This document discusses social learning and how incorporating social media and online tools can enhance learning. It defines "mutant learners" who frequently use social media for learning versus "zombie learners" who are more skeptical. Top social learning tools like Twitter, YouTube, and Google Docs are highlighted. The presentation emphasizes designing learning with a bottom-up approach that harnesses tools learners already use and encourages collaboration over top-down control. The future of learning is predicted to incorporate 3D virtual worlds like Second Life to foster experiential learning.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
Transitioning to online: Capitalizing on opportunity within chaos Lisa Marie Blaschke
We’ve made it through the emergency remote teaching phase. What next? This session will discuss some of the ways you can continue to improve on your online teaching practice as you enter the next phase of teaching online, as well as explore opportunities that can be maximized during this phase. Topics will include practical tips and guidance for engaging in this next phase of online teaching from designing your interaction with students and choosing technology to learner support and development. Examples and resources will also be shared, and ample time will be given for answering your questions about online teaching and learning.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
Transitioning to online: Capitalizing on opportunity within chaos Lisa Marie Blaschke
We’ve made it through the emergency remote teaching phase. What next? This session will discuss some of the ways you can continue to improve on your online teaching practice as you enter the next phase of teaching online, as well as explore opportunities that can be maximized during this phase. Topics will include practical tips and guidance for engaging in this next phase of online teaching from designing your interaction with students and choosing technology to learner support and development. Examples and resources will also be shared, and ample time will be given for answering your questions about online teaching and learning.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
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3. If you frequently turn to social media and other online sources for
answers, you are what we call a Mutant Learner. But if are a
sceptic, a traditional learning Luddite, and fall within the camp of
people who see social media and online networks as learning
charlatans you could be classified as a Zombie Learner.
Like any age of civilization, if you are not mutating and adapting
then you are slowly dying.
5. Did you know?
1 out of 8 couples
married in the US last
year met via social media!
Source: Proshark
6. Social Learning vs. Social Media for
Learning
Learning that incorporates Social Media
Albert Bandura used the term differently
Good way to ensure that Learning is Social
Constructivist approach
From publishing
to participation
7. How to consider Social
E-learning weaknesses
Peer group support
Tutorial level support
Lack of structure
Social Learning overcomes all of these
Combine with traditional approaches
8. Top 10 Social Learning tools
Twitter
Youtube
Google Docs
WordPress
Skype
Dropbox
Prezi
Moodle
Slideshare
OneNote
Source: www.C4LPT.com
9. Twitter
6 years old
140 million users
Average number of tweets per day
340 million
Tweets per second
600
10. YouTube
92 billion page views per month
7 years old
11. Google Docs
Documents etc for sharing
Digital Kits
E.g. still images, video clips, audio
clips, passages of text
Aids creation, rather than hours of time
searching
Students can create together for upcoming
projects
13. What is Pinterest?
Virtual Pinboard
Organize and share things you find on the
web.
Browse pinboards created by other people to
learn & discover
2.2 million active users per day
Approaching 100 million users
16. Example of using Facebook
Looked for easy way to contact
students
Set up blog, but students asked for
Facebook
Course information posted
Discussions between lecturers (using
chat)
Used for collaboration and feedback
From an interview with Jolanda Morkel, CPUT
19. Other interesting facts
People spend 300% more time on social media than
email
There are 30,000,000,000 pieces of content shared
on Facebook monthly
There are 38,127 searches on Google, Bing and
Yahoo every second
50% of Facebook users log-in every day
250 milllion+ thru social devices
Approximately 40% of social media users access
their accounts through mobile devices.
Nearly 23% of online time is spent on social
networks.
21. Situation today (in Education) …
Existing practice –
supports passive
teacher-centered and
didactic instruction
(Herrington et al 2009)
Technology used
predominantly to
reproduce existing
practice as opposed to
transforming practice
(Velestianos 2011)
25. 7 C’s of Social
1. Content
2. Consumption
3. Contribution
4. Collaboration
5. Conversation
6. Connections
7. Control
“The Seven C’s of Social Learning” – Ron Ateshian
26. Whole programme approach
Who are we trying to reach?
On or off campus
Full or part time
What is their experience
with using technology?
Will we prepare students
Knowledge workers
What content will learners access?
Overall teaching philosophy
What technology will we use?
27. Top Down vs Bottom Up
Top Down
How will we get learners to use social tools, and
collaborate and share?
How will we ensure accuracy?
What platform should we use?
Bottom up
How can we use what our students & learners are
already using?
How do we encourage collaboration?
What services do we need to provide learners?
28. Principles supporting “bottom-up”
approach
Who is the learning for?
Autonomy is a powerful motivator
Better results come from “getting out of the
way”
Students as knowledge producers
Small chunks of information – “learnlets”
“If you want a good outcome, back off on process and
get out of the way of people. Let them come together and
interact as they wish, and harvest the good stuff that
emerges”.
Andy McAfee, MIT Sloan School of Management.
29. Design considerations
Student centric
Learning first
Flexible to accommodate learning styles
Some other “-gogic”
Motivate students
Provide connections to students’ lives, jobs and
communities
Be willing to experiment and
fail
(Meyer 2010)
30. Ideas
Webcam - avoid excessive talking heads
Lurk!
Build community & participation
Take AIM:
Assess your teaching style
Investigate instructional strategies within that style;
Match appropriate instructional strategies
People multitask – live with it!
Incorporate technologies e.g. YouTube and
TED.com
Masie.com 701 e-learning tips
32. Rules for social learning
The value is in participation and engagement.
Be open and inclusive
Keep everyone involved
Encourage healthy debate
Be patient, above all, with
yourself.
Learn to lose control
Social learning is not about “plan and organize ” to “command
and control” – but about “encourage and support” to “connect and
collaborate – Jane Hart
33. Changes
From teacher-controlled, to learner-
driven, social, collaborative, and participatory
approaches
Harness technologies that are already integrated into
learners' daily lives,
Don’t take on a fortress mentality, excluding mobile
technologies and social software tools that are considered
disruptive or distracting.
See learners not as active, critical participants in
their own learning, not as passive consumers of
information
Dominant theme – Look at needs of learner rather
than institution (or company)
34. Tips
Find things on Social Media
Keep up to date with new stuff
Build a trusted network of colleagues
Near and far
Communicate effectively
Share resources
Collaborate
Short attention spans are not the problem
It’s lack of value and relevance
36. The future
Web3.0 – the semantic web - aggregate Internet
data and transform it into machine-searchable
information
3D web – e.g. Second Life – Social presence &
immediacy
Digital cameras that track movements of hands and other
objects
Users move around in front of a screen and their avatar
will follow or mimic their moves and facial expressions.
All-new level of realism.
Fosters experiential learning where learners actively
become part of the virtual environment
37. Second Life Model
Pedagogical Dimensions Outcomes
Support experimentation Construct identity, play with roles, develop shared
values
Encourage play Increase student motivation through “fun” activities
Construct scaffolded spaces Engage in practical experimentation with minimal
risk
Opt out of lecture and passive approaches Actively learn through seeing, knowing, and doing
Nurture player choices and decision-making Control and own the learning process
Design “realistic” environments (special Participate in immersive and authentic experiences
effects/graphics)
Lead students toward a sense of space Build and create identities, backstories, and
environments
Increase student learning Complete hands-on, authentic activities; learn more
than through reading text alone
Foster the formation of a learning culture Collaborate, create new knowledge, and promote
greater understanding
Enhance technology-focused skills Develop and enhance visual skills, information
literacy, critical thinking
38. Moira de Roche
Learning Specialist
The Training Corporation
www.thetrainingcorporation.co.za
moirad@mweb.co.za
Twitter: @moiraderoche
Constructivism - Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge.
Although Jane Hart wrote these about Workplace learning, they apply equally to Educational Institutions, in my view.
Content: in the forms of knowledge-based assets, experiences, and expertise, this is where it all startsConsumption: of content, as in usable, reference-able, searchable, tagable, and re-usableContribution: of content that can and should be user-generatedConversation: about content makes it socially relevant to the businessCollaboration: with others over content is goal-oriented and how we get things done sociallyConnections: made with others regarding content (In competitive business, it’s not just what you know, but who you know. Once connections are made, vicarious reinforcement follows.)Control: social learning technologies should enable customers to govern the continuum of openness and control as it applies to their business
Use webcam from time to time, but avoid excessive talking head.Lurk before jumping in – Encourage interaction and problem solving skills of students by lurking before jumping in with a response. Be aware of your timing.Build community & participation Take AIM: Assess your teaching style Investigate instructional strategies within that style; match appropriate instructional strategies and in particular, e-learning tools to the strategies and style with which you are most comfortable.More is not always merrierPeople multitask – live with it! Incorporate technologies e.g. youtube and TED.com
From teacher-controlled, prescriptive, and didactic modes to learner-driven, social, collaborative, and participatory approaches to task design and learner engagement. However, rather than harnessing the technologies that are already integrated into learners' daily lives, educational institutions often take on a fortress mentality, "battening down the hatches" and excluding mobile technologies and social software tools that are considered disruptive or distracting. Being highly outcomes driven and assessment focused, many colleges and universities see learners not as active, critical participants in their own learning, but as passive consumers of information within LMSs where content is predetermined and learning pathways are limited. Dominant theme – Look at needs of learner rather than institution.