Uploaded byPieter De Vries
Social media to foster self-organized learning for dropouts
The document describes a social media-based approach to foster self-organized learning for school dropouts. A 2-year EU-funded project involved 300 learners and 50 trainers across 2 pilot studies in Portugal and the Netherlands. The approach was based on 7 principles: trust, challenge, self-direction, collaboration, ownership, creativity and relevance. Learners engaged in collaborative creative projects using social media tools like Google Docs, Facebook and YouTube. They provided feedback that the approach increased their confidence, gave them autonomy over learning, and made learning more relevant to future jobs and personal growth. Teachers also felt it opened up new ways to promote learning.
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Social media to foster self-organized learning for dropouts
- 1. Social Media toFoster Self-organized Learning for Dropouts Pieter de Vries
- 2. Project data • LifelongLearning Programme • Multilateral Project: KA3 (ICT) • Duration: 01/01/2011 to 31/12/2012
- 3. The issue Disconnect betweencurricula and Country 2009 learners' perception and expectations Portugal 35,4% • Effects of remedy programmes are limited Spain 31% • Urgency is revealed by individual, social and economic consequences Italy 19,7% • % of drop outs (2009) Greece 14,8% Netherlands 11,4% Austria 10,1% (EC, 2011; Iris, 2009)
- 4. reAct overall objectives • Develop a new learning approach • Using new technologies • To improve the prospects and employability • Develop insights and skills of teachers and management Tapping into motivational behaviour • Promote a change of attitude to learning • Promote a wider perspective among the learners • Learn to learn, develop learning skills (lifelong learning)
- 5. The learning concept 7 guiding principles & criteria • Trust • Challenge • Self-directed • Collaboration • Ownership • Creativity • Relevance (Veen, ao 2010; Wilson, ao 2009)
- 6. Organization • 2 pilots studies of each 6 months • Each pilot: international and national project • Emphasis on students – than teachers 300 learners & 50 trainers
- 7. The process 1. Gettingacquainted 2. Collaborative creative project 3. Support and reflection 4. Collaborative project integration 5. Final integration process
- 8. The Tool kitbased on the concept of PLE Diigo, Facebook, Google+ Hangouts, Google Docs for research and presentations, Glogster and Pinterest for mood boards, YouTube to share self-made videos, Blogger to capture stories, Strip-creator, Splinder, Mnd42.com, iSpring, Flickr, Dipity, etc.
- 9. Mix academy • Art Academy in Amsterdam, many dropouts are successful here • Key points • Learner identity and inter- dependence • From personal relevance and peer- reflection toward developing artist skills • 21st century learning skills (self- directed learning, communication, critical thinking, entrepreneurship, etc.)
- 10. Berlage Lyceum -Amsterdam Example activity: branding • What is your brand? • Interviewing people from the Occupy camp & • Analyzing fashion brands in the luxury warehouse next to it • Question: – How do these people and brands brand themselves? – How do you brand yourself?
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- 12. Use of socialmedia Communication • Google+ & Docs, Wiki • Google sites, monitor • Facebook • Partners • Teachers • Students • YouTube, Glogster, Prezi, Flickr, Dropbox, • Google translator • Basecamp (project management tool)
- 13. Trust • Do wetrust the students to learn independently? • Do they trust the teachers? • Do they trust their peers? • Confident that their contribution is valued?
- 14. Challenge • Joy happenswhen a learner achieves something through a number of difficult steps. • Challenging, but manageable • Assignments negotiable
- 15. Self-directed learning Self-directed, autonomous •Learners are motivated when they have control over their own learning. • Autonomy requires trust, time, and guidance. • Balance autonomy and structure through learner- led guidance
- 16. Ownership • Let studentsindependently define projects that relate to their creativity and personal relevance …. • In control
- 17. Creativity Creativity • One can be honest • Develop an identity • Discover your talents • Provide tools and objects to play with and to visualize the problem.
- 18. Relevance • Start withtheir interests, stimulate bringing up personally relevant issues, and relate to that • Add relevance, foster curiosity
- 19. Portuguese experience Students in pilot 1 Case 2 Francisco Teachers training Case 1 Ana
- 20. Relevance of reActprinciples N=316 (De Vries, Hennis, 2012)
- 21. International project (De Vries, Hennis, 2012)
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- 25. Conclusions General perception • Learners appreciate the confidence this approach mitigates. • They value the opportunity to be self-organized and experience learning autonomy. • They believe that was is learned is relevant for them to apply for a job, connect to others and have more confidence related to learning. • Learners are positive about the approach and feel that it opens up opportunities for further personal growth. • Teachers get a better feel for and see more possibilities for promoting learning.
- 26. You want toexperiment? Pieter de Vries Pieter.devries@tudelft.nl www.reactproject.eu