Prestasi yang disadur dari artikel yang berjudul designing for learning online social networks as a classroom environment

1. Widyawati Palupi
DESIGNING FOR LEARNING:
ONLINE SOCIAL NETWORKS
AS A CLASSROOM
ENVIRONMENT
Gail Casey and Terry Evans
Deakin University, Australia
NIM. 17705261015
S3 IPB/UNY/2017

2. Action Research Cycle
• Investigates the use of a Ning online social
network as learning environment shared by
seven classes and examines students’
reactions and online activity while using a
range of social media and Web 2.0 tools.

3. The authors use Graham Nuthall’s
“lens on learning” (2007):
• Explore the social processes and culture of
this shared online classroom.
• Discusses the pedagogical implications that
arise from the use of social media which
challenges traditional models of teaching and
learning.

4. Social networks are emerging as an important tool in
today’s school. If it is used effectively:
• Allow students to “speak” to a world far
beyond their local community
• Empower students to write and publish for a
global audience, encouraging them to be
more than just the audience (Wells,2007)

5. Australian schools
• Some primary school
teachers explore
SuperClubsPLUS for
education
(http://www.scplus.com/d
/index.php)
• A small number of
techers of years 7 to 10
Australian school use
private school
networks, such as Nings
(http://www.ning.com/)

6. Learning using technologies as a dynamic and shared
experience that extends beyond the boundaries of classroom
• Allowed the teacher to relax her
hold on teacher “power” in the
classroom and gave her the
confidence to design new
learning experiences that
challenged what it meant to
teach and learn
Mason (70:2008) describes some
positive qualities of social media
use in classroom:
• Require students to participate,
think, contribute, and become
active in their learning.
• Allows the teacher to incorporate
multimedia and multimodal
texts and to share them quickly
and easily
• Provide a collaborative learning
environment where students can
communicate at any time.

8. Designing Learning Experiences
Using Ning system:
• students were able to be explorers, designers,
and publishers, and this encouraged them to
support their peers, self-reflect, and provide
both peer-assessment and self-assessment.
• provide students with a “life-like” curriculum
(Beane 2006, p. 10) and continued to move away
from the “instructional order” of the traditional
classroom as the semester progressed.

9. Social media as a classroom
environment
3 levels of students’ online participation and
interaction:
a. Some students took much longer than others to
become familiar and comfortable with the Ning
environment
b. Others openly used the environment to
promote their own ideas and interests, increase
their own popularity, or present themselves as
knowledgeable.
c. Some students also used the Ning to air their
frustrations and feelings.

10. Formal and Informal Learning
• The connections through Ning’s emphasized
connectivism as an emergent theory of
learning, where the interactions generated by
these connections, whether informal or
formal, had the potential to result in emergent
knowledge.

11. Conclusion
Postmodern curriculum practice:
• as educators interested in innovative approaches
to teaching, the idea of designing learning
activities that take account of emergence and
connections is encouraging. Students’ awareness
of their own communications encourages them
to be active participants in the learning process.
• participants were able to take control of many
aspects of learning, including supporting and
assessing their peers.

12. Answer these questions in groups:
• Group 1:
Mention two benefits of using social network
technologies effectively!
• Group 2:
Describes some positive qualities of social media
use in classroom stated by Mason (70:2008)!
• Group 3:
Mention three levels of students’ online
participation and interaction!