social learning theory and social media: exploring personal learning environments for professional...
DESCRIPTION
This study investigated the use of an iterative design model with four instructional components (communication, interaction, reflection, and evaluation) in Personal Learning Environments (PLE) for professional development. The proposed model was used to measure the impact of social media as a delivery system for receiving and sharing information, exchanging ideas, and gauging knowledge acquisition.TRANSCRIPT
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Social learning theory and social media: Exploring informal Personal Learning Environments (PLE)
for professional development (using an iterative design model)
Alexis Smith Macklin, PhD, The Senator John Heinz History Center, [email protected]
IACIS 2013 International Conference
San Juan, Puerto Rico, October 2-5, 2013
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What is a Personal Learning Environment?
• Mash-up of distributed services designed to track interactions
• Generally built on Web 2.0 tools
• Learner-driven
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The Facilitator (the learner; the network; an
expert)
The Learner(YOU)
The Network(like-minded people; a professional
community)
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The Learner I want to learn how to crochet . . .
1. Set a learning goal2. Look for information (an expert/facilitator) to help gain knowledge or insight to support the learning goal
3. Find a community (the network) to hone my skills, share my expertise, gain more insight, refine the learning goals
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There were over 10 million hits on YouTube for CROCHET
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Feedback from the network
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After many failed attempts – and returns to YouTube videos for more explanation – I finally accomplished the goal and posted the end result on Instagram
Feedback from the network
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Research Question
Does an iterative design model for a PLE, using social media as a delivery system and social learning theory as a conceptual framework, motivate self-selected participants to • receive and share information, • exchange ideas, and • gauge knowledge acquisition?
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Communication
Interaction
Reflection
Evaluation
FacilitatorNetworkLearner
Facilitator Learner
NetworkLearner
Facilitator Sets initial learning goals Establishes initial framework for information intake and exchangeCurates informationInitiates discussionIdentifies contextual, social, and task support for engaging in the networkProvides feedback and guidance
NetworkIdentifies shared learning goals of the groupAdapts framework for information intake and exchange to specific needs of the group; engages in group discussion Curates additional information
FacilitatorNetwork
Synthesizes and analyzes information Sets benchmarks for success Identifies contextual, social, and task support for shared goals Provides
feedback and guidance
LearnerPersonalizes learning goals and benchmarks for success, while interacting with the group Organizes information to support personal learning goals; curates goal specific information Identifies contextual, social, and task support needed to accomplish personal and shared learning goals Evaluates progress
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The Design of a PLE
• Promote motivational strategies (Deci & Ryan, 2000)
• Enable self-direction, reflection, knowledge-building, and autonomy by providing options and choice (McLoughlin & Lee, 2010)
• Provide enough guidance and support to achieve the determined goals (Jonassen, 1999; Wolters & Rosenthal, 2000)
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Social Learning Theory – the quick version
• Goal Setting • Self-efficacy • Collaborative learning• Motivation
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http://www.slideshare.net/malinkaiva/from-personal-learning-environment-building-to-professional-learning-network-forming?from_search=12
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Self-selected Content
The teachers’ content included these topics:• Finding primary source materials and activities for my students• Creating themes for primary source use and inquiry based
learning• Aligning activities to state standards• Assessing learning outcomes
The volunteers wanted:• The oral history process – more than just the interview• Setting goals for your project and selecting the people to
interview• Selecting a setting and equipment• Developing a project management system• Conducting background research
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What they told me . . .
“It’s hard to remember to participate.”“I don’t know what’s required of me.”“I’m not comfortable sharing that much information online.”“I don’t know who has access to this blog. I don’t want to put myself out there.”
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Next Steps
• Spend more time training participants to use Web 2.0 tools for learning
• Spend more time creating a sense of community and building trust
• Create more incentives to motivate and sustain interest long-term
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Unraveling the secrets of the PLE . . .
Thank you!
For questions and copies of my paper and presentation: