realistic” environments (special Participate in immersive and authentic experiences effects/graphics) Lead students toward a sense of space Build and create identities, backstories, and environments Increase student learning Complete hands-on, authentic activities; learn more than through reading text alone Foster the formation of a learning culture Collaborate, create new knowledge, and promote greater understanding Enhance technology-focused skills Develop and enhance visual skills, information literacy, critical thinking
    37. 37. Moira de RocheLearning SpecialistThe Training @moiraderoche
    38. 38. Bibliography Social Learning Handbook - Jane Hart, C4LPT, January 2011 (E-book) Lee, Mark J.W., and Catherine McLoughlin (eds). Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. © 2011 Yang, Harrison Hao, and Steve Chi-Yin Yuen. Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global. © 2010.