Icelw 2012 re act social media to foster self organized learning for dropouts
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The document describes a social media-based project called reAct that aims to foster self-organized learning for school dropouts. The project was conducted in multiple European countries from 2011-2012. It involved 300 learners and 50 trainers across two pilot studies. The learning concept was based on 7 principles: trust, challenge, self-direction, collaboration, ownership, creativity, and relevance. Learners engaged in collaborative creative projects using various social media tools. Evaluations found that learners appreciated gaining autonomy over their learning and believed what they learned could help them find jobs and connect with others, giving them more confidence. Teachers also felt it opened up new opportunities to promote learning.
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Icelw 2012 re act social media to foster self organized learning for dropouts
- 1. Social Media to Foster Self-organized Learning for Dropouts Pieter de Vries
- 2. Project data • Lifelong Learning Programme • Multilateral Project: KA3 (ICT) • Duration: 01/01/2011 to 31/12/2012
- 3. The issue Disconnect between curricula 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. Getting acquainted 2. Collaborative creative project 3. Support and reflection 4. Collaborative project integration 5. Final integration process
- 8. The Tool kit based 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?
- 11. Projects
- 12. Use of social media 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 we trust the students to learn independently? • Do they trust the teachers? • Do they trust their peers? • Confident that their contribution is valued?
- 14. Challenge • Joy happens when 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 students independently 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 with their 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 reAct principles N=316 (De Vries, Hennis, 2012)
- 21. International project (De Vries, Hennis, 2012)
- 23. Relevance
- 24. Tools
- 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 to experiment? Pieter de Vries Pieter.devries@tudelft.nl www.reactproject.eu