inted2013 lillian buus - different approaches to experimenting with social media in he
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Different Approaches to Experimen3ng with Social Media in
Higher Educa3on? -‐ introduc3on to my Ph.D. en3tled ”The Learning Poten3als using Web
2.0 in a PBL approach”
MA, PhD Candidate Lillian Buus -‐ lillian@hum.aau.dk E-‐Learning Lab – Center for User Driven Innova3on Learning and Design (www.ell.aau.dk) Dept. of Communica3on and Psychology, Aalborg University
Objec3ve for my research
• How can and will the integra3on of social media and web 2.0 ac3vi3es and tool implicate the teaching and learning process in a problem based learning environment – Focusing on the teachers integra(on and use of web 2.0 ac(vi(es and tools in their teaching prac3ce
– Taking point of departure in the PBL model at Aalborg University
Point of departure…
• Conducted a kick-‐off workshop in April 2011 – Using a Collabora3ve E-‐learning Design Method (CoED) – 12 teachers signed-‐up but only 7 par3cipated (voluntarily)
Original source: the Collabora(ve E-‐learning Design method (CoED) (Georgsen & Nyvang, 2007) My method further described in: Scaffolding Teachers Integrate Social Media Into a Problem‑Based Learning Approach? (Buus, 2012
The process…
• Kick-‐off • Presen3ng “Web 2.0 / Social Media”
• Discus pedagogical values • Make a “Learning design” • Ac3vi3es, Resources, Infrastructure
Design workshop
• Follow up on the design – Support • Individual sessions – secng up the web 2.0 ac3vity
• Group sessions/introduc3ons • Zotero • Eitherpad • Prezi • Etc.
Follow-‐up sessions
• Follow the process and ac3vi3es going on
• Interview • Teachers • Students • only 3-‐4 students • Representa3ves from each course
• Survey • Students – before and aher the courses
Interview / Survey
Emerged from the workshop… • Have been following 3 teachers integra3ng web 2.0 ac3vi3es supported by
social media or ICT • 3 different Cases:
– E-‐Business • Unlimited supervision through online media • Autumn 2011 and 2012
– Law • Online comments and dialog ‘on site’ during lectures • Spring 2011 and 2012
– Psychology • Peer-‐Group-‐reflec3ons • Autumn 2011
Case 1: Unlimited supervision • Inten3on: Knowledge exchange between students and between students and supervisor
• Ask methodological and theore3cal ques3ons in rela3on to wri3ng a mini project
• A fellow student should have posted before comments from the supervisor
• Danish Company Corpora3on -‐ Med24.dk
• Interna3onal students • Different educa3onal background (than AAU/PBL) • Around 80 Students -‐ divided in groups of four
• Facebook group vs. Moodle forum • Facebook group -‐ both in 1. itera3on and 2. itera3on
Case 1 (2/3)
• Perspec3ves: – 1. itera3on -‐ primarily prac3cal dialog -‐ no methodological and theore3cal dialog -‐ no other possibili3es for supervision • Students felt the presence of the supervisor (quick response) -‐ some commented the need for the “expert” (teacher)
• Missing out dialog and knowledge exchange among students – How to gain this?
• No visible change in marks • Focus primarily on ones own group process
Case 1 (3/3)
• 2. itera3on -‐ theore3cal and methodological ques3ons -‐ clarifying ques3on for the company -‐ good dialog among students – More (extended) communica3on -‐ more dialog-‐oriented and knowledge exchanging
– Posi3ve feedback from students • concerning the presence of the supervisor -‐ visibility • and the presence of the Company in the FB group
Case 2: Online comments “on site”
• Students could formulate (theore3cal/methodological/understandings) difficul3es during lectures on a shared plaoorm
• 1. itera3on -‐ Eitherpad / 2. itera3on -‐ Facebook group • Eitherpad gave room for anonymity vs. Facebook where students have an iden3ty • Teacher made a “professional-‐profile’
• Around 200 students a class
Case 2 (2/2)
• Perspec3ves: – Good dialog (especially in 2. itera3on) • use of Facebook expanded the inten3ons
– More dialog and nego3a3on between students and follow up comments from the teacher
– Giving the teacher an impression of the difficult parts • Large class = many data
– More engagement and ac3vity among students
Case 3: Peer-‐group reflec3ons
• Inten3on to help students in tying theore3cal perspec3ves to concrete cases and promote reflec3ons and discussions
• Involving around 140 students – divided into two teams for lectures – one group for the final workshop
• Integra3ng “a blog” -‐ a Moodle forum – Theore3cal discussions in small groups and post comments in the blog
Case 3 (2/2)
• Perspec3ves: – Focus mostly on ones own groupwork -‐ not good at commen3ng others
– Students comments: • Good for exam prepara3on -‐ having all in wri3ng
– Teacher comments: • Changing from oral to wriren ‘presenta3ons’ of group work challenge the kind of evalua3on done on the group work during lectures
Future work…
• Have all my data – Interviews with teachers – Interac3on data
• among students • among teachers and students
– Surveys (from students)
• Next step à
Further Analysis = more wri3ng J
Mail: lillian@hum.aau.dk Twirer: @lbuus
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