social web/knowledge building presentation
DESCRIPTION
TRANSCRIPT
THE SOCIAL WEB AND INSTRUCTION: A CASE STUDY
Robert JordanThe Pennsylvania State University
Social Web and Instructional Design
“One of the most recent technological advancements involves the learner gaining ability to control the content. And the learners themselves are able to make enhancements through Web 2.0 technologies such as wikis, blogs, and other social networking platforms.”
Source: American Society of Training and Development (ASTD) 2008 State of the Industry Report (pg. 7)
The Social Web Defined
“The Social Web is currently used to describe how people socialize or interact with each other throughout the World Wide Web. Such people are brought together through a variety of shared interests. There are different ways in which people want to socialize on the Web today. The first kind of socializing is typified by "people focus" websites such as Bebo, Facebook, and Myspace.... The second kind of socializing is typified by a sort of "hobby focus" websites. For example, if one is interested in photography and wants to share this with like-minded people, then there are photography websites such as Flickr, Kodak Gallery and Photobucket.”
Source: Wikipedia entry on Social Web
Social Web: Web 2.0 Applications
Social networks Blogs Wikis RSS feeds and readers Social bookmarking Multimedia and file sharing Podcasts “Mash-up applications”
Why the Social Web?
Learning environment affordances: Constructivist knowledge building Collaboration Learning communities Virtual “practice space” Ongoing learning Many applications available at no cost
Case Study: Online Course
Web 2.0: Building knowledge in the workplace Entirely online learning environment Three week in duration Developed using the Social Web
Study Setting and Participants
Organization of 5,000 in Washington, D.C. 41 total participants (40 consented) All levels of the organization represented Cross-generational participation
The Learning Environment
Social Network: Ning Blog: Blogger, SharePoint, and Wordpress Wiki: Wetpaint and SharePoint RSS: Google Reader Bookmarks: de.licio.us File sharing: SlideShare Podcasts: .mp3 files
Ning Comment Wall Example
Ning Discussion Forum Example
Wetpaint Wiki Example
Conceptual Framework
Social Web
Learning
Environment
Knowledge Building
Practice Space
Legacy
Collaboration/Community
Knowledge Building Concepts
Knowledge
Building
Scardamalia
(2002)
Knowledge Building Discourse
Constructive Use of Authoritative Resources
Rise Above
Real Ideas, Authentic Problems
Improvable Ideas
Operational Definitions
Concept Definition
Constructive use of authoritative resources Participants are aware of the current knowledge and resources in the field and make use of them constructively and are able to take a critical stance toward them (Scardamalia, 2002)
Knowledge building discourse Participants transform and refine knowledge through discourse with fellow participants (Scardamalia, 2002)
Rise above Participants rise above simplicities and confusion to take an existing idea to an even higher level of understanding (Scardamalia, 2002)
Improvable ideas Participants improve upon ideas advanced by other participants (Scardamalia, 2002)
Real ideas, authentic problems Participants express ideas and problems that are tangible and of concern to them (Scardamalia, 2002)
Community and collaboration Participants express a sense of community and collaboration in solving a problem that has been expressed by other community members (Barab & Duffy, 2002; Jonassen, 1999; Wenger, 1998)
Practice space Spaces where participants can safely practice concepts and ideas (Gutierrez et al., 1999; Jonassen, 1999)
Legacy Participant knowledge contributions remain available after a learning event as a legacy for future learners (Schwartz, Lin, Brophy, and Bransford, 1999)
Case Study Method
Unit of Analysis: The case itself (Stake, 1995) Units of Observation: Participant interaction
and course artifacts Codes assigned based on the conceptual
framework “Unpacking” and analysis of themes
Participant Contributions
To me, social networks are fine for those who want to use them. I've never used one, nor have I the desire to use it. I am very leery about putting any personal information, pictures, etc., about my family or myself on the internet for the whole world to see. I will use e-mails to keep in touch with friends and business associates that I wish or need to communicate with. [The organization] has implemented various restrictions on how to access or use AOL and other personal web addresses. They do not allow access to any types of social networks, or blogs [unless work or (organization) approved], etc. for fear of compromising network security as well as the possible transmission of viruses. I am very "old school" when it comes to using social networks like Facebook, MySpace and others! These represent "different strokes for different folks!
So many naysayers! I use Flickr, Facebook, del.icio.us, Good Reads, and a few other social networking sites. They're a great resource for connecting to people and sharing helpful information. For example, I can see pictures from a picnic through a friend's Flickr stream, or see what they're reading via Good Reads. I should note that all these sites have customizable privacy settings. Reading some of the posts above, I think such is a generational thing. I'm in my 20s, and such sites have become second nature. They're not scary, nor are the unintuitive.
[Knowledge Building Discourse]
[Knowledge Building Discourse]
Participant Contributions
This article from "The Atlantic" ("Is Google Making Us Stupid?"is not specifically related to this course but I think that you may find it interesting as it relates to how people are changing how they approach reading and information gathering because of our heavy use of internet resources.
Btw, once in a while I run across and collect some interesting articles in the Post's Federal pages about govt web 2.0. One in Oct last year about the State Dept's idea of establishing its own public blog and another in Jan 08 "Agencies Share Information By Taking a Page from Wikipedia.
Govt Exec Magazine had a recent article about Web2.0 in the Federal Gov't. http://www.govexec.com/features/0708-01/0708-01s2.htm) The end of the article has three points about adopting web 2.0 technologies.
I came across this neat RSS feed. It conveniently lists a large variety of websites for every purpose. Check it out: http://www.allmyfaves.com
[Constructive Use of Authoritative Resources ]
[Constructive Use of Authoritative Resources ]
[Constructive Use of Authoritative Resources ]
[Constructive Use of Authoritative Resources ]
Participant Contributions
Speaking of that, I find it curious that the guides cited suggested using notes but not an exact transcript. Doing so would serve two purposes: 1) getting the podcast right; and 2) having a transcript ready for 508 purposes.
But I think the real impediment holding [the organization] back from using a blog is the dynamic, real-time nature of blogging. Most bloggers (at least the ones I read) post regularly and often (at least once a day, many post several times each hour). There is something of a conversational feel between the blogger and his or her readers and other bloggers. This makes blogs dynamic, but it also means that sometimes the first post is wrong or has faulty information. While that’s an accepted part of the blogging universe, [the organization] would never be able to accept a system that is accepting of error and updates on a real-time basis. Every post would have to go through so many layers of review and editing that the information would be old news before it ever went public.
[Improvable Ideas]
[Real Ideas, Authentic Problems]
Participant Contributions
This class pushed me to explore actually using a few things that I had "conversational knowledge" of, but hadn't used or thought much about how to use in a work setting. I have some new ideas, and have definitely learned a little about other people here that I wouldn't have without this course.
Robert, I don't know if anyone else feels the same way, but I was wondering if these sites can be made available to us even after the course is "officially" over. It would be great if we could return to continue discussions, readings, post materials, share thoughts, get help, etc.”
[Community and Collaboration]
[Legacy]
Study Findings
Themes include: Social Web promotes collaborative knowledge
building Design should be simple and not overwhelm
learners Appeal may not be universal or cross-
generational Adoption and diffusion may take time
Discussion
Formal versus informal learning Learning communities Performance support Implications for ISD
