the role of social media in creating an autonomous personal learning...
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THE ROLE OF SOCIAL MEDIA IN
CREATING AN AUTONOMOUS
PERSONAL LEARNING ENVIRONMENT
Christopher Pang
Christian Chia
Nanyang Polytechnic, Singapore
Startling Statistics
1. Facebook
1.65 billion registered users worldwide (Q1 2016)
In Singapore – 5.5 million population;
3.8 million registered users
2. Weibo
600 million registered users
60.2 million daily active users
Outline
1. Pedagogical Shifts
2. Definition
Personal Learning Environment (PLE)
Learner Autonomy (LA)
3. Using Social Media to foster autonomous PLE
4. Conceptual Framework & Methodology
6. Conclusion
Pedagogical Shifts
1
Growing concern that CMS/LMS used to deliver elearning,
make learning less personal
Used for content dissemination or as a depository
Lacks personalisation; not student-centric
2
Growing use of social media in higher education
Empower student-centric learning
Preferred by generation next
Marra & Jonassen, 2001; Oliver, 2001; McLoughlin, 2007
Research Purpose
Share a framework which guides
instructors on using social media
to promote personalised learning
and learner autonomy
Personal Learning Environment (PLE)
Key Pedagogical Characteristics
Self-directed creators/organisers of content
Learning content ‘infinite’
Socially involved, and use of social software (media)
Key Pedagogical Differences
Not just a virtual learning environment
Diverse learning environments
Linked to informal learning, lifelong learning
Martindale & Dowdy, 2010; Dabbagh & Kitsantas, 2012; Schaffert and Hilzensauer, 2008)
Learner Autonomy (LA)
Key Pedagogical Characteristics
Capacity to take charge and control over one’s learning
Capable of setting objectives, selecting content and methods
Define learning pace, time and place
Key Pedagogical Differences
Less reliant on instructors
Proactive in learning
Learn beyond classroom instruction
Benson, 2013; Benson, 1997; Holec, 1981; Cotterall, 1995
Social Media in Higher Education
Key Pedagogical Characteristics
Increasingly used to support and complement learning and
teaching
Participatory culture
Key Pedagogical Differences
Develop distinct online identity
Interaction with and contribution to virtual communities
User-generated, user-driven topics
Smith & Caruso, 2010; Rosmala, 2012; Tess, 2013; Dabbagh & Reo, 2011
Convergence
Learner
Autonomy
Personal
Learning
Environment
Social Media
An Autonomous PLE Activated by Social Media
Key Pedagogical Characteristics
Commonalities between PLE and LA synergistically
Personalised learning promotes autonomy
Use of social software to move beyond LMS
Key Pedagogical Differences
Community helps build curriculum
Self-organises, self-informed, self-seeking
Freedom to learn in a social space
Dalsgaard, 2006; Anderson, 2008; McGloughlin and Lee, 2010
Conceptual Framework
Methodology
Systematic Review
Case Studies
Technical and Vocational Education and Training Context
Thrusts
Social Media: Levels of Interactivity
PLE: Degree of Freedom
LA: Degree of Control
Conceptual Framework Interactivity Personalisation Autonomy Attributes
Level 1 Completing
Organise learning by preferences
Take responsibility for learning
Use of personal tools to set learning goals, plan learning and complete tasks
Level 2 Connecting
Customise learning through interaction
Exercise learner control
Use of social tools to interact with peers, share content, peer review of assignments
Level 3 Collaborating
Generate unique learning experiences
Take ownership of learning
Use of social tools to complete projects in virtual teams through collaborative editing
Level 4 Co-creating
Design diverse learning experiences
Show learner proficiency
Use of social tools to co-create new learning content through assembling and constructing with peers and instructors
Level 1 - Completing
Use of personal tools Plan learning
Level 2 - Connecting
Use of social tools to interact
Level 3 - Collaborating
Use of social tools to complete projects in virtual teams
Use of Achievement Badges
Level 4 – Co-creating
Use of social tools to co-create new learning content
Conclusion
The case for using social media in an APLE
APLE needs integrated use of social media
Learners today prefer to use technology to meet their needs
and preferences rather than let instructors prescribe their
learning with predetermined and prepackaged content
Conceptual framework was developed to guide instructors to
optimise learning in a technology mediated learning
environment.