In the industry right now – as we see
in the Social Media for Learning report
research data – there is considerable use of social media tools in instruction
delivery efforts. But there’s less evidence that people are using the tools to
support social learning. Often, people use social media tools as another means
of delivering content. For example:
Publishing the training department
newsletter on a blog
uto-scheduling tweets about class
assignments from a Twitter account that does not otherwise engage with the
learners or ask them to engage with each other
Hosting a software application development
course, in tutorial format, on a wiki
By contrast, using social media to
support and extend social learning invites learners to contribute, engage, and
participate with one another online. For instance, when:
Setting up a wiki for those in a new-hire
induction program to work together to edit a FAQs page for use by the next
group coming to the program
Having managers-in-training use a
microblogging tool for a leadership book-club discussion
Helping to support and participating in a
community of the organization’s customer service reps, to give them a place to
share war stories and strategies for dealing with challenges
So just using the online tools to
deliver content doesn’t support “social learning;” that happens when you use
the tools to invite interaction from and between the learners. It’s about
social, not media, and it’s about shared learning, not just pushing content.
Rachel Tan on 13 Jun 13Tan, Hu, Wong, Wettasinghe (2003) on Information Technology and Singapore Education, Instructional Framework, Instructional Strategies (Direct Instruction, SDL, Group Work, Computer-Mediated Communication, Constructivist Learning, Learning through Experience) Computer As an Administrative Tool - Blackboard ! Computer As a Presentation Tool - from PPT to Prezi? Computer As a Tutor - engage the learners in higher order thinking Computer As a Cognitive Tool - mindtools Conclusion: To successfully integrate IT into teaching and learning in schools is a challenging task that hinges on a lot of factors, including effective teacher training. Darling-Hammond (1994) describes the new paradigm of teacher learning as a place in which opportunities are provided for "learning by teaching, learning by doing and learning by collaborating." In our attempt to avoid reducing such training into teaching of discrete IT skills, or merely talking about it through lectures, we presented an approach that modeled various pedagogies, including direct instruction, self-directed learning, group work, computer-mediated communication, and constructivist learning. We also provided a holistic technology-enhanced environment, for the trainees to experience the use of the computer as an administrative tool, as a presentation tool, as a tutor, and as a cognitive tool. These strategies are built upon theories and studies of learning, as well as the use of IT in education. The results of the trainees' evaluation of the module indicated a generally positive reaction to the module and the perception that the instructional objectives have been achieved. These are encouraging indicators of the effectiveness of our instructional strategies, which we will build upon for further improvement in the subsequent delivery of the module.
