erasmus+ strategic partnerships …...erasmus+ strategic partnerships agreement no:...

ERASMUS+STRATEGICPARTNERSHIPS

AGREEMENTNO:2015-1-FI01-KA202-009089

Intellectualoutput1

GeneralguidelinesforusingsocialmediainWorkbasedlearningWBL

Intellectualoutput1

Summary

TheaimofWorkforadults2.oistodevelopsocialmediaanddigitallearningsolutionsasamotivatorandauthenticatorinadultlearners’work-basedlearning.Thiscreatesopportunitiesforlearners,solutionsforteachersandsupportforemployers.Thisdocumentispartoftheproject´sintellectualoutputsandaimstodescribeanewprocedureforusingsocialmediainwork-basedlearning.

Bothapracticalandtheoreticalapproacheswereusedtodescribethelearningprocessandthedifferentlearningenvironmentsandtheirsupporttothelearningobjective.Theresultsofthesetwoapproachescanbefoundinsection3ofthisdocument.

Asurveyofhowtheproject’spartnerorganisationwasperformedusingaquestionnairesenttopartnerorganisationsTheaimwastosurveyhowandwhysocialmediaisusedtoday,Thedifferentsocialmediatools/channelsusedinWorkbasedlearningandtodescribethelearningsprocessfocusingonthelearnerandhis/herobjectivesandlearning.OneofthesurveyobjectiveWastoincludetheviewpointsoftheworkplace,individuallearnerandtheschool.AtourschoolWetriedtoachievethatbyusing3differentwebquestionnairetoeachoneofthesethreetargetgroups.

Atheoreticalapproachisincludedtoprovideatheoreticalbasisfortheguildlines.Anumberofresearchpapersandinformationfoundedinprofessionalwebsiteswasusedtodescribehowtousesdifferentsocialmediatoolstodesignapersonallearning´senvironmentandtoassistlearningdifferentskillsandotherimportantissuestobetakenintoconsiderationwhenusingsocialmediaineducationgenerallyandWorkBasedLearningparticularly

Asuggestedprocedureforusingsocialmediainworkbasedlearningisdescribedinsection4.Theproceduredescribeshowsocialmediacouldbeusedindifferentstagesoftheworkbasedlearningsprocessanddifferentlearningenvironment

SomegeneralrecommendationforgoodpracticesforusingsocialmediainWBLisgiveninsection5theseaddressesaspectslikeidentitymanagement,copyrightandprivacysettingandmonitoringandupdatingtheinformationonSocialmedia.

SaadMuhialdin

TheFinnishFolkHighSchool

Gothenburg,Sweden

2017

Intellectualoutput1

TabellofcontentsSummary..................................................................................................................................................................ii1. Introduction.....................................................................................................................................................12. Methodology...................................................................................................................................................13. Results.............................................................................................................................................................1

3.1Resultsobtainedfromthesurvey.............................................................................................1

3.1.1Socialmediatoolsandevaluationoffunctionality................................................................2

3.1.2Descriptionoflearningactivitieswheresocialmediawhereused........................................3

3.1.4Qualityandlegalethicalmeasures.........................................................................................6

3.1.5Linkstosocialmediasites/toolsusedbypartnerorganisations............................................6

3.2 Theoreticalperspective.......................................................................................................6

3.2.1 Learningasasocialactivity.............................................................................................6

3.2.2 Creatingpersonallearningenvironments(PLE)usingSocialmedia................................8

3.2.3 ChoiceofsocialmediatoolsinassociationwithBloomsrevisedTaxonomy..................9

3.2.4 Teachers/learnersattitudestowardSocialmedia.......................................................10

3.2.5 Qualityinsurancesandmeasures..................................................................................11

3.2.6Otherimportantaspects......................................................................................................11

3.3Casestudies......................................................................................................................................................124. DescriptionofaproceduretoimplementSocialmediainWBL..................................................................15

4.1Socialmediadeploymentaspartofthestudent´spersonalizedworkingplan......................15

4.2usingsocialmediaforpreparationofWBL.............................................................................15

4.3DuringtheWBLassignment....................................................................................................16

4.4UsingsocialmediainassessmentofWBL...............................................................................16

4.5UsingsocialmediainclassroomactivitieswithinWorkbasedlearning.................................17

5. GeneralrecommendationsandguidelinesforusingsocialmediainWBL..................................................175.1Identitymanagement..............................................................................................................17

5.2Privacysetting..........................................................................................................................17

5.3Ethicalconcerns.......................................................................................................................17

5.4informationaccuracy,andusefulness.....................................................................................17

5.5copyrightissues.......................................................................................................................18

5.6monitoringandupdating.........................................................................................................18

5.7employersconstrain................................................................................................................18

5.8Teachers/trainerscompetencedevelopmentinsocialmedia...............................................18

6. References.....................................................................................................................................................19Appendix1:Questionnaireusedtosurveysocialmediawithinpartnerorganisations.......................................20Appendex2:Linkstosocialmediasites/toolsusedbypartnerorganisations.....................................................23

1

Intellectualoutput1

1. Introduction

Thisdocumentispartofanongoingprocesswithintheprojecttoestablishanewprocedureforusingsocialmediainwork-basedlearningprocedure.Theproceduredescribedinpart4ofthatdocumentwillserveasaprototypethathopefullywillbeimplementedandevaluatedbythepartnerorganisationsduringtheprojectsperiod.Anotherpartoftheprocesswillbesharingourexperiencesinthatregard.Tothatend,ablogusingWordPresshasbeenestablishedineachpartnerorganisationtoshare,reflectandevaluatetheseexperience.Thesenationalblogsserveevenasadisseminationtoolatthenationallevel.Twoexamples(successstories)fromeachparticipatingcountryonusingsocialmediainWBLwillbetranslatedtoEnglishandsharedOntheprojectsmainwebsite.Theseprocedureandguidelineswill,additionally,bedisseminatedatthenationallevelthroughtheproject´smultipliereventthatisgoingtotakeplacelaterthisyear

2. Methodology

weusedtwoparallelapproachestoachievetheresultsandconclusionsdescribedinthisdocumentandanumberofcasestudies:

• Apracticalapproach:WetriedtosurveythepracticesofusingSocialmediainWorkbasedtrainingwithintheprojectpartnerorganisationsbyusingaquestionnaireseeappendix1.ThequestionnairewasaddedtotheJointcollaborationplatforminblackboard.

• Atheoreticalapproach:WeresearchedtheavailableliteratureonthesubjectfortheoreticalsupportonthepracticeofusingsocialmediainWorkbasedlearning.(mainlyfromtheUKandUSA)

3. Results

3.1ResultsobtainedfromthesurveyDuringthesurveyweaskedpartnerstodescribewhichsocialmediachannels/toolstheyareusinginWBLandtodescribetheprocedureandoutcomesofusingthemweusedaQuestionnaireinWordformatthatcanbeFoundinappendix1ofthisdocument.Atourschoolweusedthreetypeofwebquestionnairestodescribetheprocessfromdifferentviewpoints(theworkplace,individuallearnerandtheschool).Thesequestionnairescanbefound(inSwedish)attheonthefollowinglinks:

1. Awebquestionnaireforstudents2. Awebquestionnaireforteachers3. Awebquestionnaireforteachers

FollowingthedescriptionsofWBLactivitiesinthefeedbackreceivedfromthesurvey,weadaptedawiderdefinitionofWBLtoaccommodateeventrainingactivitiesforcompetencedevelopmentofemployeescarriedintheworkplace.Thesurveyfindingsarepresentedinthefollowingsections:

2

Intellectualoutput1

3.1.1Socialmediatoolsandevaluationoffunctionality

Socialmediatool(country)

function usability technology Adaptabilitytolearningsobjective

WhatsApp(Omnia)

Communicationtool Neutral Neutral Verygood

Blogger(Omnia) Studentsvocationalblogs:reflectiontoolsforstudentsColleague’ssupportingblog:toexchangeideasandsuggestions

Good Good Good

Twitter(Omnia) Platformtosharenewsandofinformationpublicly

Bad Good Verygood

Linkedin(TartuFHS) Jobseekingandlabourmarketmonitoring

Verygood Verygood Verygood

Facebookpage(TartuFHS)(MFFHS)(BRC)

Informationaboutevents/activitiesandfilesharing(photo)

Good Good good

Facebookgroup(MFFHS)

CollaborationbetweenstudentsduringWorkbasedlearning

Wordpressblog(TartuFHS)

SharedexperienceandreflectiononWBL

Good Good Verygood

WordPress(MFFHS) Informationreflectionandslidesharing

Verygood Good Verygood

Googleforms(MFFHS)

Onlinesurveys Good Good Good

Kahoot(TartuFHS)(MFFHS)

Quizzes Good Verygood Good

Edmodo(MFFHS) Coursercollaboration,quizzeswrittenassignments

Good Good Verygood

Instgram(BWC) Sharingphotos

Twitter(BWC) Usinghashtag#ntopromoteengagement

Others(Omnia) Padlet,Kahoot,iMovie,QR-codes

Tabell1describesthesocialmediatoolsusedinWBLintheproject´spartnerorganisations

andteacher’sevaluationofthetoolsused

3

Intellectualoutput1

3.1.2Descriptionoflearningactivitieswheresocialmediawhereused

Learning’s

activityNR.

Descriptionofthelearning´sactivity

Num

berof

participants

Socialmediasupporttotheobjective

Skillsandcompetencelearned

Thelearning´senvironment

1 Student´spracticeperiodinapreschool(Omnia)

16 Digitalcompetence • Blogging• Reflecting• Self-evaluation

Workplaceindependentlearning

2 Padletappsinprocessinggrouptasks(Omnia)

16 • Collaboration• Mobilelearning

• Brainstorming Classroomindependentlearning

3 StafftraininginLinkedin(Ikaslan)

15

• socialmediasupportinahumanresourcecompany

• Guidelinesforteachers

• -Projectsblog

• Digitalskillsforteachers

• Jobsearchingskills

• Blogging

Classroom

4 StudenttraininginLinkedIn(Ikaslan)

250 • CreatingprofilesinLinkedinforjobseeking

• Jobsearchingskills

Classroom

5 UsingICTduringbabysittertraining(withsupervisedpractice(TartuFHS.)

6 • DigitalCompetence

• Blogging• ICTSkills

Classroom

6 Specialtrainingcoursemeantforpreschoolteachersandbabysitters(TartuFHS.))

6 • Digitalcompetence

• ICTskills Classroom

7 Workshopforteacher’sfurthereducationintheuseofsocialmedia(MFFHS)

17 • ICTskills• Socialmedia

supportinteaching

• ICTskills• Blended

learningtechniques

• Socialmediatraining

Classroom/workplace

8 KahootquizinAgenda2030(MFFHS)

15 • Gamebasedmobilelearning

• ICTskills• Environmental

awareness

Classroom

9 Edmodoasablendedlearningenvironment(MFFHS)

15 • Collaboration• Mobilelearning• Gamebased

learning

• ICTskills• Socialmedia

competence

Classroom

10 Usingfacebookgroupinhighervocationaltrainingcoursefortreatmentinstructors*(MFFHS)

45 • Informationsharing

• Collaboration• Mobilelearning

• Reflecting• Self-evaluation• ICTskills

Classroomindependentlearning

4

Intellectualoutput1

Tabell2describessomeoftheWBLlearningactivitiescurriedinpartner’sorganizationsusingsocialmedia

Social media channel

Facebook groups

Facebook page

Linked in Whatsapp Blogging

Twitter

Partner organisation

MFFHS MFFHS Tartu fhs

IKASLAN Omnia Omnia /Blogger MFFHS/ WordPress

Omnia

Type of E Learning

Social learning

social learning

Social learning

Mobile learning

Social learning

Social learning

Characteristics

Participation; collaboration; user generated content

Informal learning

Linking Workplaces and learners

personalized Learning environments

Participation; collaboration; Participant generated content and feedback

Participation; collaboration; user generated content

Didactic potentials

Learning in communities; informal learning; collaborative learning

Learning in social networks

Promoting Job seeking skills and contact with working places before assignment

Extending the places and times of learning;

Learning in social networks and communities; informal learning; collaborative learning

Communication and information sharing

Potentials for VET

Collaborative learning

Linking and improving cooperation between learning venues and workplaces

Linking and improving cooperation between learning venues and workplaces

Linking teachers and students during workplace assignments

Active co-authoring; collaboration And reflective learning Facilitate formative assessment

Linking teachers and students during workplace assignments

Limitations Employers restriction Privacy issues

Limited learners input

Employers restriction Privacy issues

Limited learning experience

Employers restriction Privacy issues

Limited using possibilities Privacy issue

5

Intellectualoutput1

Digital learning tools

Edmodo Kahoot Google forms

Partner organisation

MFFHS Tartu FHS Mffhs3

MFFHS

Type of E Learning

Social learning Mobile learning

Game based leaning Informal learning

Characteristics Participation; collaboration; user generated content

Participation Teachers generated content

Teachers generated surveys

Didactic potentials

Extending the places and times of learning;

Engaging students in learning

Reflective learning

Potentials for VET

Linking and improving cooperation between teacher’s students

Development of occupational competences

Evaluation and feedback

Limitations Some learning tasks are accessible only via browser

Acceptance of games as a learning element

Limited choice of type of question

Applications Quizes Polls Cloud integration Formative assessment Social badges

Quizzes Online Surveys

Technologies Computers,tabletsandsmartphones

Computers,tabletsandsmartphones

Computers,tabletsandsmartphones

Table3Assessmentofthesocialmediaanddigitalmediausedbythepartnerorganisationlearningpotential

3.1.3BenefitschallengesofusingSocialmedia

Advantagess/Benefitsfromusingsocialmedia Disadvantages/challengesDevelopingteachers/participant’sdigitalskills Lackofcomputers/otherdigitalequipmentinsome

schools/workplaces

Newandinnovativelearningspossibilities Someparticipantsdislikeworkingwithcomputers

Audio/Visualsupporttolearning Requireschangestocurriculum

Facilitatecollaborationbetweenstudents Someemployershaverestrictionagainstusingsocialmediainworkplaces/duringworkinghours

Improvejobsearching,labourmarketmonitoring Teachersneedtodeveloptheirknowledgeofsocialmediatools

LinkedInstrengthentheschool´srelationshipwithworkinglife

SomeparticipantsarenotwillingtosharepersonalinformationbycreatingaprofileinLinkedInforexample

6

Intellectualoutput1

Positiveattitudestowardusingsocialmediainlearning

Tabell4Advantages/disadvantagesofusingsocial

3.1.4QualityandlegalethicalmeasuresUsingofsocialmedia,IWBLshouldfollownationallegislationregulatingtheuseofinternet,copyrightsanddigitalmedia.Manyschoolandworkplaceshaveeveninternalpolicydocumentsorrulesforthesamepurpose.Thesepoliciesshouldberespectedandfollowed.

TeachersshouldmonitorhowstudentsusethesocialmediatoolstoensuretheyareusedfortheintendedpurposeintheWBLlearningsplan.IfnecessaryTeachersshouldtakeadequatemeasurestomoderatethestudentsfeedtomakesurethatanyoffensiveandotherunwantedpostberemovedimmediately.Teachershouldseparateprofessionalandpersonalidentitieswhenusingsocialmedia.

3.1.5Linkstosocialmediasites/toolsusedbypartnerorganisations

Appendix2containsalistofinternetlinksofpartner´sownsocialmediachannelsandsomelegislation/policydocumentsintheirrespectivecountriesonusingsocialmedia.

3.2 Theoreticalperspective

Socialmedia((oftendescribedasWeb2.0)areanincreasingnumberofwebsitesandsoftwarethatofferstheiruserspossibilitiesforinteractionandengagementincontrasttotheearlierwebsites(Web1.0)whichwerereadonly,SocialmediacanplayanimportantroleIWBLtakingintoaccountthatsocialinteractionandlearningbydoingaremaincorecomponentsofthelearningsprocess.

Inthisdocumentwewilltrytoseparatebetweenmainstreamsocialmediachannels(suchasFacebook,TwitterandLinkedIn)anddigitallearningtoolssuchas(Kahoot,Edmodo).Themaindifferencebeingthatmainstreamsocialmediawerenodesignedinitiallytoserveasaneducationaltoolbutcanbeusedassuchwhilethedigitallearningtoolsaredesignedmainlywithaneducationalaim.Thisdistinctioncanbeseenclearlyintable3whereonetableisformainstreammediachannelsandtheotherisforthedigitallearningtools

3.2.1 Learningasasocialactivity

(Hrastinski,2009)describesknowledgeasadiscourseamongindividualsthatincludesthesocialrelationshipsthatbindthem,thephysicalartifactsthattheyuseandproduce,andthetheories,modelsandmethodstheyusetoproducethem.Thisimpliesthattheconstructionofknowledgeandunderstandingisfundamentallyasocialactivity.

7

Intellectualoutput1

(Illeris2003)definesthreedimensionsinvolvedinlearning;theyarecognition,emotion,andsociety.AccordingtoIlleris,thecognitiveconsistsofknowledgeandskills.Theemotionaldimensioninvolvesfeelingsandmotivation.Cognitionandemotionareinternalprocessesinteractingconcurrentlyintheacquirementofknowledgeandskills.ThedimensionIllerislabelssocialityinvolvesexternalinteractionsuchasparticipation,communication,andcooperation.Thisdimensioninvolvesdealingwithpeopleaswelearn.Asseeninfig1

Themodelisveryhelpfulindescribingthetypeoflearningthatoccurbyusingsocialmedia

Fig1describesIllerislearningmodel

Socialmediaprovideasuitableenvironmentthatcanprovidetheinteractionbetweentheindividualandhis/hersurroundingandhencetheyarebasicallysuitabletofunctionasalearningenvironmentsthatprovidepossibilitiesforthestudentstocollaborateandbuildcontactswitheachotherandassuchprovidepossibilitiesforpeerlearninganddevelopmentofvirtualcommunitiesofpractices.Socialmediaprovideteachers/trainerswithpossibilitiesforfollowingthestudent’sinteractionanddevelopment.

8

Intellectualoutput1

3.2.2 Creatingpersonallearningenvironments(PLE)usingSocialmedia

Dabbagh&Kitsantas(2012)suggestusingsocialmediatocreateaPersonalLearningEnvironment(PLE)tointegrateformalandinformallearningandsupportstudentself-regulatedlearning.Theydevelopedapedagogicalframeworkforsocialmediausebasedonthelevelsofinteractivitythatsocialmediatoolsenable.Theselevelsare:

• personalinformationmanagement• socialinteractionandcollaboration• informationaggregationandmanagement

Thegoalofthisframeworkistoinformteachers/instructorshowtoengagestudentsinatransformativecycleofcreatingapersonallearningenvironmenttableshowshowdifferentSocialmediatoolschannelscouldbeusedtoaddresseachofthemodel´sthreelevels

(Level1)Personalinformation

management

(Level2)Socialinteractionand

collaboration

(Level3)Informationaggregationand

managementBlogs Instructorencourages

studentstouseablogasaprivatejournaltosetlearninggoalsandplanassignmentsandtasks

Instructorencouragesstudentstoenabletheblogcommentfeaturetoallowforinstructorandpeerfeedbackenablingbasicinteractionandsharing

InstructordemonstrateshowtoconfigureablogtopullinadditionalcontentandhowtoaddtheblogtoRSSaggregationservices

Wikis Instructorencouragesstudentstouseawikiasapersonalspaceforcontentorganizationandmanagement

Instructorencouragesstudentstoenablethewiki’scollaborativeeditingandcommentingfeaturesforfeedback

Instructordemonstrateshowtoviewawiki’shistorytopromotestudentself-evaluationofthelearningacrosstime

GoogleCalendar

InstructorencouragesstudentstouseGoogleCalendarforpersonalplanning

Instructorencouragesstudentstoenablethecalendarsharingfeaturestoallowfeedbackandcollaborationtocompletecoursetasks

Instructordemonstrateshowtoarchivepersonalandgroupcalendarstopromotestudentself-evaluationregardingtimeplanningandmanagement

SocialNetworking

Sites

InstructorencouragesstudentstocreateanacademicandcareerprofileonLinkedIn

Instructorencouragesstudentstoconnecttoonlinecommunitiesrelatedtothemprofessionalgoals

Instructorasksstudentstoengageinself-reflectionwiththegoaltorestructurethestudentsprofileandsocialpresence

Tabell5showsanexampleofsocialmediausedtocreatePLE

9

Intellectualoutput1

3.2.3 ChoiceofsocialmediatoolsinassociationwithBloomsrevisedTaxonomy

Bosman-Agency2011presentedanonlinelearningmodel(BosmanandZagenczyk2011)thatisbasedontheuseofdifferentsocialmediatoolsfollowingthedifferentlevelsoftherevisedBloomstaxonomysefig1Theydefinedsixlevelsthatshouldbeincludedintheeducationalprocess,tableshowsthemodel.TheWriterssuggestedtheuseofSWOTAnalysisisusedtobetterunderstandthestrategicbenefitofintegratingsocialmediaintotheeducationalinstitution’sprocess

Fig2theBloomsrevisedtaxonomy

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

HigherLearningslevel

10

Intellectualoutput1

Level NameinBloom´staxonomy

Associatedskills Socialmediafunction

Examplesocialmediachannelthathasthisfunction

1 Remembering retrieving,recognizing,andrecallingrelevantknowledgefromlong-termmemory

socialBookmarking Delicious,Diego

2 Understanding constructingmeaningfromoral,written,andgraphicmessagesthroughinterpreting,exemplifying,classifying,summarizing,inferring,comparing,andexplaining

SocialBlogging WordPress,Blogger

3 Applying carryingoutorusingaprocedurethroughexecuting,orimplementing

SocialFileSharing Moodle,GoogleDocs,Wikis

4 Analysing analysehowthepartsrelatetoeachotherinaglobalstructure

SocialCollaboration

Facebook,SecondLife,LinkedIn,Edmodo

5 Evaluating evaluateonthebasisofcriteriaorstandardsdefined

SocialDecisionMaking

Kluster,Doodle,andUserVoice

6 Creating collectelementstocreateawholeorcreateauniqueproduct

SocialCreativitySharing

YouTube,Flickr,Scribed

Tabell6BloomsrevisedTaxonomyassociatedwithdifferentsocialmediachannels

Asiteworthmentioning,inthatcontext,thatclassifiessocialmediatoolsandmobileappsaccordingtotheBloomsrevisedtaxonomyisKathySchrock´sGuide1

3.2.4 Teachers/learnersattitudestowardSocialmedia

Averystrongargumentforusingsocialmediaisthatmostofthestudentshavealreadyacquiredtheskillstousethembecausetheyusethemprivatelyondailybasis.Anotherargumentthatsupportusingsocialmediaistheuniversalcharacterofsocialmedia.Asubstantialpercentoftheworld’spopulationusesthemandmanyofthesocialmediatoolscanbeusedfreeofcharge.Anotherpointinsocialmediabehalfistheiravailabilitythroughmobiledevicesandsmartphones.

Accordingtographiq.com2thefollowingnumberofpeopleusingthefollowingsocialmediabytheendofDecemberwhere:

• Facebook:1,550,000,000• Tumbler:420,000,000• Instagram:400,000,000• Twitter:320,000,000• Snapchat:100,000,000Thefollowingappsarerankedaspercentagesasitrelatestolevelof“importance”toteenagersandyoungadultusers:

1http://www.schrockguide.net/bloomin-apps.html2http://growingsocialmedia.com/social-media-facts-and-statistics-for-2016/

11

Intellectualoutput1

• Instagram(39%)• Twitter(24%)• Facebook(14%)• Snapchat(13%)• Tumbler(4%)

Researchhasshownthattheuseofsocialmediapositivelyinfluencesbothstudentsatisfactionandlearningoutcomes,andtheseincreasethemorethatinstructorsusedsocialmedia(Sylvia,2014)andthatstudentswanttousesocialmediatocommunicatewithPeersandinstructorsandasaplatformfordiscussion(Coffin2015).Thereareconcernshoweverofsocialmediabecomingadistractionmomentandthatteachersfeelunpreparedtousesocialmediaineducation.

(Price,2016)pointsoutthatthesocialmediadomainisanever-changingcontinuum,newsocialmediasitesandtechniquesaredevelopedeverydayanditisofutmostimportancethatteachersareawareofsuchnewchannelsandtheirpotentialtobeincorporatedasalearningstoolswithinWBL.TherearemanysitesontheinternetthatkeeptrackofsuchdevelopmentsuchastheCentreforLearningandPerformanceTechnologiesintheUKkeeps.

3.2.5 Qualityinsurancesandmeasures

AccordingtotheWBLtoolkit3Forwork-basedlearningtobequality-assured,thereshouldbeafocusonspecificlearningobjectivesandpredefinedlearningoutcomes,inadditiontoaconfirmedmethodologyfordeliveringlearninginwhichwork-basedorworkplaceelementsareclearandcomplementary.Intermsofassuringthequalityofthelearningexperience,itisalsoimportantthatallstakeholdersinthelearningprocess(e.g.learner,teacher,tutor,trainer,mentor,manager)aresufficientlycommittedandwell-informedongoals,processesandmechanismsforlearningdelivery.

3.2.6Otherimportantaspects

Howtowriteforsocialmedia

(Price2016)pointsoutthatWritinginsocialmediashouldbereaderoriented.Ausefulwritingstrategyinvolvesthe'invertedpyramid'storystructurewherethewholestoryisinthefirstparagraph,headlineortitle,andsubsequentparagraphscanbeeditedfromthebottomofthearticlewithoutradicallychangingthemeaningofthestoryorinformation.Theaimofsuchstrategyisthatthereadercangetthesenseofwhatisbeingwrittenaboutveryquicklyandthenchoosewhethertoinvestthetimeinreadingtherestofit.Apowerfulheadlineorfirstparagraphisanimportantwaytohelpthereaderorlearnertoengagewiththematerial

Anotherwritingtipsisto:useshortwordsandsentences,Peoplerespondveryhappilyonsocialmediatoa'calltoaction'attheendofapostortweet.Thework-basedlearnerswillrespondtoteacherscalltoactionlike:'emailmenow','tellmewhatyouthink','visitthiswebsite'andsoon.Thiswillhavefargreaterimpactthanassumingtheyunderstandtheyneedtodoitorreferringtoitsomewhereelseinthepostortext.

3http://www.wbl-toolkit.eu/site/toolkit/themes/evaluationandqualityassur

12

Intellectualoutput1

Onlineconferencingandwebinars

Socialmediaallowtrainingtotakeplaceacrossgeographicallimits.ToolssuchasSkypeorGoogleHangoutshavethepowertobringtogetherpeoplelocatedatdifferentplacesinacommon,single,virtualspace.Skypeorcanbeusedtosetuponlineconferenceroomswhereeveryonecanattendcross-geographicallyatnocost.

AnotherusefulsocialmediatoolareWebinarsoronlineseminars,toprovideeitherpre-recordedorlivelecturestoaudiencesofupto1,000people?Teacherscanchoosebetweenhavingeithervideoconferencingoraudioconferencing.Virtualmeetingshelpsavecostsontravel,planning,andrelatedexpenses,andpotentiallycanreachmanymorepeoplethanaphysicalspacecouldallow.Moreover,recordinglecturesandseminarsonlinemeanspeoplecangobacktothematanytime4.

Establishmentofasocialmediapolicyfortheschool/organisation

Animportantfactorinregulatingsocialmediausageinaschoolistoenactapolicyforusageofsocialmedia5withintheorganisation.Thispolicyshouldinclude:

• Rulesforuseofthecompany'stechnicalresources,likee-mailaccount,etc.-ifallowed!• Descriptionofhowtheschoolregulatetheirpresenceinsocialmedia• informabouttheschoolsrighttomonitorwhatgoeson• Reflecttheschoolvaluesandhowcanthesevaluestobeexpressed• Howshouldtheemployeesbehavewhenusingsocialmedia?• Clearlyindicationwhetheranideaispersonalorreflectstheschool’sopinion• Transparencyforexamplehowtoacttowardnegativecomments?• Howtoprotectconfidentialinformation,tradesecretsObservepersonalintegrityandprotect

students/Workplacepartners/Employers• Respecttherightsofthirdparties(copyright,trademarks,etc.).• Careshouldbetakentocorrecterrorsandmistakeswhentheyoccur

3.3Casestudies

Thepartnerorgansatiationdescribedanumberofcaseswheresocialmedia/digitaltoolswereusedandevaluated.AtourschoolinSwedenwedidanumberofcasestudiestoobserveandmeasureteachersandstudentsresponsetotheuseofsocialmediaandsocialmediainWorkbasedlearningandtodrawconclusionfromthese

Tabell7belowdescribestwosuchvasestudiesandtheirresults:

4https://trainingmag.com/how-train-employees-using-social-media5http://blog.webbevakning.se/sociala-medier/16-punkter-i-en-social-media-policy-enligt-advokaten/

13

Intellectualoutput1

Casestudy1TeachersworkshopinthemulticulturalFinnishFolkHighsSchool17teachersparticipatedina4-hourworkshopabouttheuseofdigitaltoolsandICTtosupportteachingintheclassroom.Theworkshopwasdividedintwoparts;atheoreticalandapracticalone.ThefirstpartoftheeventstartedwithapresentationoftheOECDPIAAC2013reportanditscouplingtoourproject.Thiswasfollowedbyashortpresentationoftheproject.ThenextactivityintheworkshopwasapresentationofsometheoreticalconceptsforICTsupportineducationincludingBloomsrevisedTaxonomyandanintroductiontoblendedlearningtheoryandinparticularamethodcalledtherotationmodel.Thenwediscussedsomepracticalappsandsocialmediasitesthatcanbeusedbytheteacherstoouradultlearnersandtheadvantages/disadvantagesrelatedtotheuseofthese.ThepracticalpartwasaquizconstructedusingKahootwhichisafreewebbasedsocialmediaplatform.Teachersusedtheirownsmartphonestoanswerthequizquestions.Bytheendoftheworkshop,weusedawebbasedquestionnaireusingschoolsoft,adigitaladministrativesoftware.Weaskedthefollowing:

• Didyoulearnanynewthingsintheworkshop?• Canyouuseanyofthesenewtechnology’sinyourlessons?• Doyouwanttolearnmoreaboutusingthesedigitaltoolsandsocialmediainrelationto

yourworkasateacher?Wehadgenerallypositiveresultsasseeninthefiguresbelow

14

Intellectualoutput1

Casestudy2TestingMathskillsusingKahootWeusedKahootbasedquizzestotasteMathskillsinouruniversitypreparatorycourse20mathproblemswetested.Thestudentscompetedwitheachothertocomewiththerightanswersintheshortesttimepossible.WeevaluatedtheeventafterwardsusingawebquestionnairemadeinGoogleforms.WeaskedthestudentsiftheyhavelearnednewthingsandhowtheyfeelaboutusingKahootinothersubjectsthanmath.Thefiguresbelowdescribetheresultsobtained:

Thepositivereviewfromourstudentsandtheirenthusiasmduringtheactivitywasmuchmorethanexpectedspeciallywithstudentswhoareotherwiselessmotivated.Werepeatedtheactivitytestingscienceskillsduringourthematicstudiesweekabouttheglobalgoalsforsustainabledevelopmentwithsimilarresults.AsaconsequenceofthesetwoactivateswedecidedtodeployKahootinourMathlessononamoreregularbass.

15

Intellectualoutput1

4. DescriptionofaproceduretoimplementSocialmediainWBL

TheaimofthisprocedureistoprovidesomeguidelinesforhowtoincorporatetheuseofthesocialmediaintoWorkBasedLearning(WBL).Becauseofthediversityofmodels,methodsanddesiredlearningsoutcomesinwork-basedlearningtheseguidelinescanonlyserveasgeneralguidelines.Dependingonthetype(E.g.Apprenticeship,onjobtraining,jobshadowing…etc.)andtheobjectivessetbytheteacherorthetrainingsinstitute,amorespecifiedplanshouldbemade.ThisplanshoulddescribeindetailwhichandhowdifferentsocialmediachannelswillbeusedinthatspecificWork-basedlearningassignment.

4.1Socialmediadeploymentaspartofthestudent´spersonalizedworkingplan

AccordingtotheEuropeancommission’sdocument“Work-BasedLearninginEurope.PracticesandPolicyPointers“2013qualityWork-basedlearningrequiresthoroughplanningandgoodcoordinationduringimplementation.Apersonalizedlearningplanforeachstudentandwork_basedlearningassignmentisessentialaccordingtothedocument.

WerecommendthatthispersonalizedlearningplanIncludesevenasocialmediadeploymentpart.Theobjectiveistocreatepersonalizedlearningenvironment(seesection3-2.2)andtochooserightsocialmediatoolsaccordingtothelearningsactivitydesiredoutcome

Thesocialmediadeploymentpartwilltrytogiveanswerstothefollowingquestions:

• whatdoyouplantoachievewithsocialmedia?• Whatlearningsoutcomewillitsupport• Whatsocialmediaplatformwillbeused?• Whowillestablish/administratethesite/blog/group

ThesocialmediadeploymentpartshouldbebasedonthoroughknowledgeofthespecificsocialmediachannelstobeusedintheWBLassignmentandtheirpotentialtosupportthedesiredlearningsoutcome.Socialmediadeploymentcanbemodifiedtotakeintoconsiderationanychanges/barriersthataffectthelearning´soutcomeoftheworkbasedlearningassignment.

Thisapproachshouldbediscussedwiththeindividuallearnerandtheworkplaceinstructors.Manyworkplaceshavesomeformofpolicy/restrictionsfortheuseofSocialmediaattheirworkplacethatmustbeincorporatedintothesocialmediadeploymentplanforthatspecificworkplace.

4.2usingsocialmediaforpreparationofWBLManyemployersusedifferentsocialmediachannelssuchasFacebook,linkedin,Google+….etc.asmarketingtool.Thesecouldbeusedbythestudentstogetthemselvesacquaintedwiththeemployersbeforetheassignmentstakesplaceandtoinitiatecontactwiththeemployer’srepresentativesandworkplaceinstructors.LinkedIncouldbeusedspecificallybythestudentstoidentifysuitableworkplacesfortheWBLassignmentandtoapplyforthem.SocialmediagenerallyandLinkedIninparticularcanplayanimportantroleinmatchingthelearnersandemployer’sexpectationofoneanotherbeforetheassignmentstakesplace.

16

Intellectualoutput1

4.3DuringtheWBLassignment

SomeSocialmediachannelsofferrealtimecommunicationsuchasWhatsapp,Googlehangouts,Skypeetc.,suchchannelsareidealforcommunicationbetweenstudentsduringtheirWorkbasedlearningassignmentsandwithteachers.MicrobloggingusingTwitteroffersanotherpossibilityforcommunicationwithinWBLbearinginmindthepublicnatureofthetweets.Facebooksgroupsofferanothercollaborationenvironmentforthestudentsandteacherstocommunicate,sharetheirthoughtsandexperiencesandtoreflectonthem

ExplanatorypicturesandvisualscanbeprovidedandsharedwithstudentsthroughsocialmediasitessuchasFlickrandPinterest.InstructivevideoscanbemadeandsharedonlinethroughsitessuchasYouTubeOnlinepresentationscanbedevelopedonPreziorSlideShare.KeyliveeventscanbebroadcastedontoLivestream.InformationalarticlescanbepublishedontoblogsinbloggerorusingWordPress;postscanbecreatedonFacebookwallsorinGoogle+;andshortmessagessentthroughTwitter.Conversationswithemployers,teachersandstudentscantakeplacewithinLinkedInGroups.WBL-specificglossary’sorreferenceworkcanbedevelopedthroughWikisandmadeaccessibleatalltimes.Q&AthreadscanbecreatedonYammer.LiveconversationscantakeplacewithSkype,WhatsapporHangouts,andlecturescanberecordedonline,orchannelledlive,throughWebinarsorusingadobeconnect

Agreatadvantagethatsocialmediaprovidesintermsofsociallearningistheabilitytocreatevirtualcommunitieswhereeveryonecaninteract.ThisgivesWBLanadvantagethatmaynothavebeenaseasytocreatebeforesocialmedia:theabilitytohaveindirect,organic,peer-to-peertraining.

Therearemanysocialmediatoolsthatcanbeusedtocreateinteractive,online,WBLorientedvirtualspaces,includingaFacebookGroup,LinkedInGroup,YammerGroup.Thesegroupscanbeaslargeorsmallasteachersdecides.Theseonlinespaces,areaccessibleatanytimeandfromanywhere,studentscansharetheirthoughts,giveinsight,askquestions,giveanswers,providefeedback,andwarnofpasterrors.NewstudentstoWBLcanlearnfromtheexpertiseofolderonesbysimplyreadingPostswithinthegroup.Teachersscangetfeedback,newideas,andsolutionstonewchallengesencounteredduringWBL

4.4UsingsocialmediainassessmentofWBL

SocialmediacanevenplayanimportantroleinAssessmentandrecordingachievementinWBL.CloudserviceslikeGooglesuiteforeducationorMicrosoftoffice36canbeusedbythestudentstodocumenttheirachievementandforteacherstocommentandassesstheachievement,therearemanyexamplesontheinternethowgoogledocsforexamplecouldbeusedinformativeassessment

Onlinediaries(blogslikeWordPressorBlogger)couldbeusedbythestudentstoreflectupontheirWBLassignmentandeventtodocumenttheirachievementsbothintextformbutevenbyproducingandpublishingvideoblogsthroughYouTubeorinFacebookoraudioinSoundCloud.Studentdiariescanbeusedasaself-evaluationtoolforthestudentsandbytheteacher/trainertolookathowalearningexperiencecanbeimprovedbydiscussingandplanningchangesdeterminednecessary.ThestudentscanthenusethesemultimediadocumentariesasevidenceofownachievementduringWBLandevenaspartofownCVorLinkedinProfile

TheBloomsrevisedTaxonomy(seesection3.2.3)providesguidelineonhowtoassessdifferentlearningsskillslearntbyusingsocialmedia

17

Intellectualoutput1

4.5UsingsocialmediainclassroomactivitieswithinWorkbasedlearning

Socialmediaofferteachersandstudentamoretraditionalassessmentmethodinformorwrittenassignmentandquizzes.SiteslikeEdmodo,Kahoot,offersuchpossibilitiesbycreatinga-VirtuallearningenvironmentVLEorclasseswereteachersandstudentsmeetandcollaborate,thiscouldbeveryusefulduringtheWBLthatisintegratedinaschool-basedprogrammes.Edmodoallowteacherstousebadgestoawardstudent’sachievement,thiscouldbeagoodstrategytomotivatestudentsandencouragegoodbehaviour.

Theuseofsocialmedia,howeverasaneducationaltooldemandsacriticalapproachfromtheteacher/trainertoensurethattheyareusedtosupportthelearningsobjective.Teachers/trainersneedeventoencourage,auditandfunctionasmoderatorsforthesocialnetworkgroupsandblogstomonitorethicalandlegalconsiderationwhenusingsocialmedia.

5. GeneralrecommendationsandguidelinesforusingsocialmediainWBL

5.1Identitymanagement

Itisveryimportantforteachersandstudentstousetheirrealidentitieswhileusingsocialmediainworkbasedtrainingtoavoidconfusion.Acoursespecificuserprofileoraliascouldbeusedifthereareconcernsaboutusingrealidentity.

Whencreatingaccountsinsocialmediasitesitisimportantthatboththeteachersandstudentsreflectoverwhichemailaccounttobeusedtocreatetheaccount.Manypeoplehavetwoseparateemailaccountsonethatisprofessionaltobeusedatworkandaprivateoneitispreferabletocreateprofessionalemailaccounttoseparateprivatecontacts(friends)andprotecttheirprivateintegrity.

5.2Privacysetting

Somesocialmediasitesenableuserstocontrolhowtoshareinformationandtowhomitisveryimportantthatbothteachersandstudentareawareofandlearnhowtoadjustprivacysetting.

5.3Ethicalconcerns

Itisimportantthattraininginstituteshaveapolicydocumentthatoutlinetheethicalandlegalrisksthatcanaccompanytheusageofsocialmediasuchasdefamation,disclosureofconfidentialinformation,spammingandcyberbullyingandhowtoavoidthem

5.4informationaccuracy,andusefulness

Whenparticipatinginasocialnetwork,suchasFacebook,orcommentingastudent´sblog´spost,makesureyouarecontributinginformationthatwillbeofusetothestudents.Trytoensuretheinformation’saccuracybycheckingallthefactsbeforepostingthem.Citeandlinktoyoursourceswheneverpossible.

18

Intellectualoutput1

5.5copyrightissues

Alwaysgivepropercreditforotherpeople'sworkandmakesureyouhavetherighttousesomethingbeforeyoupublishthemonsocialmedia

5.6monitoringandupdating

Itisimportanttoassignatleastoneadministratorwhocanregularlymonitorpostingsandupdatecontent.Aimforregular,consistentpostingsandupdates,atleastonceaweekand,dependingontheplatform,morefrequently.Makecontactinformationavailablesothatquestionscanbesubmittedandrespondinatimelyfashion.

5.7employersconstrain

SomeemployershavesomerestrictiononusingsocialmediaintheirworkplaceitthereforimportantthatteachersinvestigatesuchconstrainswhenplanningWBLandtrytonegotiatetheimportanceofusingsocialmediawiththeemployers

5.8Teachers/trainerscompetencedevelopmentinsocialmedia

Itisimportantthatschoolsarrangeopportunitiestoraisefacultyawarenessofthepossibilitiesandchallengesforusingsocialmediaandtofurtherdevelopedtheircompetenceinusingsocialmediatools

19

Intellectualoutput1

6. References

• Bosman,L.&.(2011).RevitalizeYourTeaching:CreativeApproachtoApplyingSocialMediaintheClassroom.InW.&.White,SocialMediatoolsinlearningenvironments(p.315).Berlin:Springer-Verlag.

• Commission,European.(2013,January7).Work-BasedLearninginEurope:PracticesandPolicyPointers.Retrievedfromhttp://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf

• Dabbagh,N.,&Kitsantas,A.(2012).Personallearningenvironments,socialmedia,andself-regulatedlearning:Anaturalformulaforconnectingformalandinformallearning.InternetandHigherEducation,15,3-8.

• Hrastinski,S.(2009).Atheoryofonlinelearningasonlineparticipation.Computers&Education,52,78-82.

• Price,AndyusingsocialmediatoenhanceworkbasedlearninginHelyer,Ruth(2016),Facilitating_Work_Based_Learning,Palgrave,London

• SylviaIV,J.J.(2014)‘UsingBloom’sTaxonomytoAssessSocialMediaAssignments’.JournalofInterdisciplinaryStudiesinEducation3,no.1(

• Tara,Coffin,T.,&Fournier,J.(2015)SocialMediaintheLearningSetting:OpportunitiesandChallenges.

• Illeris, Knud (2003). Three Dimensions of Learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social

• https://trainingmag.com/how-train-employees-using-social-media

• http://blog.webbevakning.se/sociala-medier/16-punkter-i-en-social-media-policy-enligt-advokaten/

• http://growingsocialmedia.com/social-media-facts-and-statistics-for-2016/

• http://www.wbl-toolkit.eu/site/toolkit/themes/evaluationandqualityassur

• http://www.schrockguide.net/bloomin-apps.html

20

Intellectualoutput1

Appendix1:QuestionnaireusedtosurveysocialmediawithinpartnerorganisationsAboutthesurvey

Thissurveytriestogatherinformationfromtheprojectpartnersabouttheuseofsocialmediainwork-basedlearning.

TheMainobjectiveistoestablishnewmodelsandprocedurestohelpvisualizetheskillsandcompetenceoftheindividualsusingsocialmediaanddigitallearningenvironments.Whichwill,inturn,helpusformsomeguidelinesfortheseproceduresthatincludeadescriptionofthelearningprocessfromtheviewpointsoftheworkplace,individuallearnerandtheschoolwhilekeepingthefocusonthelearnerandhis/herobjectivesandlearning.

Part1Informationaboutthepartnerorganization

Partnerorganisationsname

Email Contactperson’snameandtelephone

PleaseDescribetheworkbasedlearningactivitiesinyourorganisation?Part2SocialmediapracticesPleasespecifywhichsocialmediachannelsdoyouuseinWBLactivitiesSocialmediaChannelforexample:Facebook,Twitter,Linkedin,etc.

UsageinWBL

Channel1

Channel2

Channel3

Channel4

Otherspleasespecifyanddescribeusage

Part3Evaluationofsocialmediachannelsused

VeryBad Bad Neutral GoodVery Good Comments

Channel1

Usability ☐ ☐ ☐ ☐ ☐

Technology ☐ ☐ ☐ ☐ ☐

Adaptabilitytothelearningobjectives

☐ ☐ ☐ ☐ ☐

Channel2 Usability ☐ ☐ ☐ ☐ ☐

21

Intellectualoutput1



☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐

Others Usability ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☒ ☐

Comments

Part4:Descriptionofthelearning'sactivityKeepingthefocusonthelearnerandhis/herobjectivesandlearning.PleasedescribeatleasttwoWBLactivitiesatyourorganisationwhereyouusedsocialmediachannelsintermsof:1.Socialmediasupporttotheobjective.2.Thenumberofparticipants.3.Theskillsandcompetencelearned.4.Thelearningenvironments(e.g.classroomteaching,learningattheworkplace,independentlearning,peergroupstudying,web-basedlearning).Pleasetakeintoaccounttodescribetheprocessfromdifferentviewpoints(theworkplace,individuallearnerandtheschool).5.Theadvantages\disadvantagesofusingSocialmedia.6.Feedbackreceived

4.1Learningaktivitet1

4.2Learningactivity24.3Pleasedescribeotherexampleswheresocialmediaisusedinworkbasedlearningatyourcountrythatyouareawareof?Kindlyprovideanyreferences\linkstosuchpractices?Part5:Legalandqualityissues

22

Intellectualoutput1

5.1WhatmeasuresshouldbeusedtomonitorandthelegalaspectsofusingsocialmediainWBL?

5.2Whatmeasuresorpoliciesshouldbeusedtoavoidmixingpersonalandprofessionalidentitiesinsocialmedia?

5.3Doyouknowofpolicydocuments/guidelinesforusingsocialmediainlearninggenerallyandparticularlyinWBL.Kindlyprovideanylinksorreferencestothesedocuments

5.4WhichqualityinsurancemeasuresshouldbeusedtomonitorandimprovetheuseofsocialmediainWBL

THANKYOU!Yourparticipationinthissurveyisgreatlyappreciatedwillsurelyhelpusachievetheprojectobjective.BestregardsTheFinnishFolkHighSchoolinGothenburg.Oktober2016

23

Intellectualoutput1

Appendex2:Linkstosocialmediasites/toolsusedbypartnerorganisations

Organisation Link

Description

TartufolkHighSchool

https://rahvaylikool.wordpress.com/ Projectbloghttp://www.innove.ee/et/kutseharidus/tookohapohine-opehttps://tkhkturismiosakond.wordpress.com/

GovernmentaloverviewandregulationsaboutWBL:

http://www.innove.ee/et/kutseharidus/tookohapohine-ope/oppekavad

VocationalSchoolsimplementingWN`BLinEstonia:

https://tkhkturismiosakond.wordpress.com/ BlogofTartuVocationalEducationCentre,tourismdepartment:

https://www.facebook.com/%C3%95pperestoran-Meliss-1660272114213588/

FBofstudyrestaurantinTartuVocationalEducationCentre:

http://www.nooruse.ee/tervist_november2016.pdf

Web-basedmagazineofTartuHealthCareCollege:

http://www.nooruse.ee/eng/videos/

VideoLibraryofTartuHealthCareCollege:

https://luua.kovtp.ee/web/eng):https://play.google.com/store/apps/details?id=ee.kovtp.luua

Applicationofthepathwayintheforest(LuuaForestrySchool

http://www.aianduskool.ee/welcome-to-the-rapina-school-of-horticulture/):https://rak.praktikabaas.net/

Interactivepracticemarketfortraineesandworkplaces(RäpinaSchoolofHorticulture

24

Intellectualoutput1

OMNIA

http://oppiva.omnia.fi/netiketti/

Omnia’spolicydocument

http://www.oph.fi/saadokset_ja_ohjeet/ohjeita_koulutuksen_jarjestamiseen/perusopetuksen_jarjestaminen/sosiaalisen_median_opetuskayton_suositukset

TheFinnishNationalBoardofeducationpolicyregardingsocialmedia

IKASLAN Website:http://www.ikaslangipuzkoa.eus/esTwitter:https://twitter.com/ikaslangipuzkoa

IKASLANGIPUZKOA

Facebook:https://www.facebook.com/ikaslanaraba/Twitter:https://twitter.com/ikaslanaraba?lang=esYouTube:https://www.youtube.com/channel/UCo6Vl1CPsNnEYiXVq6XCbrgIvoox:http://www.ivoox.com/podcast-podcast-ikaslan-araba_sq_f199118_1.html?utm_expid=113438436-29.eCvEPSK_RumfPBvR4kTjaw.0&utm_referrer=http%3A%2F%2Fikaslanaraba.eus%2F

IKASLANARABA:

Facebook:https://www.facebook.com/IkaslanBizkaiaFPYouTube:https://www.youtube.com/user/ikaslanbizkaiaTwitter:https://twitter.com/ikaslanbizkaiaPinterest;https://es.pinterest.com/ikaslanbizkaia/

IKASLANBIZKAIA

Website:http://www.andramari.hezkuntza.net/web/guestTwitter:https://twitter.com/andramarigaldakYouTube:https://www.youtube.com/channel/UC_fVrW2X8oq97wcp-0eiO4A/feedhttps://www.youtube.com/channel/UCvdriEtaR1BO0OSdYIY3NkgInstgram:https://www.instagram.com/andramarigaldakao/Tumblr:http://fpandramari.tumblr.com/

AndraMariBHIschoolsocialmediachannels:

Website:http://www.tartanga.hezkuntza.net/Manydepartmentsuseblogsthatyoucanaccessthroughthewebsite:Wfa20.blog.tartanga.eus:

CIFPTartangaLHIISchool

https://wfa20.blog.tartanga.eus/

Nationalblog

25

Intellectualoutput1

TheMulticultural/FinnishFolkHighschool

https://www.facebook.com/groups/213229912220963/

Facebookgroupfortreatmentassistantcourse

https://www.edmodo.com/home#/group?id=23267247

Edmodogroup

http://wfa.finskafhsk.eu/

NationalSwedishBlogfortheprojects

http://finska.fhsk.se

webpage

http://www.datainspektionen.se/in-english/legislation/the-personal-data-act/

ThePersonaldataactinSweden

http://www.skolverket.se/skolutveckling/resurser-for-larande/kollakallan/kallkritik/sociala-medier

theSwedishNationalAgencyforEducationpageonusingsocialmedia

BridgewaterCollege

https://plus.google.com/+bridgwatercollegehttps://twitter.com/motorsportbchttps://www.facebook.com/motorsportbc/?ref=page_internalhttps://www.instagram.com/btcengineering/https://trello.com/login?returnUrl=%2Fhttps://www.instagram.com/bridgwatercollege/https://www.flickr.com/photos/bridgwatercollege

BridgwaterCollege–SocialMediachannels

erasmus+ strategic partnerships …...erasmus+ strategic partnerships agreement no:...

Documents