University 2.0? Using social software to enhance learner engagement
1. Evolving E-learning concepts & Skills (CUP133N) Jim Pettiward (London Metropolitan University) 01/06/2010 University 2.0? Using social software to enhance learner engagement
2.
3. Learning theory “ social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning” (Seely Brown, J. & Adler, R, 2008)
4.
5. The ‘always-on’ learner Figure 1 : e-Learning in context, the Ravensbourne Learner Integration model
6.
7.
8. A ‘third space’? “ there is considerable untapped potential for (…) effectively a third space within group space - somewhere between pure study/work and pure social – to support learning.” (Higher Education in a Web 2.0 World, 2009) Private Public University Third space Social Group Space
9.
10. What is an e-learning tool? www.c4lpt.co.uk Aren’t there enough tools in the world already? (so to speak…)
11.
12.
13.
14.
15. How to use Facebook? Group? Fan page? Profile?
16. An e-learning model Teacher Institutional (Formal) space Social (Informal) space Third space? Teacher Blog Class Facebook page Students’ Facebook profiles U N I V E R S I T Y S O C I A L L I F E
17. When a student becomes a ‘fan’ (or now ‘likes’) ‘Our English Course’, any new wall posts are automatically fed to their personal Facebook page. Students can click through to the original post on the blog from Facebook.
18. Social Bookmarking A tag cloud on the blog lets students access relevant bookmarks
24. Feedback “ Sometimes I write some comments for subjects or photos I like but for our English course in Facebook I didn’t add too many comments.” “ We haven’t got a duty to use it. If it had been homework, I would’ve done it.” “ There should be a subject on the Facebook page every week and the students have to give their opinion about it as part of homework.” “ We use Facebook every day so it will be a good way to study and communicate with the teacher.” “ I’ve always studied English from a coursebook in class and using Facebook has forced me to try to improve my writing skills.” “ It’s a good way to keep in touch with your teachers and the school’s programme.”
29. "We're seeing a set of new online literacies emerging but we need to understand how students use those literacies. The challenge for higher education is to learn how to integrate the social networking sites with traditional academic practice and traditional ICT systems.“ Lawrie Phipps, JISC Project Manager (Learner Experience Project)
While reading the call for papers, I started thinking about the way learners are changing. The internet plays such a huge and evolving role in our lives, and it is very hard to get to grips with. Part of this was because of changes I noticed in my own way of working and studying, but also through experience of trying to use technology with students, the presence of laptops and mobiles in class. We can’t keep burying our heads in the sand.
This model came out of one of the JISC funded project at Ravensbourne college. Gives an idea of the kind of environment students work in. Learners have changed and so have we.
So the question is, what are these tools? And why aren’t they being used effectively? Do educational e-learning tools necessarily have to be different to other digital tools?
Considering the changing nature of the internet and the state of ‘perpetual beta’ we live in, further investigation of the social web is needed. What skills do our learners have? What skills do they need to develop? How have these changed as a result of Web 2.0?
In my research I came across the concept of boundaries in web space (from HEA and JISC funded joint report). The idea is that students have certain boundaries in web space. Can we, as educators, use e-learning tools to have more of a role in their group space?
All sorts of different tools exist already – instructional, collaborative, conferencing, publishing, media, sharing etc. Do we need more tools? Or do we need to know how best to use these tools? Can we impose them on students? Or should we try to use the tools they are familiar with?
Students cannot spend long in a UK uni without being exposed to Facebook. Peer pressure (v.powerful) means more than likely they will soon be on it if they are not already. Instead of trying to design a new tool, why not try to harness the potential of the most powerful social networking tool in the world?
First questionnaire confirmed what I’d expected
Now I needed to think of how I could create a tool to harness power of FB. Thought about previous experience with blogs and wikis – why not combine? Like the blogger platform, but need to extend its reach.
Groups have a tendency to peter out, and I wasn’t sure how to link up a blog with a group. Fan page – liked the metaphor of marketing the course content, selling it to the students. Don’t need to friend that person, seemed a bit more flexible than a group.
Explain and show live sites
One area which would be very interesting is the level of formality used in terms of language – would be interesting to compare levels of formality within Facebook when students communicate with each other and when they write on the Fan page.
It isn’t difficult to do but of course everyone has different levels of IT/digital literacy
The informal and less tangible gains are important, but very hard to quantify.
Feedback questionnaires were carried out. The results showed that there was a generally positive attitude, but gave some insight into why students didn’t contribute as much as I had hoped
Students may have been put off by: the fact that the teacher would see what they write – may think they are being judged on their English, despite assurances to the contrary. Also, may be embarrassed that other FB friends would see the comments they add to the site. They quite often posted to their own wall, photos, comments, arrangements etc.
Always important to remember that students are individuals – different styles, expectations, personality types
![ALTC-2010 ,[object Object],[object Object],[object Object],‘ Meeting the changing expectations and needs of learners, employers and society’](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)