1. Learning through Creativity
Piet Kommers
The Netherlands
Lecture for the IDS3CI-2013 Conference

2. University of Twente
Faculty of Behavioral Sciences
Department of Media,
Communication and
Organisation
its main message:
SOCIAL MEDIA
NEED
(RE)DESIGN

3. 30/05/2013 3
UNIVERSITY OF TWENTE

5. 30/05/2013
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MASTER OF SCIENCE DEGREE
PROGRAMMES
Taught in English
 Applied Mathematics
 Applied Physics
 Biomedical Engineering
 Business Administration
 Business Information Technology
 Chemical Engineering
 Civil Engineering and Management
 Communication Studies
 Computer Science
 Construction Management &
Engineering
 Educational Science & Technology
 Electrical Engineering
 Embedded Systems
 Environmental and Energy
Management
 European Studies
 Geo-Information Science and Earth
Observation

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MASTER OF SCIENCE DEGREE
PROGRAMMES
• Health Sciences
• Human Media Interaction
• Industrial Design Engineering
• Industrial Engineering and
Management
• Mechanical Engineering
• Nanotechnology
• Philosophy of Science
Technology & Society
• Public Administration
• Science Communication
 Sustainable Communication
 Sustainable Energy Technology
 Systems & Control
 Telematics
Taught in Dutch
 Psychology
 Science Education
 Technical Medicine
 Master of Teaching in Social Sciences

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EMPLOYEES AND STUDENTS
Employees 3,300 employees ( 70% academic staff 30%
supporting staff)

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BUDGET

9. SPIN-OFF COMPANIES
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10. CAMPUS IMPRESSION
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31. PAST...
Meer informatie: Tel: 053 48 36 887 – Mail: info@bothsolutions.nl

32. Currently..
Meer informatie: Tel: 053 48 36 887 – Mail: info@bothsolutions.nl

39. Bentham's
Panopticon
by
Kenneth Wain

40. The Nature and
Culture of
Social Media

46. Identity relies on connectivity rather than mobility

48. The knowledge is
between
rather than
within
the persons

51. William Glasser: effectiveness of
different modes of Communication
• What we read 10%
• What we hear 20%
• What we see 30%
• What we see/hear 50%
• What we discuss with others 70%
• What we experience 80%
• What we teach someone else 95%

53. Designing Active
Manipulative/
Observant
Constructive
Articulate/
Reflective
Intentional
Reflective/
Regulatory
Cooperative
Collaborative/
Conversational
Authentic
Complex/
Contextualized
Learning

54. Kenneth Dunn
If students don’t learn the way we
teach them, let’s teach them the way
they learn.

55. William Glasser: effectiveness of
different modes of learning
• What we read 10%
• What we hear 20%
• What we see 30%
• What we see/hear 50%
• What we discuss with others 70%
• What we experience 80%
• What we teach someone else 95%

56. P.M.Bloemendaal
Q-conference
56
Operation in 1802

57. P.M.Bloemendaal
Q-conference
57
Operation in 2002

58. P.M.Bloemendaal
Q-conference
58
Lecture Hall in 1802

59. P.M.Bloemendaal
Q-conference
59
Lecture Hall in 2011

60. 10 beliefs about learning
• Students learn best when seated upright at a
table or desk
• Students learn best in well illuminated areas
and damage their eyes when they read and
work in low light
• Students learn more and perform better in an
absolutely quiet environment
• Eating should not be permitted in classrooms

61. 10 beliefs about learning
• Students learn difficult subjects best in the
early morning when they are most alert
• Generally the older the students, the easier it
is for them to adapt to the teachers’ style
• Students who do not sit still are not ready to
learn
• Whole group instruction is the best way to
teach

62. 10 beliefs about learning
• Effective teaching requires clearly stated
objectives followed by detailed step-by-
step sequential explanations until students
understand what is being taught
• Truancy is related to poor attitudes, home
problems, lack of motivation, and other
factors which have nothing to do with
students’ preferred learning time

63. T: The Nature and Culture of Learning
Presentation by Piet Kommers on June 30, 2004
The Center for Research and Development
in Higher Education
Hokkaido University
Kitaku, Kita-17 Nishi-8
Sapporo 060-0817 JAPAN

65. Media,
Virtuality and
the Shift in
Learning
Paradigms
General Talk for the Future
University – Hakodate
Friday, July 9, 2004
Piet Kommers

70. Learn
WorkPlay
Reflect

71. Learning
WorkingPlaying

75. Virtual Reality en de OK
De laparoscopische galblaasingreep

77. The VREST Project
Surgical Training with Haptic Devices

83. Research on Media Technology
for Learning
• Currently
– Navigation in VR for
Vascular Surgery
(DIME Project)
– Precursor study to
Conceptual
Representations for
VR-based Learning
Systems

86. Stereoptical condition:
• Stereo vision
• User interaction
• Shutter glasses
Biocular condition:
• Biocular vision
• Limited user interaction
• No glasses

87. Outcome

88. Molecular Conceptor
by Molecular Design tm

89. Early Design Stages
• Existential Analysis
• Conceptual Representations
• Metaphoric Rendering
• Structural Design
• Navigational Maps
• 3D Collaborative Concept Space

91. Traditional Model of Instructional Design
ANALYSE DESIGN DEVELOP IMPLEMENT
EVALUATE

93. Conceptual
Stages in
Design

102. Hypermedia

103. Heatmap - Website
F

104. Heatmap - Google

106. Social Networks
• Sociogram
• Centrality (In- and Outdegree)

109. Social Structure as Graph-Computation
A
B
E C D
F

110. A
B
E C D
F
ai = Sum ( 1/dj) -1

111. A
B
E C D
F
ai = Sum ( 1/dj) -1
aB = 1/dA + 1/dD -1 = 0
aA = - 1/4
aC = + 2
aD = - 1/4
aE = - 3/4
aF = - 3/4

130. Did social media affect your life?
• Ability / willingness to share
• Definition of friend changes
• More time online
• Keep more contact with people you met
before in person
• Birthday congratulations
• Changing communication (chat rather than
telephone etc)

131. • More efficiency / effectiveness (less time on
the job)
• You might lose your f2f communication
• Makes you more curious what other people
do
• What are the real motives that persons bring
their experiences on the web?
• Losing privacy? Persons gradually become
more cautious not to spoil their reputation

132. • It shows who your real friends are: Do we
need to refresh the definition of friendship?
• You may easily know about companies
• For interviews: they can know more about you
• Disappointment when “friends” ignore you
• Even you may access/trace unknown
people/companies

133. • Less time on broadcasting media
• You may make a living out of it
• You know more about relationships
• Peer pressure: you are forced to use soc
media
• You arrive at a clearer image who you are

136. Blurring Interpersonal
and Mass Communication
-Sites with public
information:
Television, radio,
newspapers, magazines
etc
-Weblogs
-Twitter
-YouTube
-eMarketing
-Social Media (profiles)
-Pay-per -view
-Sites you have to
pay for
-Private consultations
(eg. Docter Online)
-Social media
(private)
-Chatting
-Video Conferencing
Mass Communication
Interpersonal
communication
PUBLIC PRIVATE
PUBLIC
PRIVATE
SENDER
RECEIVER
‘mass-self-
communication’
(M. Castells)

137. KINDS OF SOCIAL MEDIA
LOW
(text)
MEDIUM
(text, audio, video)
HIGH
(multimedia; 3D
worlds)
INDIVI-
DUAL
BLOGS AND
MICROBLOGS
(Twitter)
SOCIAL
NETWORKING
SITES
(Facebook, Hyves,
LinkedIn)
VIRTUAL SOCIAL
WORLDS
(Second Life)
COLLEC-
TIVE
CHAT BOXES (MSN)
COLLABORATIVE
PROJECTS
(Wiki’s and knowledge
exchange networks
COMMUNITIES OF
INTEREST +
CONTENT
EXCHANGE SITES
(YouTube)
VIRTUAL GAME
WORLDS (eg.
World of
Warcraft)
SOCIAL PRESENCE / MEDIA RICHNESS
FOCUS

138. The Social Opportunities of Social Media
For Teens and Adolescents
Online
Communication
Self-disclosure
Self-
presentation
1. Develop friendships
2. Quality of friendships
3. Self-confidence
4. Social skills
Social Opportunities
Source: Valkenburg & Peter, 2010 (University of Amsterdam)

139. Market Change in AD industry: old
Products/ Services
Silent Consumers
TV RadioPaper
Agency
↓
Creative
↓
Traditional Media
Limited Media Channel
X
A few
groups
monopolize
limited
resource
Conquest
Colonization
Consumption
Propaganda
Corporate
Limited function

140. Connection
Consciousness
Market Change in AD industry: new
Corporate
Products/ Services
Powered Consumer
Unlimited Interactive Channel
InternetCommunication
BuzzBuzz BuzzBuzz
Central role to
support
diversified
communication
Less function
Interactive
Relationship
Creator
Agency
↓
↓
Traditional Media

141. Future: Breakthrough or
Breakdown
Time
Change
(Volatility)
1st Stage 2nd Stage
Breakthrough
Breakdown
Break Point
3rd Stage 4th Stage
Now
Bubble
Crises
New EraQuantum
Shift

142. S-curve of New Media Adoption
According to Diffusion of Innovations Theory
Leggards
Late
Majority
Early
Majority
Early
Adopters
Innovators
100%
16%
34%
34%
13,5%
2,5%
50%
First tipping point (‘critical mass;)
So many are on Hyves and Facebook
that it makes sense to be on them too
Second tipping point:
so many are on Hves
and Facebook that you
need to be on them too!
Otherwise YOU ARE
OUT!

143. Ugly things happening in online communication
to children according to the parents (2010)
Online teasing/ bullying
Confrontation with porno
Obscene or rude messages
Online contact with strangers with
wrong (sexual) intentions
Misused pass words
Misused personal information
Playing harmful games (very violent)

144. 144
Change is in the air…
Uncertainty
Confusion
Frustration
Success