social media use background in higher … media use in higher education (mais 701) background...
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Individual (learner)embedded network
position
Three overlapping and mutually constituting dimensions
MOTIVATION
INVESTMENT
LEARNER-CENTRED
Mediated/Articuted through INTERACTION via RELATIONSHIPS
and ROLES
RELATIONSHIPS
ROLES
Individual <-> Content
Individual <-> Tools
Individual <-> Others (people)
Individual asLEARNER
Individual as FACILITATOR
Individual as CONTRIBUTOR
Learner <-> Learner
Learner <-> Facilitator
Facilitator <-> Learner
Contritutor <-> Contributor
Self-direction
Democtratic learning
Flattening of “the academy”Teacher becomes facilitator
Relevance, acceptability
Relevance, acceptability
Technology & pedagogy matched to tasks & skills
Preferences / Organic usage
Transactional “sphere”
Expression
Personalization
Accountability
Role diversity (even within the same connected environment)
Feedback
Network embeddedness
High/Low engagement
Pedagogical embeddedness
Authenticity; real-world relevance
In�uence
Support
Skill/Knowledge developmentConnection
Social capital
Resource Access
Autonomy
e.g. peer mentor
e.g. Community of Practice
Return on Investment
Learning Skills development
Knowledge acquisition
Inclusion
Skills development facilitated; guidance provided
Participation(Co-)Contribution/creation of learning content
(Co-)Contribution/creation of learning content
Job skills; professional development
e.g. peer feedback, formative feedback, direct feedback from tool
Expression
Inclusion, participation
(Co-)Contribution/creation of learning content
Resource access “rights”
Collaboration
e.g. Individual may take on multiple roles
Learning tasks accomplished with technology that were previously inconceivable
SEE: “MOTIVATION”
SOCIAL MEDIA USE IN HIGHER EDUCATION
(MAIS 701)ResearchBackground
Research Review
Emerging Conceptual Model
Social media (social software) & social system relationships(Dron, Anderson)
CONCEPTUAL FRAMEWORKS
GroupsNetsSetsCollectives
“Hard” Media “Soft” Media
Social Network / Social Network Analysis
Digital EcosystemEcological Cognition Framework
Communicative Ecology
Human-Computer Interaction
SAMR (Puentedura)
SubstitutionAugmentation
Modi�cationRede�nition
THEORIES
Connectivism(Siemens, Downes)
Constructivist Approaches(Dewey, Montessori, Piaget, Vygotsky)
SCOT (Social Construction of Technology)(Bijker, Pinch, Mackenzie, Wajcman)
Actor-Network Theory (ANT)(Latour, Callon, Law)
Activity Theory
Kharkov School(Leont'ev, Vygotsky, Luria)
Scandinavian School(Engeström, Nardi, Kuuttii, Verenikina)
Cultural-historical Psychology(Vygotsky, Luria)
Cognitivism(Piaget, Vygotsky)
Behaviourist Approaches
Behaviourism(Pavlov, Watson, Thorndike, Skinner, Vygotsky)
Social Learning Theory(Vygotsky, Bandura)
SOCIOLOGICAL APPROAHCESAction Theory(Parsons, Weber)
(Tönnies)GemeinschaftGesellschaft
ECOLOGICAL APPROAHCES
Media Ecology(M. McLuhan, E. McLuhan, Postman, Innis)
Conservation Ecology,Traditional Ecological Knowledge (TEK)(Ingold, Berkes)
Environmental EmbeddednessResource CommonsOpen Access
ANTHROPOLOGICAL APPROACHESEthnography (Australian Aborigines):Reciprocity/Renunciation asprinciples of social organization(DH Turner)
SYSTEMS THEORY
General Systems Theory,Open & Closed SystemsBertalan�y
Soft Systems MethodologyCheckland
Transactional Distance(Moore)teacher-teacher interaction
teacher-content interactioncontent-content interaction(Anderson & Garrison)
learner-content interactionlearner-instructor interactionlearner-learner interaction
structure (design)dialogue (interaction)
Community of Inquiry (CoI)(Garrison, Anderson)
Dimensions of interaction:social presencecognitive presenceteaching presence
Immediacy(Woods & Baker)
Surface vs Deep LearningGarrison & Cleveland-Innes
Distrbuted Cognition(Hutchins)
Self-determination Theory(Ryan, Deci, Vallerand)
Innate psychological needs (in learning contexts):
CompetenceRelatednessAutonomy
Networked Learning(Illich, Wegner, Ravenscroft)
Technology integration inteaching and learning
TPACK(Mishra & Koehler)
Technological KnowledgePedalogical KnowledgeContent Knowledge
Technological Pedagogical KnowledgeTechnological Content KnowledgePedagogical Content Knowledge
<-- Intersects <--
Enhancement
Transformation
(Interface) Design Principles - ”Design of Everyday Things”(Norman)
Visibility Feedback Constraints Mapping Consistency A�ordance
Connectionism(Downes)
General Learning Theories
Technology-mediated Learning Theories
PSYCHOLOGICAL APPROACHES
Individual is unit of analysis
Collective/system is unit of analysis
ex. sca�olding
ex. zone of proximal development
Distance / Online Learning
COGNITIVE SCIENCE APPROACHES
INCLUSION criteria will be informed by relationship/role factors and the dimensions of interaction (described above)
Preliminary Observationsre: study quality
SEARCH STRATEGY
EBSCO (Education Research Complete)
Yield: 1,489 unique sources
Google Scholar
Yield*: 906 unique resources*An internal Google Scholar error prevented access to half of the ~2000 sources returned
TOTAL: 2,395
1. Many have low subject numbers, Few are su�ciently powered.
5. Many with qualitative data incorporate content analysis, phenomenology or case study. Some incorporate mixed methods. None so far identi�ed incorporate rounded theory.
4. Few consider academic outcomes such as grades.
3. Many based on subjective factors, such as preferences or self- report of improved engagement.
2. Few incorporate experimental / controlled design.
6. Few represent novel research.
Social Media (Social Software)
Search terms:social media + higher education(and various iterations)
TECHNOLOGICAL ADVANCES Web 2.0
“Social software is organic and self-organizing, underpinned by dynamics that parallel natural processes. It is evolutionary, replicating the successful and diminishing or killing the unsuccessful. It is stigmergic: signs left in the environment communicate with others who leave further signs in the environment. It has an emergent structure, formed from bottom-up control rather than top-down design.” (Dron, J. (2006). Social software and the emergence of control. Advanced Learning Technologies. IEEEE Conference IEEE; pg. 2.)