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alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
hopeandpeace

20 Tips for Creating a Professional Learning Network - Getting Smart by Miriam Clifford... - 1 views

gettingsmart.com/...-professional-learning-network

PLN Creating a Professional collaboration learning technology tech tools network

shared by hopeandpeace on 10 Jul 15 - No Cached
  • hopeandpeace on 10 Jul 15
     
    Networking is a prime form of 21st century learning. The world is much smaller thanks to technology. Learning is transforming into a globally collaborative enterprise. Take for example scientists; professional networks allow the scientific community to share discoveries much faster.
Vanessa

Categorising teachers' use of social media for their professional learning: A self-gene... - 8 views

www.sciencedirect.com/...S0360131518303002

teachers social media professional development

shared by Vanessa on 05 Jun 19 - No Cached
  • Vanessa on 05 Jun 19
     
    if you're off campus, you can access this article via the FSU library -- just log in there first.
  • Ömer Arslan on 06 Jun 19
     
    As I see the word 'categorizing' I just wanted to read the article. The author states that expert ICT teachers engage in social media activities in different ways based on their conceptualization of 'professional learning.' I think this article requires careful, slow reading. It is a little bit intense for me! :-)
Ömer Arslan

Rosell-Aguilar_2018.pdf - 2 views

Twitter Professional Development Teachers

shared by Ömer Arslan on 07 Jun 19 - No Cached
  • Ömer Arslan on 07 Jun 19
     
    This study examines how a group of language teachers use Twitter (#MFLtwitterati) as a continuous professional development tool. The author uses Communities of Practice to identify the elements of CoP and asks whether #MFLtwitterati is a CoP, and if so, how? :-)
yidke6463

Debunking Neuromyths Through Awareness and Professional Development - OLC - 1 views

onlinelearningconsortium.org/s-and-professional-development

neuromyths

shared by yidke6463 on 07 Jun 19 - No Cached
  • yidke6463 on 07 Jun 19
     
    The article above investigates "neuromyths," like sensory learning styles, and offers more advanced views of how the brain learns.
disceverum

McGlynn (2021) IT Carlow launches Ireland's first ever online influencer course. Irish ... - 0 views

www.irishexaminer.com/...arid-40313762.html

shared by disceverum on 25 Jul 21 - No Cached
  • disceverum on 25 Jul 21
     
    "As well as learning from those who have made their name online, students will gain valuable insight into what it means to have a digital identity and how to market ideas to your target audience. Among the topics included in the programme are the psychology of memes, brand building and how to tell your story online....The teaching panel includes award winning teacher and expert in pop culture, Dr Eleanor O'Leary; Marketing Lecturer of the Year, Dorothy Keane; and brand planning professional Ciaran O'Loan."
Dana Bauries

Video Slideshow Maker with Music - 1 views

www.animoto.com

shared by Dana Bauries on 16 Jul 12 - Cached
  • Dana Bauries on 16 Jul 12
     
    Animoto turns your photos and video clips into professional video slideshows in minutes. Fast, free and shockingly simple - we make awesome easy.
  • ...3 more comments...
  • Alyn Minnerly on 16 Jul 12
     
    This is awesome. I am going to remember this for future use. Its a fun and easy way to get creative. Thanks!
  • Jennifer Schmutz on 18 Jul 12
     
    I looked into this when I was putting my end of year slideshow together last May. The thing you need to realize is that it is only free if the video is 30 seconds long. After that, there is a fee. But if you only need a short video, its perfect.
  • Dana Bauries on 18 Jul 12
     
    I actually use it as a short welcome tool within my virtual classes. The html code is easy to embed.
  • Fran Marsh on 19 Jul 12
     
    Sounds really cool. I'll have to play with this one. Thanks for sharing.
  • Fabrizio Fornara on 26 Jul 12
     
    I used it for a goodbye message to a friend of mine and it's pretty cool. However, the free 30" are not enough for any project. I think that, if you have a big presentation, it's worth the small fee.
Dana Bauries

Online Diagram Software and Flowchart Software - Gliffy - 0 views

www.gliffy.com

shared by Dana Bauries on 17 Jul 12 - Cached
  • Dana Bauries on 17 Jul 12
     
    Easily create professional-quality flowcharts, diagrams, floor plans, technical drawings, and more! Save Thousands Compared to Visio Gliffy's intuitive drag-and-drop interface combines the power of traditional desktop software with the lightweight, low learning curve and flexible features of today's most popular browser-based applications. No Compatibility or Access Issues Gliffy works through your web browser, it's Mac and PC friendly.
  • ...2 more comments...
  • Dana Bauries on 17 Jul 12
     
    I love this tool. It does have a collaboration and sharing feature, but I'm not quite sure if it web 2.0. What are your thoughts?
  • Fran Marsh on 19 Jul 12
     
    Gliffy is great! I'm a TA in a web design class and the students use it to diagram their web pages before they start on their project. Really simple to use.
  • Jennifer Schmutz on 19 Jul 12
     
    Gliffy looks awesome! Wish I had known about it in the beginning of the summer. I would have used in it my trends and issues class. There's still a couple more weeks of class, so I may get my chance. If not, I'm sure it will come in handy for a future class.
  • Alyn Minnerly on 19 Jul 12
     
    This is really cool. I stumbled on Webspriation PRO and used that for this weeks assignment which is similar to this. Does this have collaboration tools and chatting like Webs. Pro?
Alyn Minnerly

WebspirationPRO: Online Visual Thinking Tool | webspirationpro.com - 0 views

www.webspirationpro.com

Internet 2.0 social learning web software cloud based concept maps

shared by Alyn Minnerly on 17 Jul 12 - No Cached
  • Alyn Minnerly on 17 Jul 12
     
    This takes the popular Inspiration concept/mind mapping one step further : Designed for professionals and college students, WebspirationPRO™ is a visual thinking and cloud-computing productivity tool, dedicated to promoting success in a knowledge-based society. WebspirationPRO gives you everything you need to brainstorm ideas, organize information, solve problems, plan projects, write, study and communicate more effectively. With WebspirationPRO, work is always available and securely stored online.
Shuang Hao

Edmodo | Secure Social Learning Network for Teachers and Students - 2 views

www.edmodo.com/home

learning teaching social Collaboration

shared by Shuang Hao on 15 Jul 12 - Cached
  • Shuang Hao on 15 Jul 12
     
    Here is the description from Edmodo: "Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to help educators harness the power of social media to customize the classroom for each and every learner." Is it another Blackboard? Or not? A feature for this tool is that you can choose to get mobile notifications of updates from the teacher.
  • ...2 more comments...
  • Alyn Minnerly on 15 Jul 12
     
    I like the tools and layout of the site. Seems very simple and easy to use. I will have to remember this if I ever teach. thanks for posting this site. :)
  • Henry Xu on 15 Jul 12
     
    Looks interesting. Let me check it out a little bit.
  • Dana Bauries on 16 Jul 12
     
    I have a user profile on Edmodo, and I am now being asked to use it by my administration team at my school. It kind of reminds me of Facebook in a professional sense.
  • Fran Marsh on 16 Jul 12
     
    This looks really promising. I'm going to look into this more and perhaps use this as my portal for the produsage assignment. Thanks for sharing Shuang!
Alyn Minnerly

Onbile - Create your mobile website with premium templates - 2 views

www.onbile.com

Internet 2.0 Web software

shared by Alyn Minnerly on 07 Aug 12 - Cached
  • Alyn Minnerly on 07 Aug 12
     
    Its just amazing how easily we can all create a mobile website. Great communication tool, great for business, etc. Onbile is a free online platform to create easily mobile websites. Without programming knowledge. Using premium templates with high quality design. With the best prices and suitable for every phone screen resolution. Mobile websites available for iPhone, Android phones, Blackberry and tablets. Free and professional plans to create your mobile site with affordable prices.
Rachel Scott

Drug Testing Is Coming to E-Gaming - The New York Times - 1 views

www.nytimes.com/...ing-is-coming-to-e-gaming.html

Internet testing gaming software

shared by Rachel Scott on 24 Jul 15 - No Cached
  • the Electronic Sports League, one of the most successful leagues in competitive video gaming, said on Wednesday that it would test players for performance-enhancing drugs starting at a tournament in August.
  • e-sports, as professional gaming is widely known, is evolving into a mainstream form of competitive entertainment.
anonymous

Learning and teaching with social network sites: A decade of research in K-12 related e... - 1 views

link.springer.com/...s10639-015-9446-9

shared by anonymous on 23 Jul 18 - No Cached
  • anonymous on 23 Jul 18
     
    This article examines, summarizes, and categorizes a number of studies of social media usage and perception in k-12 education. It then goes on to discuss how this could affect future research and teacher professional development.
hckent

Foundation of Digital Badges and Micro-Credentials - 2 views

link-springer-com.proxy.lib.fsu.edu/...10.1007%2F978-3-319-15425-1

Digital Badge learning

shared by hckent on 07 Jun 19 - No Cached
  • hckent on 07 Jun 19
     
    An e-book about using digital badges for learning. Includes sections on the theoretical and technical frameworks as well as implications for instructional design for both education and professional development. Also includes several case studies.
Vanessa

Why Twitter Is a Teacher's Best Tool - Education - GOOD - 3 views

www.good.is/...itter-is-a-teacher-s-best-tool

twitter teachers

shared by Vanessa on 07 Jul 12 - No Cached
  • Alyn Minnerly on 10 Jul 12
     
    At the start of this class, I thought Twitter was too much trouble, why bother. In the article you bookmarked, I would think that all one has to do was just call someone, or speak to another person. However, after emailing you and others today about things, I realized how valuable it is to be able to respond to someone with just a quick answer. This eliminates the formality of face to face conversations which usually take a lot of extra time ("hi, how are you? I'm fine, how is the family, etc....waiting for the right moment to get to the real reason why one called). I am all for f2f get togethers and phone conversations, either socially or professionally, but when it comes to things like finding out educational policies that could be answered by knowledgeable people within a few seconds, why not just cut to the chase and get a quick short answer, unless of course, one is fortunate to have an abundance of time...cough....cough.. This has awakened me to the power of Twitter and its role in education. Thanks.
crs6414

Pharmacy Students' Perspectives of Social Media Usage in Education - 2 views

www.ncbi.nlm.nih.gov/...PMC6731182

shared by crs6414 on 17 Jun 21 - No Cached
  • crs6414 on 17 Jun 21
     
    This article survey's pharmacy students about their use and belief of four tools: Facebook, Twitter, Instagram and SnapChat. The questions considered how they viewed privacy and use professionally versus personally.
Ömer Arslan

Examining a one‐hour synchronous chat in a microblogging‐based professional d... - 1 views

onlinelibrary-wiley-com.proxy.lib.fsu.edu/...bjet.12384

Twitter chat online community network

shared by Ömer Arslan on 09 Jun 19 - No Cached
  • Ömer Arslan on 09 Jun 19
     
    This study examines one-hour Twitter chat to contribute the research on designing online learning communities to support effective learning. The authors illustrate the network structure, as well.
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