1

Using Social Media for Learning

Dr Dawn Birch

5 February 2014

Session Overview

Learning in a digital age: Connectivism

Uses of social media for learning

Facebook

Wikis

Instructional design principles

The role of the educator in networked learning environments

Question time

Learning Theory for the Digital Age: Connectivism

Learning is building networks of

information, contacts and resources that are

applied to real problems (Anderson 2011)

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Connectivist Learning Principles (Siemens, G. 2004)

Learning is a process of connecting specialised nodes or information

sources.

Learning may reside in non-human appliances.

Capacity to know more is more critical than

what is currently known.

Nurturing and maintaining connections

is needed to facilitate continual learning.

Ability to see connections between

fields, ideas, and concepts is a core skill.

Currency (accurate, up-to-date knowledge) is

the intent of all connectivist learning

activities.

Technology Enhanced Learning

Adoption and integration of relevant, cost-effective, pragmatic, supported

and pedagogically sound technologies for learning including social media.

Creation of e-learning experiences that reflect students’ current ways of accessing and digesting information and their diverse modal preferences

and learning styles

Provision of an enriched, current, relevant, inclusive, interactive and

engaging learning experience.

Can social media achieve better learning outcomes?

Facilitate both cognitive and social learning outcomes.

Develop important graduate attributes and skills

• e.g. creative thinking, engagement, electronic communication, use of technology, etc.

Improve retention and progression rates through increased

personalisation and connectedness.

Make learning more enjoyable and engaging leading to life-long learning.

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Social media can facilitate a better student learning experience

Connection

• links to useful, topical and relevant information and resources

• currency - ‘real-time’ elements

• opportunities for connecting with content, other students, teaching team, real-world content

Interaction

• engagement and involvement

• communication - sharing, commenting, liking

• interactive elements – e.g. surveys, polls

Inclusion

• appeal to diverse learning styles and modal preferences

• Convenience, accessibility and flexibility – any time and any place

Personalisation

• accessibility - regular communication

• develop rapport and social presence

• responsiveness - key dimension of service quality

Why do I use Facebook for my courses?

Developing a closer connection with students

• Establishing rapport

• Being more accessible and approachable

• Less formal, more friendly interactions

Being more responsive

• Notifications pop up in my email

• Easy and quick to use

Why do I use Facebook for my courses?

Sharing current and relevant information

• Validates the course content

• Increases student engagement

Sharing ideas and examples

• Collaborative learning and co-creation

Gauging where student’s interests lie

Provides a permanent page once the course is finished

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How can Facebook be used?

Links to interesting articles

Links to YouTube content

Announcements

Assessment discussion

Links to slide share presentations

Student Feedback

• Course evaluation surveys

• Survey monkey

Strategic Marketing Management 2013

Item Dis-agree Neither agree nor dis-agree

Agree Strongly agree

Mean

The Facebook page added to my enjoyment of the class

3.4% (1)

6.9% (2)

48.3% (14)

41.4% (12)

4.28

The Facebook page was a valuable addition to the unit

3.4% (1)

3.4% (1)

41.4% (12)

51.7% (15)

4.41

The Facebook page made me feel more connected with the lecturer

0.0% (0)

6.9% (2)

27.6% (8)

65.5% (19)

4.59

The Facebook page made me feel more connected with other students

6.9% (2)

10.3% (3)

41.4% (12)

41.4% (12)

4.17

The teaching team should use Facebook again next time the unit is offered

3.4% (1)

0.0% (0)

27.6% (8)

69.0% (20)

4.62

5

I enjoyed the interaction through Facebook

I liked the friendly approach and the

Facebook page

Increased Interaction and Connection

Improved Learning

All of the students got involved with the Facebook page,

posting up various articles, which I found beneficial. It was

the first time I had used Facebook to help me with my studies and it was very useful.

Using Facebook to introduce our own examples helped to solidify our

understanding.

Greater currency and

relevance

I liked the Facebook page, up to date

content and great lecturers

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Higher Engagement

Generally found this my most interesting and engaging unit. The Facebook group and discussion board were very effective.

The Facebook group and lectures/seminars have all been engaging and I think very helpful in helping us learn.

So, should we continue to use

Facebook?

The Facebook page worked well.

I was sceptical at the creation of the Facebook group, but have found it to

be a very helpful way of keeping in contact with the lecturer and as a

forum for discussion about the assignment.

Facebook page was a great addition and I think should become a norm.

Social Marketing USC 2012

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How often have you used the Facebook Page this semester?

0.0% 0.0%

16.7% 16.7%

66.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Not at all About once 1-5 times 6-9 times 10 plus times

How much have you enjoyed using the Facebook page?

5.6%

38.9%

55.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Not at all Not very much Somewhat Very much

What aspects of the Facebook page have you found to be useful?

66.7%

44.4%

94.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Discussion about socialmarketing campaigns

Links to social marketingcampaigns

Discussion aboutassessment

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Did the Facebook page make you feel more connected to other students?

33.3%

50.0%

5.6%

11.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Strongly agree Agree Neutral Disagree

Did the Facebook page make you feel more connected with the course

leader?

38.9%

61.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Strongly agree Agree

Would you like other courses to use Facebook?

82.4%

11.8% 5.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Strongly agree Agree Strongly disagree

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Did the Facebook page add to your enjoyment of the course?

33.3%

55.6%

5.6% 5.6% 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Strongly agree Agree Neutral Strongly disagree

Did the Facebook page assist you to learn more about social marketing?

16.7%

66.7%

11.1% 5.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Strongly agree Agree Neutral Strongly disagree

It was very helpful, especially when assignments were almost

due and confusion was high

I found it most useful when talking about the assignment. It’s good to know other people are having the same problems as you, and

answers were given by both peers and the course coordinator within minutes or hours. It was much easier and convenient than

having to email the tutor with every question

Very helpful for small tips and information

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Great page. Dawn’s availability was do dedicated and helpful. I feel Blackboard does not have the capability to connect both students

and teaching staff. The fact that students are asking the same questions other students also want to know is fantastic, and saves

Dawn telling 10 people the same answer.

I think Facebook is great for university. It is convenient, easy to use and a lot more convenient than Blackboard.

Keys to Success

Get the students actively involved

• Get one of them to set up the group

• Ask them to add you as admin so you can monitor and add members

Put the group link up on MyBU so they can access the group to join

• Make an announcement on my BU

Show the page in the lecture

• Encourage membership

• Acknowledge contributions

Be active on the page

• Post current and relevant articles demonstrating link to the material being covered in the course

Be responsive – liking, commenting

Just a few

points to

consider

Not all students have a Facebook account

• Duplicate important information and messages on myBU

Not all teaching team members have or want a Facebook page

Don’t add students as friends on your personal page

• Understand the privacy settings

Keep it strictly course-related

• Set the right tone early and make it clear that the page is all about the course

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Other Tools

Twitter

Linked-In

YouTube

Wikis and Blogs

Others??

Wikis for Reflection and/or Assessment

Wikis for Reflection and/or Assessment

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Ultimately I think the Wiki does

a good job in what it is designed to do. It encourages

you to read the readings basically. I'm guilty and I'm sure we all are of skipping

through an e-reading, throwing a citation in there and away you go. I've found that this

course definitely encouraged me to read the readings, read each individual one. Now I've

read all six I think…

Gagne's 9 steps of instruction How could social media be used to...?

1. Gain attention

2. Inform about learning

objectives

3. Stimulate recall of prior

knowledge

4. Present the material to be

learned

5. Provide guidance for

learning

6. Elicit performance

"practice"

7. Provide informative

feedback

8. Assess

performance

9. Enhance retention and

transfer

What is the role of the educator in networked

learning environments?

1. Amplifying 2. Curating

3. Wayfinding and socially-driven sensemaking

4. Aggregating

5. Filtering 6. Modelling

7. Persistent presence

http://www.connectivism.ca/?p=220

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Drivers and Barriers to Using Social Media for Learning

What are the key drivers, benefits, motivators, enhancers

for using social media for learning?

What are the key barriers, obstacles, challenges, inhibitors

for using social media for learning?

Discussion and questions

Resources

• Setting up a group page

• Emerging EdTech site

• Van Doorn, G. & Eklund, A. 2013. Face to Facebook: Social media and the learning and teaching potential of symmetrical, synchronous communication. Journal of University Teaching and Learning Practice – http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1268&c

ontext=jutlp

• Siemens, G. Learning in the Future, Available at http://www.vegas-times.com/litf/wikis/connectivism/