This document discusses informal learning of undergraduate college students through their use of the web and social media. It begins by defining formal and informal learning, with informal learning being voluntary, learner-driven, and often social and multi-dimensional. It then outlines key literature on college student learning and development in web 2.0, which focuses on student technology use statistics, problematic online behaviors, and use of specific applications in traditional environments. The document also discusses relevant developmental and learning theories for understanding this topic, such as constructivism, connectivism, and critical theory.
4. In this presentation...
I am interested in the
learning and development of
undergraduate college
students in informal
contexts most often
encountered by student
affairs professionals.
5. In other words...
What literature is out there
to inform student affairs
professionals on how to use
the Web/social media to
engage college students?
7. Formal learning is what
occurs in the classroom and
is answerable to a set of
regulations and traditional
educational paradigms. It
typically involves an agent
(often a teacher) that directs
what will be learned and how
it will be learned.
Greenhow, C., & Robelia, B. (2009, June). Informal learning and identity formation in online social networks. Learning Media and Technology, 34(2), 119-140. doi:
Ā 10.1080/17439880902923580
8. Informal learning is taken on
voluntarily, driven by the
learner, and often in a multi-
dimensional social-mediated
way that motivates one
towards further learning.
Greenhow, C., & Robelia, B. (2009, June). Informal learning and identity formation in online social networks. Learning Media and Technology, 34(2), 119-140. doi:
Ā 10.1080/17439880902923580
Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J. (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in
Technology and Teacher Education, 8(2), 100-107.
National Science Foundation. (2006). Informal science education program solicitation (NSF 06-520). Retrieved from www.nsf.gov/pubs/2006/nsf06520/nsf06520.htm
10. CAVEAT
It is hard to separate
informal from formal
learning in Web
environments, these
concepts can blur and are
grey. (get it ;)
11. ADDITIONALLY
I am more concerned with
informal learning as it
occurs in traditional student
aļ¬airs work as opposed to
students crafting their own
education on the Web.
20. Web 2.0 Social Media
is more of the generally includes the
platform, the speciļ¬c applications
underlying that enable the
technology that sharing of content
enables social media
27. people are already trying to predict
Web 3.0
which could be
The Semantic Web
where the machine āunderstandsā and can
do stuff for and on behalf of the user
34. current literature on college student learning and web 2.0 focuses mainly on
1. Statistics on
college student
use of technology
35. current literature on college student learning and web 2.0 focuses mainly on
2. Problematic
behavior associated
with online
participation
36. current literature on college student learning and web 2.0 focuses mainly on
3. Use of speciļ¬c
applications and
web technologies
in traditional
environments
(i.e. classrooms,
or student aļ¬airs
departments)
38. The literature...
on college student learning and Web 2.0...
is largely composed of thought pieces
if it contains research,
often focuses on formal learning environments
has few qualitative studies
is fragmented across
disciplines, international
borders, and K-12 and higher
education
39. key works on web 2.0 & student aļ¬airs/higher ed
40. key works on web 2.0 & student aļ¬airs/higher ed
41. COLLEGE
STUDENT
LEARNING &
DEVELOPMENT
IN WEB 2.0
42. WEB 2.0
TRENDS & COLLEGE
TECHNOLOGY STUDENT
LEARNING &
DEVELOPMENT
IN WEB 2.0
DEVELOPMENTAL
AND RELATED
THEORIES
51. constantly evolving...
even 4 years ago is out-of-date
has a robust engaged
takes new community
forms,
including much is digital,
blogs, videos and can
and audio disappear or
be repeated
without
attribution