social media and peer-to-peer learning
TRANSCRIPT
Keith KirkwoodSchool of Language and LearningVictoria University
Technology for Learning and Teaching Forum15-16 November 2011
Social Media and Peer-to-Peer Learning
Presentation topic and outline
• The state of the union – social media
• Pedagogies of social media
• Students’ use of social media for learning
• Social learning environments (SLEs)
• Personal learning networks (PLNs)
Our convergent campfires
• Steve Wheeler – Learning generations• Prensky• Evolution vs revolution• New literacies• Personal Learning Environments• Recommender systems
• Sean Casey – The NBN• OpenStudy
• David Cummings – Mobile-learning• ECAR study
• Simon McIntyre – Learning to Teach Online• Peer learning through videocasts
• Geoff Masters – Learning Science• Situated learning – targeting resources to level of need
• Thom Cochrane – Transforming pedagogy• Transforming pedagogy
The social media (r)evolution
http://www.personalizemedia.com/garys-social-media-count/
I can has Web presenz!
But let’s discuss something more salubrious than the collapse of the global economic system…
Hey! You! Get off of my Cloud!
Digital Natives – Prensky’s nature/nurture debate (2001)
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Image: http://www.flickr.com/photos/armyofthelight/5118597250/
“today’s students think and process information fundamentally differently from their predecessors. … it is very likely that our students’ brains have physically changed – and are different from ours – as a result of how they grew up.”
Gregory Kennedy, et al. @ Ascilite 2007
“The net generation are not big users of Web 2.0 technologies”
Kennedy, G., Chang, R., Churchward, A., Gray, K., Judd, T., Waycott, J., . . . Bishop, A. (2007). The net generation are not big users of Web 2.0 technologies: Preliminary findings. Paper presented at the ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007, Centre for Educational Development, Nanyang Technological University, Singapore. http://www.ascilite.org.au/conferences/singapore07/procs/
But that was then….what about now?
Pedagogy
“Technology is available to develop either independence and learning or bureaucracy and teaching.”
Illich, I. (1971). Deschooling society. London: Calder & Boyars.
“Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education.”
Wesch, M. (2009b). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons Retrieved 24 February 2009, from http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able
The pedagogies of Web 2.0
Social media and the read/write web enable social constructivist pedagogies and active learning strategies in e-learning environments through the facilitation of:
• Student-created content• Online learning communities and visible social capital• Collaborative and cooperative efforts• Socially-constructed knowledge
A popular example of socially-constructed knowledge
Another popular example of socially-constructed knowledge
Participating to learn
Source: Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Educause Review, 43(1), 16-32. Retrieved 14 February 2010 from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/MindsonFireOpenEducationtheLon/162420
teachersteachers
students students
mentors
core group
active
peripheral
P2P Community of Practice(after Wenger, et al. 2002)
Social learning pedagogies
The 3 peas in ipod:
• Peer learning
• Participatory learning
• Personalised learning
image: photo by Krelic: http://www.flickr.com/photos/15271532@N00/2488859080/sizes/m/in/photostream/
Literacy Description
Play The capacity to experiment with one’s surroundings as a form of problem-solving
Simulation The` ability to interpret and construct dynamic models of real world processes
Performance The ability to adopt alternative identities for the purpose of improvisation and discovery
Appropriation The ability to meaningfully sample and remix media content
Multi-tasking The ability to scan one’s environment and shift focus onto salient details on an ad hoc basis
Distributed cognition The ability to interact meaningfully with tools that expand our mental capacities
Collective intelligence The ability to pool knowledge and compare notes with others towards a common goal
Judgment The ability to evaluate the reliability and credibility of different information sources
Transmedia navigation The ability to deal with the flow of stories and information across multiple modalities
Networking The ability to search for, synthesize, and disseminate information
Negotiation The ability to travel across diverse communities, discerning and respecting multiple perspectives and grasping and following alternative sets of norms
Core competencies for participatory learning (New media literacies, Jenkins, et al.)
Confronting the challenges of participatory culture – Jenkins et al.
• The participation gap – there is still a digital divide in our societies that disadvantage some students.
• The transparency problem – is there critical awareness among students of how digital media may be manipulating them?
• The ethics challenge – are students are of the ethical implications of their participation as consumers and producers of digital content?
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, Mass: MIT Press.
Our Space – learning how to act responsibly in a social media context
New Media Literacies (NML) classroom materials identify these areas for students to learn more about:
• identity • privacy • authorship and ownership • credibility• participation
http://newmedialiteracies.org/our-space-being-a-responsible.php
Facebook for learning
Neil Selwyn’s (2009) study on undergrad education-related use of Facebook:
• Post-hoc critiquing of learning experiences• Exchange of factual or logistical information about teaching and assessment
requirements• Instances of moral support with regards to assessment or learning• Promotion of oneself as academically incompetent and/or disengaged.
Conclusion: “Rather than necessarily enhancing or eroding students’ ‘front-stage’ engagement with their formal studies, Facebook use must be seen as being situated within the ‘identity politics’ of being a student.”
EDUCAUSE ECAR 2011 Study
• 58% of students feel comfortable using Facebook to connect with other students to discuss assessments and exams.
• 25% feel Facebook is ‘valuable’ or ‘extremely valuable’ to their academic success; 53% don’t think so.
• 30% of students want to keep their social and academic lives separate in SMSs;
• 39% think it is inappropriate for their instructors to ‘friend’ them
• 23% use other social learning sites, e.g. CourseHero and GradeGuru, and 11% want these sites better incorporated into the curriculum.
Rice, A. (2011). Students push their Facebook use further into course work. The Chronicle of Higher Education. Retrieved 4 November 2011 from http://chronicle.com/blogs/wiredcampus/students-push-their-facebook-use-further-into-academics/33947
JUGGLE INTERACTIONS… USE FACEBOOK TO COMMUNICATE
Q20. How much do you agree with the following statements about the use of social networking sites such as Facebook in conjunction with your learning?
Agreement with Statements about Social Networking
Students are comfortable communicating with other students on Facebook about academics; however, they prefer their communication with instructors to be more formal (using email for this purpose instead).
©2011 EDUCAUSE. CC by-nc-nd
JUGGLE INTERACTIONS… “FRIENDING” BY AN INSTRUCTOR?
Q21. Let’s say a teacher or professor wanted to “Friend” you for academic purposes. Is that appropriate?
Appropriateness of Teacher or Professor “Friending” You for Academic Purposes
39%
Not Appropriate
Appropriate
Neutral
31%
30%
©2011 EDUCAUSE. CC by-nc-nd
ECAR conclusion
“Given many students’ use of, interest in,and desire to learn more skills for using social studying sites, however, there does seem to be an opening for institutions and instructors to explore online social learning tools (p. 31).”
Dahlstrom, E., de Boor, T., Grunwald, P., Vockley, M., & Oblinger, D. (2011). The ECAR National Study of Undergraduate Students and Information Technology, 2011 (Research Report). Boulder, CO: EDUCAUSE Center for Applied Research. Accessed 11 November 2011 from http://www.educause.edu/ecar.
Cloud-based Social Learning Sites
• OpenStudy (Emory University and Georgia Tech)
• GradeGuru (McGraw-Hill)
• Mixable (Purdue University)
• Schoology
Parry, M., & Young, J. R. (2010, November 28). New social software tries to make studying feel like Facebook. The Chronicle of Higher Education. Accessed 11 November 2011 from http://chronicle.com/article/New-Social-Software-Tries-to/125542/
OpenStudy – pre-login
SNAPVU – VU in-house Social Learning Environment http://www.snap.vu.edu.au
My SNAPVU - PLE
Blogs – informal learning support
VUTube on SNAPVU
VUTube vs YouTube stats
YouTube channel comments on snapvu videos
Pilot period survey results (12/2010)
Fostering learning connections
McLoughlin, C., & Lee, M. (2008). The three P's of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27.
McLoughlin & Lee (2008): “Pedagogy 2.0”
“There is a need to expand our vision of pedagogy so that learners become active participants and co-producers rather than passive consumers of content, and learning processes are participatory and social, supportive of personal life goals and needs" (p. 11).
through:
• “increasing the level of socialization and collaboration with experts, community, and peer groups”
• “fostering connections that are often global in reach” (p. 17).
Personal Learning Networks (PLNs)
“Personal learning networks are the sum of all social capital and connections that result in the development and facilitation of a personal learning environment.” (Couros, 2010 p. 125)
Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 109-128). Athabasca: Athabasca University Press.
Building a Personal Learning Network
Video: http://www.youtube.com/watch?v=zkOKCDGE9vY
My netvibes platform
Mike Wesch’s Netvibes LMS
http://www.netvibes.com/wesch#Digital_Ethnography
Mike Wesch’s Netvibes LMS
http://www.netvibes.com/wesch#Anthro_Blogs
What’s next?
“My Teacher Is an App”
Wall Street Journal12 Nov 11
PS. I found this article mentioned on my PLN…
http://online.wsj.com/article/SB10001424052970204358004577030600066250144.html?mod=wsj_share_tweet
The social media explosion
http://www.personalizemedia.com/garys-social-media-count/
References 1
Annenberg School for Communication and Journalism (2009). New Media Literacies Retrieved October 26, 2010, from http://www.newmedialiteracies.org/the-literacies.php
Bennett, S., Maton, K., & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. doi: doi:10.1111/j.1467-8535.2007.00793.x
Bruffee, K.A. (1999). Collaborative Learning: Higher education, interdependence, and the authority of knowledge. 2nd ed. Baltimore, Md.: John Hopkins University Press.
Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate, 4(5). Retrieved from http://www.innovateonline.info/
Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 109-128). Athabasca: Athabasca University Press.
Dahlstrom, E., de Boor, T., Grunwald, P., Vockley, M., & Oblinger, D. (2011). The ECAR National Study of Undergraduate Students and Information Technology, 2011 (Research Report). Boulder, CO: EDUCAUSE Center for Applied Research. Accessed 11 November 2011 from http://www.educause.edu/ecar.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, Mass: MIT Press.
References 2
McLoughlin, C., & Lee, M. (2008). The three P's of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27.
Maor, D. and Hendriks, V. (2001). Peer-learning and reflective thinking in an on-line community of learners. Paper presented at the 2001 Association for Active Educational Researchers Conference in Fremantle, Australia. Accessed 13 August 2010 from http://www.aare.edu.au/01pap/mao01549.htm
Parry, M., & Young, J. R. (2010, November 28). New social software tries to make studying feel like Facebook. The Chronicle of Higher Education. Accessed 11 November 2011 from http://chronicle.com/article/New-Social-Software-Tries-to/125542/
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Selwyn, N. (2009). Faceworking: exploring students' education-related use of Facebook. Learning, Media and Technology, 34(2), 157-174.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Boston: Harvard Business School Press.
Wesch, M. (2009b). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons Retrieved 24 February 2009, from http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able
Further reading about SNAPVU
This paper was awarded a 2011 Outstanding Paper award by Emerald Literati Network and is available until 1 September 2011 by Emerald for viewing / downloading here: http://listmanager.emeraldinsight.com/t/20855/10623097/6992/0/
It was an Editor Pick on the September issue of The Informed Librarian website: http://www.informedlibrarian.com/
Alternatively the paper can be accessed on the Victoria University Instititutional Repository here: http://eprints.vu.edu.au/15797/
Keith KirkwoodStudent Learning Unit / Students Supporting Student LearningSchool of Language and LearningVictoria University
PHONE +61 3 9919 4015EMAIL [email protected] www.snap.vu.edu.au
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