“Using social network tools to enhance learning.” :“Using social network tools to enhance learning.”


Aims :Aims Highlight the extent of student use of Web 2.0 (including academic use) How informal learning taking place online alongside formal online learning Consider how/whether institutions/ academics can use these tools for teaching


What is Web 2.0? :What is Web 2.0? ‘….a perceived second generation of web-based communities and hosted services — such as social-networking sites, wikis and folksonomies — which aim to facilitate collaboration and sharing between users.’ Source: Wikipedia Tim O’Reilly’s definition. He is credited with inventing the term.


Slide 4:Using the keypads All responses are anonymous House Keeping Your use of web 2.0


Do you trust Wikipedia as a source? :Do you trust Wikipedia as a source? Yes No Sometimes Not sure


Do you use any of the following? :Do you use any of the following? Facebook Twitter Ning Youtube Diigo or delicious


These tools can aid learning? :These tools can aid learning? Agree Disagree Not sure


I could use web 2.0 tools for teaching :I could use web 2.0 tools for teaching Agree Disagree Not sure


Whose eLearning is it anyway? :Whose eLearning is it anyway? A case study exploring the boundaries between student-owned social networks and institutional VLEs


Case study: Facebook v. Blackboard :Case study: Facebook v. Blackboard


When I was a student… :When I was a student… Website Information One way


Along came the VLE… :Along came the VLE… VLE Teacher-centred Communication and information


And then Web 2.0… :And then Web 2.0… VLE Facebook Closed Teacher- centric Open Individual control Formal Informal Moderated Un-moderated Hierarchical Unstructured Where will students spend more time? Jo went to investigate


Non-discussion boards :Non-discussion boards Jo heard students were using Facebook


What Jo found in Facebook… :What Jo found in Facebook… Student profiles declaring academic interests A ‘group’ for the module (she was invited to join) She found… Social activity (some inappropriate for a VLE) “Wasn’t that lecture boring” Support - “What should I revise?” Sharing – “Books and videos have you seen this on You tube?” Critical debate – “That historian doesn’t make sense” “ too much killing in that film”


COPS and Prisons :Facebook VLE COPS and Prisons Negotiated enterprise mutual accountability interpretations rhythms local response Joint enterprise Engaged diversity Doing things together Relationships Social complexity Community maintenance Mutual engagement Styles, stories, artefacts, actions, discourses historical events concepts Shared repertoire Panopticon VLE from Bayne and Land after Foucault (2002) Community of Practice After Wenger(1998, p.73)


Crossing Boundaries :Crossing Boundaries Jo would find interesting postings in Facebook Use these to inform classroom teaching Encourage students to post on Blackboard Discussion boards. VLE Classroom Facebook


Example: Informal Facebook :Example: Informal Facebook Ha ha ha look at what that idiot Bryan Ferry said:"The way in which the Nazis stage-managed and presented themselves, my gentlemen! I'm talking about Leni Riefenstahl films and Albert Speer's buildings and the mass rallies and the flags - simply fantastic. Really lovely."


Formal Blackboard version :Formal Blackboard version


Implications and responses :Implications and responses Students spending time in Facebook Therefore less in the VLE? Students are learning in Facebook What are they learning? Divisive not inclusive? Ban or control? Engage? Ignore?


What do you think? :What do you think? Ignore Ban Engage Other/not sure


Discussion :Discussion How do these tools affect students? How do they effect you? Are they a good or bad thing? Should we use them for teaching?


Control how? :Control how?


Whose space? :Whose space? There are a lot of students saying, 'If they go on to Facebook, I'm moving out'," says Gilly Salmon, professor of e-learning at Leicester University. "There is the idea that it's their environment, not ours."


Use, lose and exclude? :Use, lose and exclude? “…the majority of disabled users can’t even register, let alone participate…” Kath Moonan, AbilityNet, 2008. Powell, Jonathan. 2006. Yoda's Playlist. January 12. Flickr. CC Some rights reserved display and derivatives allowed - non commercial “a perpetual, irrevocable, worldwide, royalty-free, and non-exclusive license to … any Content which you submit, post or display on or through, the Services."


Identity crisis :Identity crisis (C) Pizamanpat – Flickr Cc Some rights reserved display and derivatives allowed - non commercial They are sheep, not Llamas if you hadn’t noticed


Gartner Curve :Gartner Curve Cc. Kemp G. Image:Gartner Hype Cycle.svg - [Accessed October 17, 2008].


Learning Technology: Reactions to Web 2.0 :Learning Technology: Reactions to Web 2.0 Cc Couros, Alec. 2008. Edupunk Version 1. June 10. Flickr. / Some rights reserved display and derivatives allowed - non commercial Cc Carlson, Dale. 2007. corporate Fresno2. July 24. Flickr. CC Some rights reserved display and derivatives allowed - non commercial


DIY :DIY CC Hester, Darren. 2007. Hammer. November 22. Flickr. http://www.flickr.com/photos/ppdigital/2054989998/. CC Some rights reserved display and derivatives allowed - non commercial


“Edupunk” :“Edupunk”


VLE to PLE :VLE to PLE Cc Stewart, Sarah. 2008. My PLE. May 28. Flickr.


My PLE :My PLE Netvibes – Bringing tools and info together Ning – A ‘communities’ tool with more control and focus than Facebook Flickr – photo sharing Voicethreads Animoto – create animations from photos Twitter and Blogger Diigo


Small group discussion :Small group discussion Have a look at the tools in the handout Choose one tool: Would you use it? Why and how? Always read the small print.


Blackboard response :Blackboard response BB Facebook Sync Blackboard NG


I could use these tools for teaching :I could use these tools for teaching Agree Disagree Not sure


References and Acknowledgements :References and Acknowledgements Many thanks to Dr. Jo Fox for providing the case study material for this presentation. References Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge, England, Cambridge University Press. Land, R and Bayne, S (2002) 'Screen or monitor? Surveillance and disciplinary power in online learning environments' (html) in Rust, C. (ed) Improving Student Learning using Learning Technology. (Oxford, OCSLD). pp125-38