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Social media presentation
The document discusses the application of social media in higher education, highlighting the need for both educators and students to effectively integrate it into teaching and learning practices. It addresses challenges such as infrastructure constraints and the ambiguity between personal and educational uses of social media while emphasizing the redesign of learning environments to foster collaboration and innovative pedagogies. Recommendations include developing supportive policies, encouraging active learning, and adopting cloud-based tools for more meaningful engagement.
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Social media presentation
- 1. Social media inhigher education teaching and learning Vivienne Bozalek University of the Western Cape [email protected]
- 2. Blogging Facebook Linkedin Twitter The social network My Space Google Plus Digital Media Flickr Vimeo RSS Feeds Mobile Technology The Student Filtering, analyzing, accepting , rejecting information from the network knowledge nodes, but also seeding back into the nodes and creating Regulated environment (Teacher involvement) Traditional Information Static Websites Creating connections (patterns) between ideas and concepts Learning (Personal Learning)
- 3. Growing ubiquity of social media (Johnson et al., 2014)
- 4. Issues to consider • Higher educators use social media (70% social & 50% professional according to Pearson) but have little knowledge of applying this to teaching and learning • Ditto for students social media literacies in formal learning situations (tend to use it informally) • Important for students and higher educators to understand affordances and challenges of different social media for teaching and learning (Bower, 2008)
- 6. Emerging Technologies course disrupting existing institutional practices Mission: Four institutions convening a single module for educators drawn from these institutions with a shared goal of modeling teaching with emerging technologies to improve teaching & learning practices.
- 7. The South Africanhigher education landscape is still affected by the historical inequities of past policies, and many students and Higher Education Institutions (HEIs), particularly the Historically Disadvantaged Institutions (HDIs) are affected by scarce resources and poverty. Higher education institutions themselves are also unequally placed with regard to resources and the students that they enroll (Bozalek & Boughey, 2012) ☜ Challenges facing SA HEIs
- 8. Why we didit • Too much time wasted in reinventing the wheel - in Silos • Best practices are 'locked up' in walls and not shared Objective: to create a conducive learning space where participants could be free to share ideas and experiences with peers and facilitators from other HEIs.
- 9. What we did Source: http://checet.blogspot.com/
- 10. Methodology We didnot want to teach colleagues but wanted them to learn, not to learn about tools but how to teach with tools So…We de-emphasised teaching to foreground learning and de-emphasised tools and emphasised practice
- 11. Theory-based design framework Meaningful learning and interaction Pedagogical Model 2 Learning Strategies Pedagogical tools 1 3 Theory: a tightly coupled relationship between pedagogical model (learning objective), learning strategies (activities) and pedagogical tools (appropriate technologies) is required for meaningful learning (Adapted from: Dabbagh, 2005)
- 12. What we learntquickly All four participating institutions each had a different LMS which meant that for some participants: i) the LMS was new to them, ii) experiences might not be meaningful in their respective contexts We decided to focus on cloud-based tools. So re-designed to model best practices for empowering educators on teaching with emerging technologies.
- 13. Cloud-based tools Generictools become pedagogical tools when wrapped around pedagogy and learning strategies
- 14. Key Findings ofstudy of higher educators at PGDip course Disadvantages of using connectivist tools? ● ‘Infrastructure constraints’ hinders the real time communication (digital divide), ● not all social media is suitable for teaching and learning, and ● facilitation and monitoring can be challenging
- 15. Key Findings (cont.) ‘Personal’ vs. ‘Learning’? ● It is difficult to separate the ‘personal’ from ‘learning’, ● some social media tools offer a better platform for ‘the personal’ than for ‘the learning’, and
- 16. Framework and cognitive engagement in connectivist learning Wang, Z, Chen, L. & Anderson, T. (2014).
- 17. ALT survey onuse of tech • Lack of staff time and support • Lack of support at senior level • Lack of leadership in effective use of technology • Lack of incentives • Lack of funding for technologies • Reliance on certain individuals • (Laurillard & Deepwell, 2014)
- 18. ALT survey encouraginguse • Support teachers as active, collaborative action researchers • Encourage and support use in teaching • Build in time for teacher development • Leaders at all levels to take part in strategic approach • Develop sustainable, education-oriented IT infrastructure • Recognise and reward innovation • Engage students in active learning (Laurillard & Deepwell, 2014)
- 19. Social media inteaching • How much control does the teacher have using social media? • ‘Fit for purpose’ • E.g. use of Twitter in teaching and learning - use hashtags for conversations • Finding time to stay in touch is difficult • Resistance to mixing social life with academic life – perhaps have different accounts – lack of trust
- 20. Social media •Concern of surveillance of students • Too many tools too many sites for students to put things in • SMS good way of notifying students who should take responsibility for change of numbers • Relationships between lecturers and students – prof boundaries and time issues – ethical issues • How to shape the content of what is distributed – authenticity with social media
- 21. Social media •Lecturer as facilitator or knowledge producer – • Quality assurance of content – what responses are being put out there • Can have a suite of things for different purposes • Cost of developing Apps is coming down • Use what the learners know and match that with educational intentions • Concerns about who controls social media – the issue of security – money making. People give up privacy
- 22. Social media •Building own social media platforms for institutions or across institutions • Can’t control everything – students are using technology to share informally anyway – challenge to manage it • Policies should be to guide students and academics on how to use it for educational purposes – need to look also at legal aspects
- 24. Policy Implications forus • Policies to strongly support innovative pedagogies using social media – time off, professional development (Johnson et al., 2014, Stevenson & Hedberg, 2011) • Revise the research/teaching dualism/binary (Johnson et al., 2014) expanded social SoTL (Greenhow & Gleason, 2014) • Guidelines on how to use social media for students and academics • Participatory, collaborative method with top-down policy development (Johnson et al., 2014)
- 25. References Greenhow, C.& Gleason, B. (2014). Social scholarship: Reconsidering scholarly practices in the age of social media, British Journal of Educational Technology, 45 (3): 392-402. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium. Laurillard, D. & Deepwell, M. (2014) ALT survey on the effective use of learning technology in educataion. Education Technology Action Group. Seaman,J&Tinti-Kane,H. (2013). Social Media for Teaching and Learning. Boston: Pearson Learning Solutions. Social media in education: ethical concerns Posted on 01 July 2014. Tags: Changing the learning landscape, ethics, HEA, Mark Childs, social media, Steve Wheeler,Teresa MacKinnon Stevenson, M. & Hedberg, J.G. (2011) Head in the clouds: a review of current and future potential for cloud-enabled pedagogies, Educational Media International, 48:4, 321-333, DOI: 10.1080/09523987.2011.632279 Wang, Z, Chen, L. & Anderson, T. (2014). A Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts. The International Review of Open and Distance Learning, 15, 2, 121-141 https://www.canvas.net/courses/introduction-to-learning-technologies