1. Introducing a Social
Learning Manual
Alisa Bown, Brandy Kanatzar, Gabriela Correa
AET/562
Kathryn Wyatt
May 11, 2015

2. Our self-guided Social Learning Training Manual
is designed for teaching staff at a private school
to introduce them to social learning and the use
of social media platforms for collaborative work
and for staff development and training.
This presentation will outline specific chapters in
the manual and the important highlights from
each chapter.
Outline of Social Learning Manual

3.  The definition of social learning, including the concept that social
learning is learning with and from others. It is participating with
others to make sense of new ideas (Bingham & Connor, 2010).
 The importance of social learning is to provide teaching staff a
space to collaborate and participate in in-depth conversations
about best practices.
 The idea that using social media platforms as a vehicle for social
learning will enable sharing, discovery, and problem-solving with
teaching staff.
Chapter 1:
What Is Social Learning?
Chapter 1 includes the following elements:

4. Chapter 2:
Benefits of Social Learning
 Social learning has allowed for a more flexible schedule for all staff to
collaborate.
 Social learning has increased the development time flexibility and
opportunity for staff members.
 By implementing social media tools into the collaborative and training
structures, we have been able to provide a learning community for our staff.
This helps meet our goal of self-paced, flexible platforms for information
distribution and discussion, staff development and sharing, and collaborative
lesson planning and learning.
 Social learning via social media allows for ease in creating and sharing
content, supports conversation and collaboration, helps to connect people in
disparate roles and reduces barriers of time and geography (Bozarth, 2010).
Chapter 2 includes the following elements:

5.  Google Docs: A Great Tool for Collaboration
 Use it anywhere, any time, from any device
 Work on products with coworkers, post changes,
questions, and comments as you work.
 Suggested Uses:
 Collaborative curriculum planning
 Cross curricular unit planning
 Communicate, collect, and record data on student
behavior or academic plans
Chapter 3 introduces four tools, including Google Docs:
Chapter 3:
Four Social Media Tools

6. Chapter 3 introduces four tools, including Wikis:
Chapter 3:
Four Social Media Tools
 Wiki: Creating a Collaborative Space for Sharing and
Learning
 A Website for posting information, participating in
discussions, and collaboration
 Creates a record of changes that are made to the
documents that are created and edited
 Suggested Uses:
 Creating school policy drafts
 Creating vertical reading lists and requirements
 Sharing and discussing ideas for addressing specific skill
gaps

7. Chapter 3:
Four Social Media Tools
 YouTube is a powerful social learning tool because it offers
visual, on-demand, and searchable content that teaching
staff can access (Kelly, June).
 YouTube offers content that appeals to visual learners and
those staff that respond to a visual example or
demonstration.
 Teaching staff can use YouTube to search for classroom
management or instructional strategy videos.
 Teaching staff can post videos they create demonstrating
new ideas and methods for teaching that other staff can
benefit from.
Chapter 3 introduces four tools, including YouTube:

8. Chapter 3:
Four Social Media Tools
Chapter 3 introduces four tools, including LinkedIn:
 Linkedin is a powerful tool because it offers on demand connections
between employers and employees.
 LinkedIn offers a basic, quick and easy way for professionals at all
levels and in all industries to create profiles and “connections” to each
other through an online social media network that can establish real
world professional relationships.
 LinkedIn gives online learners the ability to benefit from the
experience and knowledge base of their peers and other top
professionals.
 LinkedIn can be used by staff who are looking for a way to network
and find resources for mentoring or professional advice
 LinkedIn has a great benefit in that as a team, we can network and
recruit potential teaching staff to our school.

9.  Creating and fostering a sense of support for lifelong learning and
professional development
 Enabling collaborative workspaces with flexibility and
accessibility
 Supporting implementation with training and ample tech support
 Educating users about responsible conduct and appropriate
communication
 Integral part of our strategic vision of school wide improvement
Chapter 4:
Making Social Learning Effective
Chapter 4 explains ways to make social learning effective,
including:

10. Chapter 5:
Social Media Policy
Chapter 5 introduces a social media policy for
teaching staff, including:
 Social media has the potential to introduce dilemmas for
teaching staff that could put the reputation of the school as
well as a staff member’s reputation at risk.
 Examples of dilemmas, such as when a teacher shows a
YouTube video that could be discriminatory or a teacher shares
an opinion and implies that she speaks for the school.
 Social media policy guidelines, including protecting
individuals, the school; respecting individuals’ opinions, school
time and property; considering before posting; and identifying
yourself and your views as your own.

11.  Create your own logins and accept invitations to join content
group Wikis as soon as possible.
 Dive right in!
 The help you need is here. Attend an information session or set
up an appointment with tech support to get the help you need.
 Be willing to share and participate. We’re all in this together.
Chapter 6:
Your Next Steps
Chapter 6 introduces ways for staff to get started in
social learning, including:

12. Bingham, T., & Connor, M. (2010). The new social learning: a guide to
transforming organizations through social media. San Francisco, CA:
Berrett-Koehler Publishers.
Bozarth, J. (2010). Social media for trainers: Techniques for enhancing
and extending learning. San Francisco, CA: Pfeiffer.
Images retrieved from: https://images.google.com.
Kelly, B. (June 29, 2013). Visual learning: The importance of training
through video. Retrieved from
http://www.business2community.com/sales-management/visual-
learning-the-importance-of-training-through-video-0206924
References