dana allen-greil e. [email protected] t. @danamuses november 17, 2012 how to support learning with social...
TRANSCRIPT
Dana Allen-Greil e. [email protected]. @danamuses
November 17, 2012
HOW TO SUPPORT LEARNING
WITH SOCIAL MEDIA
INTRODUCTION
LEARNING OBJECTIVESDEFINING SOCIAL MEDIAINTERACTIVE POLLSYOUR BURNING QUESTIONS
“Educational opportunities ought to be encouraged to provide scientists and ethicists with an overview of social media and strategies for utilizing social media as a tool for public engagement . . . educational efforts should provide them with a general understanding of the basics while promoting the potential value of social media engagement.”--Alan C. Regenberg, Johns Hopkins Berman Institute of Bioethics, “Tweeting Science and Ethics: Social Media as a Tool for Constructive Public Engagement”
By the end of this session, faculty will be able to:
Describe how social media can support learners in three key areas:• Consume• Communicate• Collaborate
Identify social media tools that can be incorporated into the curriculum
Design a social-media supported learning intervention1
23
web-based and mobile applications that allow individuals and organizations to create, engage, and share new user-generated or existing content in digital environments through multi-way communication
Defining social media
Source: Davis et al. (2012). Social media and higher education: A literature review and research directions.
Workshop Wikihttps://socialclassroom.wikispaces.com/Burning+Questions
BURNING QUESTIONS
LEARNING 2.0
SOCIAL LEARNINGTHE 3 C’S: CONSUME, COMMUNICATE, COLLABORATE
Collaborative Active
Empowering Scalable
Self-organizing Real-time
Mentor Network Build community
Crowdsource Contribute Share
Curate Connect Discuss
Social Learning
Socially Constructed• Our understanding of content is socially constructed through conversations
about that content and through grounded interactions, especially with others, around problems or actions.
Learning to Be• Mastering a field of knowledge involves not only “learning about” the subject
matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
Working in Public• Some kind of public practice is required in all professions. Working in public is a
necessity. Helps students establish literacy of tools that they will use once they graduate.
Real-world knowledge• Individuals to acquire competences in a holistic manner, embedded in real-life
contexts; and effectively and efficiently support competence building in a lifelong learning continuum.
Learning 2.0 can be used to:
facilitate• access by current and prospective students to information, facilitating
the distribution of educational material
integrate• learning into a wider community, linking to experts, researchers or
practitioners in a certain field of study and thus opening up alternative channels for gaining knowledge and enhancing skills
support• the exchange of knowledge and material and facilitate community
building and collaboration among learners and educators
increase academic achievement• with the help of motivating, personalized, and engaging learning tools
and environments
Consume• Access a vast variety of
(often freely available) content
• Connect with other learners and experts, tapping into the knowledge of peers and accessing highly specific and targeted knowledge in a given field of interest
Communicate• Create digital content and
publish it online, giving rise to a huge resource of user-generated content from which learners and others can mutually benefit
Collaborate• Work together with
others on a given project or a joint topic of interest, pooling resources and gathering the expertise and potential of a group of people committed to a common objective
The 3 Cs of Learning 2.0
Adapted from Institute for Prospective Technological Studies
Consume Communicate Collaborate
• Types of content• Sources
• Types of content• Audiences
• Collaborators• Purpose/Product
The 3 Cs: Key Activities for Learners
Consume Communicate Collaborate
• Types of content• Sources
• Types of content• Audiences
• Collaborators• Purpose/Product
Social media tools and activities
? ? ?
The 3 Cs: Key Activities for Learners
Tools
Blogging
Wikis
Voicethread
Social bookmarking
SPOTLIGHT ON TWITTER
HASHTAGSTHE “BACKCHANNEL”
#socialclassroom
The Backchannel
• How do you use this technology in your personal life?
• How do you use this technology in your professional practice?
• Have you used this technology as part of your teaching? How?
UsesAsk and answer
questions
Respond directly to teacher prompts
Content sharing
Enrich conversations
inside the classroom
Connect with external experts
Sustain and augment learning
conversations
Gather information/ track a topic
trend
Reinforcement and connection
to the real world
Whole person interaction
Group problem solving Crowdsourcing Open office
hours
Benefits: learning to write concisely conducting up-to-date research communicating directly with authors and researchers enhanced faculty-student contact cooperative and active learning prompt feedback communication of high expectations respect for diversity deepened interpersonal connections
Sources: Greenhow. (2012). “Twitteracy: Tweeting as a New Literary Practice,” Michigan State University Davis et al (2012). Social media and higher education: A literature review and research directions. University
of Arizona and Claremont Graduate University.
What the research says
Focus
• Many people report that tweeting during a presentation helps them to concentrate. It’s like note-taking during a lecture. It provides a way for people to engage actively with your content, rather than just listening passively.
More content• A backchannel gives audience members an opportunity to add
explanations, elaborations, and useful links related to the content of a presentation.
Clarity
• In the past, people had to wait until the presenter was ready to take questions before they could clarify things they didn’t understand. Now, they can tweet their question and another audience member may tweet back the answer.
Encouragement to speak up
• Many people are not comfortable asking questions out loud. But they can ask questions on Twitter without the same level of risk. If other people indicate that they’re wondering about the same issue, they may get the courage to speak up.
Innovation• As your presentation sparks ideas, audience members can tweet
them and build on each others’ thoughts.
Virtual participation• People who aren’t able to physically attend your presentation can
follow the backchannel and tweet with the physically present participants.
Learner Benefits of Tweeting During Lecture
A Framework for Teaching with Twitter
Source: Mark Sample (2010). ProfHacker.
TOOLS & TECHNOLOGIES
BLOGGING & PODCASTING
Traditional New Media Purpose
Written assignments Blogs • Reflective practice• Read and respond to each
other in real time• Centralized place to access
progress• Contribute to the wider field
Guest lecturer Skype • Meet experts from around the world
• Real-time interaction• Precludes long-distance
calling fees
Integrate blogs into your curricular activities to increase student motivation, track progress, and provide feedback on student work.
The result suggests that interactive blogs, compared with isolated blogs, are associated with positive attitudes towards academic achievement in course subjects and in online peer interaction.
Students showed positive motivation to learn from peer work, regardless of whether blogs were interactive or solitary.
What the research says
Source: Yang & Chang. (2012). Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning.
WIKIS
Traditional New Media Purpose
Written assignments Wiki Allow group writing process
Note taking Wiki Collaborative reference to share thoughts, links, and references
Encyclopedia entry Edit/create a Wikipedia article
Publicly collaborate with community of experts
Openness is instructive Easily review the history of any
article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community
Unleashes productive inquiry Process of seeking the knowledge
when it is needed in order to carry out a particular situated task
What the research says
Wiki Assignment Ideas
• Micropedia: A tiny, focused version of Wikipedia.
• FAQ: Structured around questions and anwers.
• Consensus Document: Creation of a document that reflects agreement by parties that began with widely differing points of view and goals.
Wikimedia Global University Program
“In a nutshell, professors assign their student to write Wikipedia articles as part of the class, supported by a team of Wikipedia experts we provide to you in class and online.”
“The faculty members found such great success in enlivening students, improving writing and research skills, and enhancing students’ media literacy.”
VOICETHREAD
SOCIAL BOOKMARKING
Collaborative boards Interactive glossary of terms
PUTTING IT INTO PRACTICE
DESIGN A LEARNING INTERVENTIONSPECTROGRAMBARRIERSBURNING QUESTIONS ANSWERED?
Design a Learning Intervention How will you incorporate social media into your classroom? How might social media support one of your learning
objectives?
Things to Consider What kind of content will be consumed, created, or shared? Who will be creating or collaborating on the content? What connections could social media enable for your
students? Why is social media the best way to accomplish your goals for
this learning objective?
YOUR TURN
Workshop Wikihttps://socialclassroom.wikispaces.com/Burning+Questions
BURNING QUESTIONS
Excited/Confident Overwhelmed/Nervous
Dana Allen-Greil e. [email protected]. @danamuses
November 17, 2012
HOW TO SUPPORT LEARNING
WITH SOCIAL MEDIA
Consume Communicate Collaborate
The 3 Cs: Key Activities for Learners