incorporating social media in the classroom to support self-determined (heutagogical) learning
TRANSCRIPT
Incorporating Social Media in the Classroom to Support
Self-Determined LearningLisa Marie Blaschke
Carl von Ossietzky Universität OldenburgMaster of Distance Education and E-Learning (MDE)
Associate Professor (Adjunct), EDEN Fellow/Vice-President
• Self-determined learning (heutagogy)• What is self-determined learning (heutagogy)?• Why is it important?
• Social media in the classroom• How do we define social media?• Benefits of using social media • Choosing the right media• Examples of social media use• Challenges of integrating social media• What is your experience?
• Where to next?• Resources
Today’s topics
What is self-determined learning (heutagogy)?
Click icon to add picture
Heutagogy is the study of self-determined learning and applies a holistic approach to developing learner capabilities with the learner serving as the major agent in their own learning, which occurs, as a result of personal experience
(Hase & Kenyon, 2007, p. 112)
http://bibblio.org/u/The%20Heutagogy%20Collection/content
Learner-centered and learner-determined
CCBY US Department of Education
Capability development and self-efficacy
Https://jisc.ac.uk/news/free-wifi-available-to-thousands-of-medical-students-in-hospitals-across-west-Yorkshire-06-jul
Self-reflection/meta-cognition and double-loop learning
Https://upload.wikimedia.org/Wikipedia /commons/a/a2/circle_reflect_wikipedia_sky.jpg
Non-linear teaching and learning
Internet splat map (2004) https://www.flickr.com/photos/jurvetson/916142
Builds on earlier theories and concepts …8
Heutagogy
AndragogyCapability
TransformativeLearning
Self-Efficacy
Humanism Double-LoopLearning
ReflectivePracticeConstructivism
Pedagogy-Andragogy-Heutagogy (PAH) Continuum
Blaschke (2012)
PedagogyAndragogy
Heutagogy
A continuum of andragogy
Andragogy (Self-directed) ► Heutagogy (Self-determined)Single-loop learning ► Double-loop learningCompetency development ► Capability developmentLinear design and learning approach
► Non-linear design and learning approach
Instructor-learner directed learning ► Learner-directed learningGetting students to learn (content) ► Getting students to understand how
they learn (process)
Blaschke (2012)
Why should you be interested?
• Addresses many of the challenges faced by education today:◦ The workforce needs lifelong learning and lifelong learners◦ Students need to learn how to learn and develop critical
thinking skills◦ Schools can’t teach everything; learners need to learn to
learn◦ More institutions moving toward learner-centered learning
and competency-based education• Aligns well with affordances of today’s technology
Learner-centered and determined
Capability development
Self-reflection and double-loop learning
Non-linear design
HeutagogyWeb 2.0 Affordances
Knowledge and
information
aggregation
Connectivity,
networking, and social
rapport
Content discovery,
sharing, and
creation (individual and group)
Reflection and
creativity (individual and group)
Benefits of heutagogy• Improves critical thinking and reflection• Increases learner engagement and motivation• Gives learners more control over learning (learner-
centered)• Improves ability of learners to investigate and question
ideas – and apply knowledge in practical situations• Supports development of independent ideas and self-
confidence• Makes learners more capable and able to adapt to new
environments• Better prepares them for the complexities of the
workforceCanning & Callan (2010), Ashton & Elliott (2008), Ashton & Newman (2006), Blaschke (2014)
Key Elements of Heutagogical Design
Explore
Collab-orate
Connect
Reflect
Learner
Share
Create
Develop learner autonomy
• Discover what motivates your learners• Identify learners’ level of autonomy and
adjust accordingly ◦ Learner questionnaires and contracts◦ Learner-directed questions and
discussions• Focus on teaching learners how to learn
Let learners create and play… and fail
• Nurture a growth mindset◦ Project-based learning◦ Inquiry learning◦ Problem-based learning
• Incorporate activities for self-reflection, self- and information-discovery, and experimentation◦ Learning journals◦ Visual story-telling
Encourage reflection
• Build learner skills while allowing them to determine and reflect on their learning path ◦ Scaffolding of learning
activities to create frameworks for learning/discovery
◦ Learner-directed questions◦ Action research
• Build learning environments for creative expression◦ Open learning spaces ◦ Maker spaces
• Incorporate group exercises and collaborative assessment ◦ Collaborative group work◦ Communities of practice
Empower learners to collaborate/create
Build skills and competencies
• Support development of personal knowledge management, digital literacy, and social collaboration skills◦ Skill building activities◦ Social networking and collaboration
tools◦ Gaming
• Promote self-efficacy (Ritchie, 2015)◦ Articulate goals◦ Set parameters
Allow learners to define success• Assess learner
achievement by negotiating the assessment process and making curriculum flexible◦ Formative assessment◦ Learning contracts◦ Self-assessment and peer-
assessment
Use open learning environments
• Choose a learning environment that supports free and open learning◦ MOOC (xMOOCs, cMOOCs,
project-based MOOCS, open boundary courses)
◦ Communities of practice (CoPs) and community networks
◦ Bibblio (http://bibblio.org)
Used interchangeably with Web 2.0
Are social software tools
Support creation of user generated content
Empower users
How do we define social media?
Text: Blaschke & Brindley (2015); Graphic: Dar (2013): http://tribune.com.pk/story/548285/the-socio-economic-impact-of-social-media/
Benefits of using social media• Centers on the learner• Supports active and
interactive dialogues and interaction
• Enhances communication and information sharing
• Develops lifelong learning skills:
• Capability• Critical thinking• Reflection• Team work
Choosing the right media
Identify Learning Outcome
Select Social Media Tool
“The challenge for the educator is to choose the social media tools appropriate to the learning task or particular skill development” (Blaschke & Brindley, 2015, p. 11)
SOCIAL MEDIA CATEGORIES(Adapted from Kaplan & Hainlein,
2010, in Blaschke & Brindley, 2015)
Collaborative projects Individual showcase projects Content/information sharing communities Social networking Virtual game/social worlds
Learning outcome to mediaClassification/Skills (Verbs) Tools (Nouns)
Collaborative projects: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate
Wikis, GoogleDocs, brainstorming tools (e.g., mindmaps), mashups, Dropbox, boxnet
Individual showcase projects: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself
Blogs, e-portfolios
Social networking: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange
Twitter, LinkedIn, Facebook, social tagging (e.g., Flickr, Pinterest), Cloudworks
Content/information sharing communities: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute
YouTube, Diigo, Twitter, LinkedIn, news aggregators (RSS), Evernote, Pinterest, Instagram, ScoopIt!
Virtual game worlds: Connect; collaborate; navigate; play; communicate (read, write, discuss, interact); explore; analyze and solve problems; think critically; compete; program; model; innovate; plan; simulate
Minecraft, alternate reality games (ARGs), massively multiplayer online games (MMO), and global social awareness games
Virtual social worlds: Explore; observe; experiment; discover; model; predict; solve problems; innovate; plan; simulate
Simulations, Second Life
Holistic design
(Blaschke, 2012)
Collaborative projectsThe world of work is increasingly collaborative, driving changes in the way student projects are structured. As more and more employers are valuing collaboration as a critical skill, silos both in the workplace and at school are being abandoned in favour of collective intelligence. To facilitate more teamwork and group communication, projects rely on tools like wikis, Google Docs, Skype, and online forums. Projects are increasingly evaluated by educators not just on the overall outcome, but also on the success of the group dynamic.
(NMC Horizon Report , 2012, p. 14)
Collaborative projects: Skills
Learning Outcome Social Media
Collaborate Communicate (write, read,
discuss, interact) Construct knowledge
(individual and group) and socialize
Navigate Negotiate and solve problems Think deeply, critically, and
logically Reflect Evaluate
Learning Activity to Learning OutcomeCollaborative Project
(Group Grid)
Skill Builder Learning Outcome
Tools
Using Google Drive,students work with assigned groupmembers to develop a grid that depicts the evolution of distance education across waves of development as part of an on-goingcollaborative groupproject
• Think deeply about and reflect upon course readings
• Interact and collaborate with other students to evaluate and create new content
GoogleDrive, Popplet
OMDE601: Google Drive
Individual showcase projectsEducation researchers have emphasized the need for learning settings to be adaptable and flexible in order for personalized learning to take root. Students’ preferences and needs must be understood accurately before designing or implementing personalized learning scenarios and activities. The goal is to give the student the flexibility to make their learning as effective and efficient as possible, but adequate mentorship is still a clear necessity.144 Enabling technology,
(NMC Horizon Report , 2015, p. 26)
Individual showcase projects: Skills
Learning Outcome Social Media
Communicate (write, read, discuss, interact)
Design and create Think critically, deeply,
and logically Share knowledge and
experience Give advice Express yourself
Learning Activity to Learning OutcomeIndividual Showcase Project
(E-Portfolio)
Skill Builder Learning Outcome
Tools
Students create anindividual websiteusing a wiki, blog, or other web tool as an e-portfolio, including pages for learning goals, a reflective learning journal, resources, biography and artifacts (group grid, bibliography,annotation, mindmap)
• Think critically about individual platform requirements
• Review and choose an e-portfolio platform
• Create new content (e-portfolio, artifacts, journal)
• Reflect upon content and learning process
E-portfolio(e.g., wiki,blog, other)
OMDE601: E-portfolio
Learning Activity to Learning OutcomeIndividual Showcase Project
(MindMap)
Skill Builder Learning Outcome
Tools
Students create anonline mind map using key words that represent their initial and on-going definition of distance education. Students have the option of updating the mind map as the course progresses.
• Reflect upon understanding of distance education
• Design and create new content based on current and new knowledge
• Share ideas and experience
• Track learning progress
MindMapping (Mindmeister, Bubbl.us, Popplet)
Social networkingAs social networks continue to flourish, educators are using them as professional communities of practice, as learning communities, and as a platform to share interesting stories about topicsstudents are studying in class. Understanding howsocial media can be leveraged for social learning is a key skill for teachers, and teacher training programs are increasingly being expected to include this skill.
(NMC Horizon Report , 2014, p. 8)
Social networks: Skills
Learning Outcome Social Media
Communicate (write, read, discuss, interact)
Collaborate Search and explore Listen, connect, and share Think critically and reflect Support others and build
community Promote (self) Exchange
Learning Activity to Learning OutcomeSocial Networks
(Twitter)
Skill Builder Learning Outcome
Tool
Students join Twitterand follow OMDE601 course and a distance education scholar. During the course, students retweet aninteresting article byor tweet from thescholar.
• Search for and discover potential research resources
• Share information discovered with others
• Communicate and connect with others
OMDE601: Twitter
Content-sharing communitiesToday’s web users are prolific creators of content, and they upload photographs, audio, and video to the cloud by the billions. Producing, commenting, and classifying these media have become just as important as the more passive tasks of searching, reading, watching, and listening.
(NMC Horizon Report , 2014, p. 8)
Content-sharing communities: Skills
Learning Outcome Social Media
Communicate (write, read, discuss, interact)
Collaborate Search and inquire Compare and combine Think critically, observe,
and reflect Share and build community Promote (self) and
distribute
Learning Activity to Learning OutcomeContent Sharing Communities
(Diigo)
Skill Builder Learning Outcome
Tools
Students use the online UMUC library to research a topic of their choice, create a bibliography, select a scholarly article, and write and post an annotation of thearticle to the classDiigo account
• Research and find information
• Create new content
• Share resources and content
Diigo
OMDE601: Diigo
Communities of practice
Virtual game / Social worlds
When the gaming industry began to incorporate network connectivity into game design, they revolutionized game-play by creating a vast virtual arena where users from all over the world could connect, interact, and compete. …For higher education, these game-like environments transform assignments into exciting challenges, reward students for dedication and efficiency, and offer a space for leaders to naturally emerge.
(NMC Horizon Report , 2014, p. 42)
Virtual game/social worlds: Skills
Learning Outcome Social Media
Communicate (write, read, discuss, interact)
Connect and collaborate Navigate Play, explore, and discover Analyze and solve problems;
think critically Compete Plan, program, model,
innovate, and predict Simulate, observe, experiment
Minecraft examples
Challenges Social media doesn‘t
always fit to your pedagogical goals.
Students may push back on using social media.
The learning curve for both instructors and students can be steep.
There could be potential ethical issues.
… Please share with us!
What has been your experience?
Source: https://www.flickr.com/photos/onlinedialogue/12665352714 (Creative Commons)
Where to next?Complexity is the new reality. One of the main challenges of implementing new pedagogies, learning models, and technologies in higher education is the realization of how interconnected they all are. Games, for example, often overlap with natural user interfaces as well as social media with social networks, and learning analytics are increasingly associated with adaptive learning platforms. Even as we acknowledge that topics continuously converge, morph, and evolve, we need the proper languate to accurately discuss and define them.
(NMC Horizon Report , 2013, p. 11)
Social media can be defined in many ways – and continues to morph.
When incorporating social media, identify your learning outcome (or skill) first – then select a tool to support achieving outcomes.
Be prepared to fail.
Take-aways from today
Questions?
Resources
Blaschke, L.M. & Brindley, J. (2015). Using social media in the online classroom. In M. Ally & B. Khan, The international handbook of e-learning (volume 2): Implementation and case studies. Athabasca, Canada: Routledge. http://www.routledgementalhealth.com/books/details/9781138793729/Blaschke, L.M. (2014). Using social media to engage and develop online learners in self-determined learning. Research in Learning Technology. Retrieved from:http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635/htmlBlaschke, L.M. (2012). Heutagogy and lifelong learning: A review heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2087 Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education. Higher Education Academy, UK. Retrieved from: http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdfKaplan, A.M., & Haenlein, M. (2010). Users of the world unite! The challenges and opportunities of social media. Business Horizons, 53, 59-68. doi: 10.1016/j.bushor.2009.09.003.New Media Consortia - HORIZON Reports: http://www.nmc.org/nmc-horizon/ Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press. http://oetmanhattan.wikispaces.com/file/view/Prensky--Teaching+Digital+Natives-in+press6.pdf