OutlineII.IntroductionIII.Research designIV.Article focusV.Data collectionsVI.Purpose of studyVII.Designing learning experiencesVIII.Criteria of effective teachingIX.Emergence: social media as a classroom environmentX.Chaos in teaching environmentXI.Analysis: formal and informal learningXII.DiscussionXIII.Conclusion

Casey and Evans article presented by Ronald Yaroserai

The connection between young people, social networks, and education.

The relationships amongst peers affect their motivations, interests, attention, and involvement.

By incorporating social media into the lives of students in the classroom, teachers also incorporate the new literacies that are becoming part of student’s out-of-school lives (Alvarez, 2001; Fletcher, 2007; Glover & Oliver, 2008; Hahn, 2008).

However, how these new ICTs should be used in the classroom is still a topic of debate.

The theories of connections, emergence, chaos, complexity, and fractals.

Casey and Evans article presented by Ronald Yaroserai

This action research investigates the use of online social media as learning environment for adolescents between 13 and 16 years old throughout semester 2, 2010.

The school is located in Gelong, victoria in Australia.

Online tools and environments were used in a all of the research's classes to deliver the classroom curriculum.

One main Ning social network was used as a base camp to communicate, publish, and link to the other online environments.

Casey and Evans articlepresented by Ronald Yaroserai

Teacher planning documents,

teacher’s field notes,

teacher reflections,

student work, and

summary notes.

Casey and Evans article presented by Ronald Yaroserai

This analysis was based on identifying what was useful for educators or not, rather than on what was “right” or “wrong” (Szempli and Stupnicka 2003, p.1)

The terms chaos or chaotic, meaning that the changes in time are without pattern or control and hence are unpredictable and uncontrollable.

Chaos and complexity are perspectives in new science and postmodern inquiry that may implicate significant changes in how we understand and approach curriculum (Fleener, 2005).

Casey and Evans article presented by Ronald Yaroserai

What scaffolding is needed to help students cope with the complexities of such an environment?

The process of observing, identifying issues, raising questions, developing ideas, monitoring, evaluating, and changing what and how things were done constant and became part of teaching life.

The framework supported the flexibility that was needed in the curriculum delivery and allowed the researcher to think through other models of delivery, which assisted in helping her move away from the “instructional order” of the traditional classroom.

Casey and Evans article presented by Ronald Yaroserai

The Ning offered students a great range of opportunities to form their own groups and discussion forums and become involved in those made by others.

The Ning provided students with a “life-like” curriculum (Beane 2006, p.10)

Moving away from the “instructional order” of the traditional classroom as the semester progressed.

Casey and Evans article presented by Ronald Yaroserai

First premise: students learn what they do, and what they are learning is what you see them doing.

Response: after two weeks, student became competent in the collaborative methods of studying on using Ning online.

Second premise: social relationships determine learning.

Response: a range of informal learning could be found.

Casey and Evans article presented by Ronald Yaroserai

Third premise: taking the time and providing the resources needed to design effective learning activities means covering much less of the formal curriculum.

Response: extra time was not available for activities due to school timetable constrains.

Fourth premise: effective activities are managed by the students themselves.

Response: projects the teacher gave to students involved teaching their peers or younger students.

It focuses on problem solving, brings student some knowledge, understanding of the content and procedures.

Casey and Evans article presented by Ronald Yaroserai

Students often preferred “lurking” rather than actively participating.

Others openly used the environment to promote their own ideas and interests, increase their popularity, or present themselves as knowledgeable.

Some students used to express their frustration and feelings

Casey and Evans’s article presented by Ronald Yaroserai

The principle of self-renewal and self-organization are essential foundations of chaos theory, adhering to the idea of order through fluctuation (Murphy1995, p. 28) .

Reflecting on the disorder that occurred, the teachers could see the possibilities of using disorder as a teachable moment.

Understanding the implications of disorder in relation of curriculum and learning allowed a teacher to reassess what was needed before taking control of future issues / activities.

Casey and Evans article presented by Ronald Yaroserai

Students can be free express themselves through online interaction even they are anonymous.

Connectivism develop knowledge through formal and informal interactions.

Teachers approach student’s question randomly on school context.

Online discussions and interactions were an important feature in providing students with constructive feedback for improvement prior to peer and self-assessment.

Casey and Evans article presented by Ronald Yaroserai

There are a number of interactions/ replies different student gained

Some appreciation for students who shared information.

A range of individual peer assessments with feedback.

A certain patterns of behavior seem to be fixed, with some that are periodic and others that are chaotic occurring in a class among teachers, students, subject material, and the classroom environment (Smitherman2005, p. 158).

Casey and Evans article presented by Ronald Yaroserai

Enabling students to work online allowed them to access the classroom anytime they wished.

The researcher believes that making good use of new technologies increases demands on teachers, as argued by Bertram (2002, p. 17)

Casey and Evans article presented by Ronald Yaroserai

What is the essence of online social networks for students?

How teachers can handle the chaos and complexity of online social network in the classroom?

How the online social networks can be developed in education system?

Casey and Evans article presented by Ronald Yaroserai

Connections to fractal patterns and chaos theory are very real in the online classroom, where interaction can be used as a vehicle for learning, and students’ awareness of their own communications encourages them to be active participants in the learning process.

Smitherman (2005, p. 168) argues that learning occurs in nonlinear patterns: emergent, divergent, and convergent.

It was clear that in this study that participants were able to take control of many aspects of learning, including supporting and assessing their peers.

Teacher cannot take this approach in fear of chaos and disorder; they must find innovative ways to construct disorder and flow with chaos and builds resilience to the traditional training that instinctively drives them to take control.

Casey and Evans article presented by Ronald Yaroserai