Social media & learning

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1.Social media and learning on the cloudDr John HannonLa Trobe University, Melbourne 17 September 2012 12. Where is social media?Social media are:web- and mobile-based technologies which are used to turncommunication into interactive dialogue among organizations,communities, and individuals. allow the creation and exchange of user-generated content Social Media are social software which mediate humancommunication.(Wikipedia)The cloud: a bank of machines in a warehouse2 3. Is social media radical?But learning has always turned communicationinto interactive dialogue SCALEa radical transformation of the modes of production of interaction, communication, andEMERGENCEdissemination, collectively referred to as Web 2.0, which makes emergent behaviour possible at an unprecedented scale, pace, and breadth of participation.(Williams et al. 2012: 44)Industrial revolutiontraditional modes of learningInformation revolution learning-directed technologies3 4. Tensions from the e-learning literature#1Social networking & social learning are separate domain Most students embrace the digitalised world of social networking, although this does not necessarily transfer to learning. (Williams et al. 2012: 40) 4 5. Tensions from the e-learning literature#2 Different models of networking: the social as commercial vs educational social networking offers only a truncated capacity tofoster disagreement and debate because dominantprogrammes and models primarily foster convivialityand liking. (Friesen & Lowe 2012: 184) 5 6. Tensions from the e-learning literature #3Institutional responses to social media in universities frame as a technology issue - try to contain social media frame as a learning issue - eg. harness informal learningexperiences and link to formal structures of learning6 7. How can universities respond to social media?Shift focus:1. From hijacking social media to digital literacies:That is, on practices of knowledge generationand learning among students7 8. How can universities respond to social media? Shift focus: 1. From hijacking social media to digital literacies 2. From containment of learning environments to mobilitiesof learningThat is, crossing institutional boundarieseg. experiential learning such as fieldworkvia geo-located knowledge development(Ravenscroft et al. 2012)8 9. How can universities respond to social media?Shift focus: From hijacking social media to digital literacies From containment of learning environments to mobilitiesof learning From software training to staff development for user-generated knowledge and collaborative, emergent learning9 10. Examples of social media for learning1. Institutional to learner-centred Core institutional infrastructure Moodle, AdobeConnect, (LMS/VLE) PLE via Mahara Package/bundle of tools not Wordpress, Skype provided by institution, but maybe facilitated and semi-supported, eg. open source systems Student initiated social software dropbox, google docs, and non-institutionalised tools for google hangout, google working together on learning groups collaboration, groupwork, filesharing Use of lifestyle technologies facebook,flickr 10 11. FuturesLearning ecologies rather than learning systemsEllis & Goodyear (2010): learning ecologies bring afocus on the relationships between the elements thatcomprise the system under study, rather than theirdifferences11 12. FuturesManaging learning as ecologies Modes ofDomains of Types of Organisation Modes of applicationknowledge production learning PrescriptivePredictableProspectiveHierarchy, Centrally learningcomplicated institutionaldeterminedcontrolcontrolfor users, systemsreplicatedfor scale athigh cost Emergent ComplexRetrospective Collaboration, Open & learning adaptive coherence self-distributed, systems organisation created byusersFramework for emergent learning and learning ecologiesWilliams, R., Karousou, R. & Mackness, J. (2011).12 13. FuturesFlexible learning understood as opening uppossibilities that extend into social and professionalworlds of learnerslearner-generated contentpeer review & co-constructionlearning communities of student/staff/practitionersexperiential learning & assessment (crossing institutional boundaries)knowledge generation via placements, (virtual) exchangesopen education resourcesAdapted from Lee, M., & McLoughlin, C. (eds.) (2010). Web 2.0-Based E-Learning 13 14. ReferencesBradford, G., Kehrwald, B. & Dinmore, S. (2011). A framework for evaluating online learning in an ecology of sustainable innovation. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.162-167). A., & Halverson R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26, 18-27.Falconer, I. 2011, Literacy in the Digital University. Seminar Four April 8th Lancaster University., N. and Lowe, S. (2012). The questionable promise of social media for education: connective learning and the commercial imperative . Journal of Computer Assisted Learning, 28, 183194Lea, M. & Jones, S. (2011): Digital literacies in higher education: exploring textual and technological practice, Studies in Higher Education, 36:4, 377-393McLoughlin, C., & Lee, M. (2010). Pedagogy 2.0: Critical Challenges and Responses to Web 2.0 and Social Software in Tertiary Teaching. In M. Lee & C. McLoughlin (Eds.), Web 2.0- Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 43-69). Hershey, Pennsylvania: IGI Global.Ravenscroft, A. Warburton, S., Hatzipanagos, S. & Conole, G. (2012). Designing and evaluating social media for learning: shaping social networking into social learning? Journal of Computer Assisted Learning, 28, 177182Williams, R., Karousou, R. & Mackness, J. (2011). Emergent Learning and Learning14 Ecologies in Web 2.0. International Review of Research in Open and Distance Learning 12 (3), March 15. Thank youJohn