social media_is there a place for it in education

8/12/2019 Social Media_Is There a Place for It in Education

1/34

Social Media: Is there a place for it in Education?

Opportunities and Challenges of Social Media for Education

E. Haipinge04.08.2014


2/34


3/34

What is Social Media?

It is a group of Internet-based applications that build on the ideologtechnological foundations of Web 2.0, and that allow the creation anexchange of User Generated Content (Kaplan & Haenlein, 2010, 6

Web 2.0 refers to an online platform that enables all willing users tocontinuously create and modify published content and applications inparticipatory and collaborative fashion

User Generated Content deals with the various forms of media contentare publicly available and created by end-users (Ibid)

04 AuSocial Media in Education


4/34

Key Characteristics of Social Medi Collaboration and/or distributed authorship Active, open-access, bottom -up participation and interactive multi-wa

communication Continuous production, reproduction, and transformation of material in

reuse across contexts Openness of content, renunciation of copyright, distributed ownership Lack of finality , open-endedness of the activity (Dohn, 2009, p. 345)



5/34

Types of Social Media

CollaborativeProjects Wikis Social

Bookmarking Online spaces

Blogs Textual blogs

Microblogs Rich contentblogs

ContentCommunities Video Picture Slides &

documents

SocialNetwork Person

pages Chat &

Messa



6/34

Collaborative Projects These are social media that enable joint and simultaneous creation of

content by a number of users, and its two distinct types are wikis anbookmarking software

Wikis: a browser-based software to collaboratively write, edit and link HTMdocuments

Social bookmarking: Collect, organise (use tags) and rate Internet links amedia content

Online collaborative spaces: offer platforms to collaboratively work with otOffice applications



7/34


8/34



9/34



10/34

Blogs These are easy-to-update websites characterized by da

entries displayed in reverse chronological order whosecontent could be text, pictures, videos, files, web links

combination of these Textual, macro blogs create logged textual content Multi-media micro blo gs post various content and foll

favorite bloggers/ content04 AuSocial Media in Education


11/34



12/34



13/34

Content Communities Content communities are social media platforms where users share o

content with each other Such media may take various forms: video, pictures, PDF files or Pow

presentation slides Video communities Picture communities File Documents communities Scholar/academic communities



14/34


15/34



16/34



17/34



18/34

Social Networking Sites These are web applications enabling users to construct a public or s

public profile within a bounded system, articulate a list of other use whom they share a connection, and view and traverse their list of cand those made by others within the system (Boyd & Ellison, 200

Social activities network sites Chat applications Video call social networks Scholar/academic and profession social networks



19/34



20/34



21/34



22/34



23/34

Why Social Media in Education? Traditional power relations in education altered by Internet with task

in the domain of educators now under the control of learners (searchinformation, creating spaces of interaction)

Through blogs, wikis, online video, podcasts and open educational re

learners are able to access content from leading lecturers and researcthe world

Through the use of social media, learners are able to engage and ineach other, aiding in motivation, participation, and collaborative knconstruction 04 AuSocial Media in Education


24/34

Theoretical Basis for S.M in Education

SRL & PLE Self-Regulated Learning (SRL): student's ability to independently and pengage in self-motivating and behavioral processes that increase goal attain(Zimmermann, 2000)

Also defined as a skill where students must know how to set goals, what is

achieve those goals, and how to actually attain these goals (Dabbagh & Kit Personal Learning Environments (PLEs): an outcome of social media

learners to create, organize, and share content (Dabbagh & Kitsantas, 2012 PLEs use social media tools and services to help students aggregate and s

participate in collective knowledge generation, and manage their own mean04 AuSocial Media in Education


25/34

SRL & PLE Pedagogical Framework

Personal informationmanagement

Social interactionand collaboration

Information aggregationand management

Learners create a personal or private learn

self-generating content and managing thispersonal productivity or organizational e-(Tools: Bookmarks, blogs, wikis, notes, ca

Learners use social media to engage in basic shcollaborative activities for self-monitoring and seeking purposes (Tools: social network groups

comment features, collaborative wiki spaces, o

Learners evaluate their learning process througbased on set learning goals. They synthesize aninformation from level 1 and level 2 in order tooverall learning experience (Tools: e-Portfolios

(Dabbagh & Kitsantas, 2012, p. 6)

L e v e l o f

i n t e r a c t i v i t y e n a b

l e d b y s o c i a

l m e d

i a Level 1

Level 2

Level 3



26/34

SRL & PLE Pedagogical Framework:Examples of specific tools

Personal informationmanagement

Level 1

Social interactionand collaboration

Level 2

Information aggregationand management

Level 3



27/34

Theoretical Basis for S.M. in Education:Blooms Taxonomy



28/34


29/34


30/34

Challenges in using Social Media inEducation

Tensions and blurred distinctions Informal vs formal learning Unstructured vs structured learning spaces Teacher controlled vs learner controlled learning spaces

(personal space) Open and closed content (quality control)



31/34

Some pertinent questions The web 2.0 is characterized by decentralization of authority in kno

creation and technology ownership. How does this affect existing tra Current uses of LMS is mainly used for information retrieval and ra

communication among students. Can educators modify their practicemedia or does it offer supportive role to existing structures ?

Conceptual tensions between social media and educational systems views of knowledge, learning, and learning goals.Which one shouldsuit the needs of the other?



32/34

Conceptual Discrepancies between Web 2.0Practices & Educational Practices

Educational practices = acquisition metaphor, whereas Web 2.0 practices = pametaphor of learning (Dohn, 2009)

Educational practices have an inherent individualistic, objectivistic view of knowlecompetence: emphasizing ownership and authorship of learning products for credit

Learning is considered the acquisition the coming into possession of the knowledg

competence that can be transferred to other contexts without major loss Web 2.0 practices oh the other hand view learning as implicitly and explicitly participa

knowledge construction and sharing Therefore Web 2.0 and/or educational practices must be reshaped to fit each other, giv

originate in different contexts04 AuSocial Media in Education


33/34


34/34

References Bosman, L., & Zagenczyk, T. (2011). Revitalize your teaching: Creative approache

applying Social Media in the classroom. In White, B., King, I., & Tsang, P. (eds.), Stools and platforms in learning environments(pp. 3 16). New York: Springer.

Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social medself-regulated learning: A natural formula for connecting formal and informal learInternet and higher education , 15 (1), 3-8. doi: 10.1016/j.iheduc.2011.06.002

Dohn, N.B. (2009). Web 2.0: Inherent tensions and evident challenges for educatioComputer-Supported Collaborative Learning , 4(3), pp. 343-363. doi: 10.1007/s11412-00 Kaplan, A.M., & Haenlein, M. (2010). Users of the world, unite! The challenges a

opportunities of Social Media. Business Horizons , 53 (1), 59-68. doi:10.1016/j.bushor.2009.09.003
