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Social Networking, Web2.0 and Teaching and Learning
The document discusses the evolution from traditional eLearning (1.0) to a more interactive and user-centered eLearning (2.0) that utilizes social networking, allowing students to generate content and engage with peers and global sources. It emphasizes the paradigm shifts in education, focusing on connectivism and the need for educators to adapt to technology and participatory media to facilitate effective learning experiences. The text advocates for a model where learners actively construct knowledge rather than passively receive it, and highlights the importance of informal learning and community engagement.
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Social Networking, Web2.0 and Teaching and Learning
- 1. http://flickr.com/photos/7447470@N06/1345266896/ Teaching andLearning with SOCIAL NETWORKING and WEB 2.0
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- 3. “ The Read/WriteWeb” (Tim Berners Lee) Original photo by Hummanna .
- 4. eLearning 2.0/Web 2.0(Stephen Downes) Elearning 1.0: static packaged content little true interactivity and learner input and very little contact with a teacher represented by Learner Management Systems. (eg WebCT, Blackboard, etc) Elearning 2.0: more student-centred centred around a Personal Learning Environment using social software. students generate and share content. they interact not only with teachers and their peers, but with anyone in the world they can learn from . (this description courtesy of Sean Fitzgerald)
- 5. PERSONAL PUBLISHING/ PARTICIPATORY MEDIA TOOLS Blogs – writing (mostly) Podcasts (audio) Wikis – collaboration (mostly text) Social Networking sites (MySpace, Facebook, Ning, Bebo, Twitter, etc) MEDIA Video repositories: YouTube, TeacherTube, Google Video, BlipTV Flickr (photo sharing) UStreamTV (video creation)
- 6. Quick Poll Howmany of you have a Have a blog? Facebook , MySpace, or Ning site? Delicious (social bookmarking) or Flickr (photosharing) account? Use Twitter (microblogging)?
- 7. PARTICIPATORY MEDIA/CULTURE SOCIALMEDIA SOCIAL NETWORKING SOCIAL SOFTWARE YouTube Flickr MySpace Facebook Ning, etc
- 8. Education by andlarge has not changed. Syllabus/curriculum is still rooted in a past paradigm of fixed knowledge. The world beyond classrooms has changed a great deal, and will continue to do so at an ever-increasing rate…… Photo courtesy of Sawrah, http://flickr.com/photos/sawrah/314474272/
- 9. WHAT HAS CHANGED?(See Mike Wesch’s The Machine is Us/ing Us at http://au.youtube.com/watch?v=6gmP4nk0EOE ) Decline of the Gatekeepers Publish then evaluate Content Creators; Content Rankers Everyone has access to everything The World is Flat (Thomas Friedman) “ People just don’t subscribe to magazines anymore; they also subscribe to people.”
- 10. Courtesy of GregWhitby
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- 12. Paradigm Shift #2?COMMUNITY-CENTRIC
- 13. 10 Aspects ofParadigm Shift Pedagogy - didactic- > constructivist Networking - isolated -> connectivist, distributed Sharing - copyright -> creative commons Literacy – print -> multiliteracies Heuristics client/server -> peer to peer Formality – > informal learning Transfer – lecture, sit/get -> modeled, demonstrated Directionality – push -> pull e.g. RSS Ownership – proprietary -> open source Classification – taxonomy -> folksonomy Vance Stevens for AACE Feb 21, 2009
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- 15. CONNECTIVISM: ALearning Theory for the Digital Age (George Siemens, University of Manitoba, Canada) Principles of Connectivism: Nurturing and maintaining connections is needed to facilitate continual learning . Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
- 16. Creative Commons Licensingfrom Jeffrey Beall at http://www.flickr.com/photos/denverjeffrey/301014978/
- 17. Blogs as aTeaching/ Learning Tool http://www.flickr.com/photos/millzero/1523858246 / Resource : Blogs in Education http://blogsineducation.wikispaces.com/
- 18. Podcasting Resource :Podcasting for Educators http://podcastingforeducators.wikispaces.com/
- 19. Wikis as aTeaching/ Learning Tool Resource : Wikis in Education http://whywikisineducation.wikispaces.com/
- 20. Social Bookmarking asa Teaching/Learning Tool
- 21. Photosharing as aTeaching/ Learning Tool Resource : Teaching with Flickr http://teachingwithflickr.wikispaces.com/
- 22. Twitter as aTeaching/ Learning Tool
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- 24. Social Networking Sitesas Teaching/Learning Tools (eg Facebook)
- 25. Horizontal Learning (multitasking)Instant Messaging Assignment SMS iPod Surfing Watching video/TV
- 26. HORIZONTAL VVERTICAL LEARNING
- 27. Vertical Learning (singlefocus) Assignment: What were the principal factors that led to the Indonesian coup in 1965 and the eventual downfall of President Sukarno? (5000 words)
- 28. Horizontal v VerticalLearning The discerning eteacher: Acknowledges the nature and influence of horizontal learning (multitasking) Knows when to encourage vertical learning (single focus activity)
- 29. How and wheredo teachers and students acquire the skills to operate effectively in this type of networked world?
- 30. Awareness: More about‘learning to be’ part of a participatory culture a networked learner/educator part of a community
- 31. How do Iwork? I know from my own life that something has changed. I am now a much more social learner. I like to draw on the knowledge of others who I can contact and with whom I can discuss issues... I have definitely changed the way I learn, and have found a more enjoyable way of learning. Technology, and the connections it affords, has made that possible. I doubt that I could study a formal ‘course’ anymore….
- 32. Acquiring the SkillsJoin an online community or email list Ask questions and initiate discussions about your interests and needs Start publishing or tracking blogs, podcasts Do an online course in multiliteracy Create social bookmarking and photosharing accounts Create media – start simple: Upload photos to Flickr; comment on others’ photos create Digital Stories (Photostory, Moviemaker) and upload to YouTube Search YouTube and other video repositories for educational content and start using it in your teaching Place yourself in the new habitus of learning – you need to do it to understand and internalise the power of networks; reading and observing will not achieve this philosophical seachange Put yourself to the side; know that the best teachers are always willing learners
- 33. The excellent eteacher: has an online presence/website (eg course homepage on LMS, or own website, blog, etc) Knows how to use technology for delivery and assessment and therefore has a blog, a wiki, or podcast site Includes media in delivery and production of teaching materials and student assessment Models and teaches digital literacy Creates and provides digital resources Teaches search, validation, and verification skills Employs and models RSS as a means of aggregating and distributing content
- 34. The excellent eteacher:Teaches about, and employs collaborative approaches Switches between sage and guide as appropriate Knows when to call in the wisdom of the experts to balance the wisdom of the crowd Acknowledges the value of informal learning Accepts that engaging learners is necessary (and that probably means using technology)
- 35. The excellent eteacher:Acknowledges that students may assess the value of a resource via their networks rather than accept the word of the expert (teacher/lecturer) Uses social bookmarking for collective mining and sharing of resources Is a good (and frequent) online communicator Knows how to effectively combine synchronous and asynchronous modes of delivery Is able to teach in a virtual classroom/web conferencing environment (eg Centra, Elluminate, etc) Must be e-connected and draw on the resources of their networks to remain current (and demonstrate to students)
- 36. New Learning? No- different conditions and environments a new habitus of learning (Learning 2.0?) Despite Prensky’s mantra that Gen Y brains are wired differently, the physiology of learning has not changed But learning no longer confined to the classroom or working with immediate peers Teacher no longer the sole source of content We now have a “decentralisation of resource provision” the blurring of social and academic spheres of activity
- 37. Agency is onthe learner to turn information into knowledge The new model supplies ‘stuff’; not knowledge, which an individual assembles according to their own interests Text WAS knowledge pushed; NOW text is a resource that learner must make sense of > self-knowledge
- 38. Resources TAFE SAeLearning Website (still under development/almost ready) http://elearning.tafesa.edu.au/ Blogs in Education http://blogsineducation.wikispaces.com/ Podcasting for Educators http://podcastingforeducators.wikispaces.com/ Teaching with Flickr http://teachingwithflickr.wikispaces.com/ Wikis in Education http://whywikisineducation.wikispaces.com/ Your Guide to Social eLearning - http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm
- 39. IN CONCLUSION: Beinga connected educator involves : engaging with the world of participatory media guiding students in this new disintermediated world modelling the use of technology for lifelong learning allowing time for ‘slow learning’ and reflection It’s all about connections ……
- 40. yammer.com AND DON’TFORGET: