inted2013 lillian buus - different approaches to experimenting with social media in he
DESCRIPTION
My presentation at the INTED 2013 Conference about my cases in my PhDTRANSCRIPT
Different Approaches to Experimen3ng with Social Media in
Higher Educa3on? -‐ introduc3on to my Ph.D. en3tled ”The Learning Poten3als using Web
2.0 in a PBL approach”
MA, PhD Candidate Lillian Buus -‐ [email protected] E-‐Learning Lab – Center for User Driven Innova3on Learning and Design (www.ell.aau.dk) Dept. of Communica3on and Psychology, Aalborg University
Objec3ve for my research
• How can and will the integra3on of social media and web 2.0 ac3vi3es and tool implicate the teaching and learning process in a problem based learning environment – Focusing on the teachers integra(on and use of web 2.0 ac(vi(es and tools in their teaching prac3ce
– Taking point of departure in the PBL model at Aalborg University
Point of departure…
• Conducted a kick-‐off workshop in April 2011 – Using a Collabora3ve E-‐learning Design Method (CoED) – 12 teachers signed-‐up but only 7 par3cipated (voluntarily)
Original source: the Collabora(ve E-‐learning Design method (CoED) (Georgsen & Nyvang, 2007) My method further described in: Scaffolding Teachers Integrate Social Media Into a Problem‑Based Learning Approach? (Buus, 2012
The process…
• Kick-‐off • Presen3ng “Web 2.0 / Social Media”
• Discus pedagogical values • Make a “Learning design” • Ac3vi3es, Resources, Infrastructure
Design workshop
• Follow up on the design – Support • Individual sessions – secng up the web 2.0 ac3vity
• Group sessions/introduc3ons • Zotero • Eitherpad • Prezi • Etc.
Follow-‐up sessions
• Follow the process and ac3vi3es going on
• Interview • Teachers • Students • only 3-‐4 students • Representa3ves from each course
• Survey • Students – before and aher the courses
Interview / Survey
Emerged from the workshop… • Have been following 3 teachers integra3ng web 2.0 ac3vi3es supported by
social media or ICT • 3 different Cases:
– E-‐Business • Unlimited supervision through online media • Autumn 2011 and 2012
– Law • Online comments and dialog ‘on site’ during lectures • Spring 2011 and 2012
– Psychology • Peer-‐Group-‐reflec3ons • Autumn 2011
Case 1: Unlimited supervision • Inten3on: Knowledge exchange between students and between students and supervisor
• Ask methodological and theore3cal ques3ons in rela3on to wri3ng a mini project
• A fellow student should have posted before comments from the supervisor
• Danish Company Corpora3on -‐ Med24.dk
• Interna3onal students • Different educa3onal background (than AAU/PBL) • Around 80 Students -‐ divided in groups of four
• Facebook group vs. Moodle forum • Facebook group -‐ both in 1. itera3on and 2. itera3on
Case 1 (2/3)
• Perspec3ves: – 1. itera3on -‐ primarily prac3cal dialog -‐ no methodological and theore3cal dialog -‐ no other possibili3es for supervision • Students felt the presence of the supervisor (quick response) -‐ some commented the need for the “expert” (teacher)
• Missing out dialog and knowledge exchange among students – How to gain this?
• No visible change in marks • Focus primarily on ones own group process
Case 1 (3/3)
• 2. itera3on -‐ theore3cal and methodological ques3ons -‐ clarifying ques3on for the company -‐ good dialog among students – More (extended) communica3on -‐ more dialog-‐oriented and knowledge exchanging
– Posi3ve feedback from students • concerning the presence of the supervisor -‐ visibility • and the presence of the Company in the FB group
Case 2: Online comments “on site”
• Students could formulate (theore3cal/methodological/understandings) difficul3es during lectures on a shared plaoorm
• 1. itera3on -‐ Eitherpad / 2. itera3on -‐ Facebook group • Eitherpad gave room for anonymity vs. Facebook where students have an iden3ty • Teacher made a “professional-‐profile’
• Around 200 students a class
Case 2 (2/2)
• Perspec3ves: – Good dialog (especially in 2. itera3on) • use of Facebook expanded the inten3ons
– More dialog and nego3a3on between students and follow up comments from the teacher
– Giving the teacher an impression of the difficult parts • Large class = many data
– More engagement and ac3vity among students
Case 3: Peer-‐group reflec3ons
• Inten3on to help students in tying theore3cal perspec3ves to concrete cases and promote reflec3ons and discussions
• Involving around 140 students – divided into two teams for lectures – one group for the final workshop
• Integra3ng “a blog” -‐ a Moodle forum – Theore3cal discussions in small groups and post comments in the blog
Case 3 (2/2)
• Perspec3ves: – Focus mostly on ones own groupwork -‐ not good at commen3ng others
– Students comments: • Good for exam prepara3on -‐ having all in wri3ng
– Teacher comments: • Changing from oral to wriren ‘presenta3ons’ of group work challenge the kind of evalua3on done on the group work during lectures
Future work…
• Have all my data – Interviews with teachers – Interac3on data
• among students • among teachers and students
– Surveys (from students)
• Next step à
Further Analysis = more wri3ng J
Mail: [email protected] Twirer: @lbuus