Informal Learning via Social Media - Does it Affect Teaching and Science? - cosci2012-isajahnke-v2
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The document explores the impact of informal learning through social media on teaching and science, highlighting its potential to enhance traditional education by enabling deeper understanding and interaction. It addresses the challenges of integrating informal learning within formal education frameworks and emphasizes the need for innovative didactical designs that embrace technology. Furthermore, it outlines how social media can facilitate knowledge sharing and creativity in unexpected contexts, ultimately advocating for a shift in teaching practices towards more active, student-centered learning experiences.
Informal Learning via Social Media - Does it Affect Teaching and Science? - cosci2012-isajahnke-v2
- 1. Informal Learning via Social Media Does it Affect Teaching and Science? Isa Jahnke isa.jahnke@edusci.umu.se COSCI 2 Aug 2012
- 2. European Capital of Umeå Culture 2014 Datum Sidfot 2
- 4. WiFi chairs (free Internet access) heated in the winter Socia l insta by Mi ll kael R ation ic 2002 hter 4
- 6. Web (90s) Web 2.0 (starting ca. 2001) Encyclopædia Britannica Wikipedia.com (2001) Personal Websites Blogging (first blogs around 1999) Publishing Partizipation (Social Bookmarking, del.icio.us 2003, YouTube 2005, Twitter 2006) Content Management Wikis Systems (in firms, universities) Mailing lists, Social Networking / Communities Newsgroups (Xing, LinkedIn, Facebook 2004,…) Information Download Communication about the information Tim O'Reilly, 2005 6 isa.jahnke@edusci.umu.se
- 7. Informal Learning in a Social Media World... You hav e que a probl an u sti em , nsol on, or a ve d issu e? et and the I n t er n and blem ! Go to line forums; No pro Post it to on orks in . it. l netw google our persona witter or etc ask y o k, T In, Facebo Linked iscussion a change in d We observe y-life group s: when dail ne person cultures of d at least o cusse oogles’ facts are dis one and ‘g martph takes her s tion the informa 7 isa.jahnke@edusci.umu.se
- 8. …Homo Interneticus 8 isa.jahnke@edusci.umu.se
- 9. The problem…. We don’t live any longer in a social constructed reality Hom BUT o Int erne ticus we live in a ? socio-technically cus D idacti constructed society Homo (hidden sociotechnical mechanisms) Social construction of reality Berger & Luckmann, 1966 Homo Interneticus Aleks Krotoski, 2011 9 isa.jahnke@edusci.umu.se
- 10. Why is it important to discuss informal learning? Research studies show: Informal learning can lead to a deeper understanding and a different quality of a learning outcome; it enables the learner to expand her thinking beyond a receptive behavior at formal schooling and beyond traditional reproduction of existing knowledge. 10 isa.jahnke@edusci.umu.se
- 11. Challenges for Teaching (Higher Education and Schools) RQ 1. To what extent is informal learning in formal education designable? RQ 2. Can we create didactical designs to support Technology-Embraced Informal-in-Formal-Learning; meaningful learning? how? Th. Herrmann, 2009: collaborative creativity G. Fischer, 2010: learning when the answer is not known Lund & Hauge, 2011: designs for teaching; designs for learning 11 isa.jahnke@edusci.umu.se
- 12. What is informal learning? • Formal learning is triggered by instructors/teachers, organized by an educational institution, the learner gets credits, a formal degree; • Non-formal learning is also a form of planned learning, organized by an external person, but takes place outside of educational institutions; • Informal learning is a self-directed learning situation, in planned situations or not-organized at all, triggered by the learner (no external teacher; no degree). Related concepts: “learning en passant”, incidental learning, experiential learning Attention please: informal learning D. Kolb, 1984 can also happen in Reischmann, 1986 Watkins & Marsick, 1992 formal situations 12 isa.jahnke@edusci.umu.se
- 13. Theoretical framework: Designing the interdependencies Didactical ap (e.g. crea p r o a c he s tivity, challen ge-bas ed learning) Trans-formations Inter-actions Inter- dependencie s Us e o f Technology (Social Media Teaching an , iPads) d Learning Cultures (different disc different subje iplines, cts) Jahnke, Terkowsky, Pleul, Tekkaya 2010: PeTEX project 13 isa.jahnke@edusci.umu.se
- 14. What we already know (socio-technical approaches) • Mediatization (e.g., Hjarvard 2008; Krotz 2007) • Medialitätsbewusstsein (awareness on social construction by media) • Objective facticity (Berger & Luckmann 1966) • Socio-technical approach (e.g., Coakes 2002; G. Fischer 2005). • Complexity theory (e.g., Dugdale 2000) New media affects society (“media is integrated into the operations of social institutions”,) but on the other hand society designs new forms of communication. Media is formed by society but also became an active agent which influences human interactions. People live in a media-constructed world where we have a difference between “reality” and “reality given by different media”. To know this and to handle this in the classroom is one aspect of media competency. 14 isa.jahnke@edusci.umu.se
- 15. Socio-technical paradigm what we already know from IS, CSCW CSCL, knowledge management Suchman (1987) workplace studies=how people use ICT Suchman (1987) Situated action = focusing on concrete situations where people use workplace studies=how people use ICT technology (technology development without regarding social context tend to fail) Situated action = focusing on concrete situations where people use technology (technology development without regarding social context tend to fail) Orlikowski (1996) Metamorphoses of technology usage over time (duality of technology) Orlikowski (1996) Metamorphoses of technology usage over time (duality of technology) Herrmann, Loser, Jahnke (2007) duality of structures Herrmann, Loser, Jahnke (2007) action) generates Communication (in situated Giddens 1984 new structures & regulations... Communication (in situated action) generates − which form (coin) the technical new structures & regulations... system/structures − which are partially technical system/structures − which form (coin) the determined by the technical system − which are partially determined by the technical system 15 isa.jahnke@edusci.umu.se
- 16. 5 examples from HE
- 17. 3 Cases 17 isa.jahnke@edusci.umu.se
- 18. InPUD – informal learning in HE • Community; Computer Science Study Program; German university • n=1,500 users (a total of approx. 2000 students) • launched in 2001/2002 • Communication mainly via discussion boards • Informal learning => topics triggered by students (what they want to discuss) Published Jahnke (2006; 2012) 18 isa.jahnke@edusci.umu.se
- 20. Discussion boards (Forum) Study service Courses (examples) 20 isa.jahnke@edusci.umu.se
- 21. InPUD • Research from 2001 to 2009 (interviews, log files, online surveys,…) InPUD is • “useful for my studies” (90% percent agree; on a Likert scale 1-5) • high recommendation (94%) • 8% say they don’t like it Degree of participation • Core group : 18% • Regular users: 60% • Registered lurkers: 22% Published Jahnke (2006; 2012) 21 isa.jahnke@edusci.umu.se
- 22. InPUD – participation, contribution 1. Most of the answers are “I ask unclear and unsolved questions”, and “I need answers or solutions”. 1. Some interviewees also mentioned that they like to help other students: “I help other students since I hope they will help me later, when I need help”, “That’s the sense of a community, we help each other”, and “Only active members affect active, vivid forums”. 1. Other members like the opportunity to get in contact with others at unusual time slots, “direct contact possibilities at unusual time in the night”, and stress the anonymity: “because of the anonymity, I can ask ‘stupid’ questions”. 22 isa.jahnke@edusci.umu.se
- 23. InPUD – anonymity: use it; get out of it (1) criticizing deficiencies “I want to show my opinion”, “I can show my anger by using anonymity“, „I can scarify deficiencies”, and “When I’m annoyed about something or somebody, I can say it in the forum“. (2) gaining attention; creating a voice in huge groups “I post because I have to say something“, and “Sometimes, I even want to say something“. Some users stressed especially the factor of awareness: “I think the professor will be better aware of me when I’m active in the iForum. So, I’m not just a pure number for him but become an individual”. Published Jahnke, 2012 23 isa.jahnke@edusci.umu.se
- 24. Thesis 1 The addition of informal learning by social media expands formal education and leads to an all-embracing learning experience that activate learners on all levels such as the cognitive, affective and on the conative level as well. Conation = the learner is willing to do sth. and really does; often neglected in the designs of formal teaching 24 isa.jahnke@edusci.umu.se
- 25. CSCL@Work informal work-based learning Sean Goggins, Isa Jahnke, Volker Wulf, 2012; meta analysis of 13 cases; edited book (2nd Workshop in Oct 2012, www.csclatwork.org) P.S. Join us, our keynote speaker is John Seely Brown 2 out of 13 cases: •Study by E. King 2010: World of Warcraft users develop skills which they use at the workplace •Study by Gurzick & White, 2010; Facebook – policies of firms users use Facebook to solve problems at the workplace 25 isa.jahnke@edusci.umu.se
- 26. Thesis 2 Social media triggers informal learning at the workplace but in unexpected unusual places across established boundaries. 26 isa.jahnke@edusci.umu.se
- 27. iPad-Didactics Odder/DK: 180 teachers, 2000 pupils 5 (of 7) schools •13 Classroom observations (45-90 mins. each) •10 Interviews (ca. 60 mins. each) Range of teaching subjects: Danish, Math, English, Art, Physics, … Range of classes (14-25 pupils): •preschool classes (grade 0) •1st grade, Math •1st grade, Natural science •2nd grade, Math •1st-3rd grade, Danish •1st-3rd grade, History, Math, Nature •6th grade English •6th grade, Music •7th grade, Danish •8th grade, Danish/Arts •9th grade, Physics 27 isa.jahnke@edusci.umu.se
- 28. Digital Didactical Designs Teaching objectives/aims (problem) so ns ci ti o al la r el re supported at al by ICT/ io ci ns so iPads Learning social relations Process based activities Assessment/F (constructing eedback knowledge) (self-, peer-, teacher-) Klafki (1963, 1997) Fink (2003) Lund & Hauge (2011) Jahnke & Kumar (2012) 28 isa.jahnke@edusci.umu.se
- 29. Transformative learning Transformation of existing “math stories”: students get the task to create “comics” using the iPad to create the stories (App: Strip Designer) 29 isa.jahnke@edusci.umu.se
- 30. Complex learning Students read a traditional book and write a book review; using the App Bookcreator to create a review Complex = writing, recording the own voice, painting, … 30 isa.jahnke@edusci.umu.se
- 31. Peer-Reflective Learning Facebook Students write something from their childhood and reflect in peer-reviews their writing skills using Facebook; iPads deliver Internet- Access 31 isa.jahnke@edusci.umu.se
- 32. Collaborative learning (not cooperative learning) A group of 3 students collect ‘provocative’ paintings, get the task to analyze what the audience could say (discussions & report) 32 isa.jahnke@edusci.umu.se
- 33. Personalized Learning (iPad as differentiator for the individual needs!) • students design experiments in physics (sound/light); • other students create a mindmap first to collect their (non-)knowledge 33 isa.jahnke@edusci.umu.se
- 34. Thesis 3. Shift in teaching practices from learning as consumption to ‘learning to be creative’ • Focus on Action • Focus on “to produce something” • Process-oriented (not only focused on exams/test) ⇒Activating student engagement and student motivation through DOING (student produce sth.) *** 34 isa.jahnke@edusci.umu.se
- 35. ad 4. The iP e. Thesis nc “There is no a differe makes technology in there” “An iPad is the little baby for pupils” “Finally! Someone got the vision to think differently” 35 isa.jahnke@edusci.umu.se
- 36. Thesis 5. “Towards a Theory and Practice of Teaching Analytics”* Teaching analytics becomes the most important research methodology, to complement traditional methods for studying teaching and learning. Challenge: Is the purpose to improve learning or to control learners? *Vatrapu, Halb, & Bull, 2012 EC-TEL2012 Workshop 36 isa.jahnke@edusci.umu.se
- 37. Conclusion – does it affect what? Yes, informal learning has already affected science and teaching. The new approaches, we studied, include •the design of Technology-embraced informal-in-formal- learning that supports the conative level of learning, •the design for learning in a way that learning at unexpected unusual (online) places across established boundaries is fostered, and •the usage of social media as a “booster” to intensify learning as a process strengthened through designing social relations. We call this approach ‘learning to be creative’ which stress a shift to a ‘focus on action’, where the social relations among the peers as well as the teacher-student relation is integrated in the didactical designs for a situation that is unknown. 37 isa.jahnke@edusci.umu.se
- 38. How to Get in Contact Professor Dr. Isa Jahnke ICT, media and learning Umeå University Dep of Applied Educational Science isa.jahnke@edusci.umu.se http://isajahnke.webnode.com http://www.facebook.com/isajahnke 38 isa.jahnke@edusci.umu.se
Editor's Notes
- #2: Good morning dear researchers, and dear all , who are interested in the topic of Informal Learning via Social Media. In the next 30-40 minutes , I present some examples of “how” social media have already affected teaching in formal education and science.
- #3: Before I go into details, I would like to show you some insights from Umeå in Sweden. Umeå is about 2000 km away from Düsseldorf.
- #4: Here you see 2 photos from Umeå University build in 1965 according to an American university Campus role model. It is a relax atmosphere , nice location outside, in the summer .
- #5: When I moved in 2011 to Umeå , one year ago, I started with a project called “taking a photo whenever I see something special what is different from “my” old cultures in Germany” Here I give you 2 examples This photo shows a chair in Umeå Downtown near by the opera house where 2 people have a seat. The special thing is that FIRST it is heated in the winter, so you also can sit there when there is snow around you. SECOND, you have free wireless access to the internet. This kind of “social installation” has been made in 2002 by Mikael Richter, 10 years ago!
- #6: This is my favorite photo. My best argument for eLearning ? Without using any new technologies you don’t have access to public toilettes or restrooms. On this picture, you see how to use your cell phone: You call an operator, s/he sends an “text message” with a code to your cellphone and with that code you enter the door. This service costs 5 swedish krones, around 50 cents.
- #7: Social Media or in other words “ Web 2.0” started around 2001.
- #8: Facebook, Twitter, Forum, Discussion Boards, …
- #10: … .and the question is: To what extent can we connect the Homo Interneticus and the Homo Didacticus ?
- #11: Chapman 2003
- #14: Coming back to the questions: “how to design a combination of formal teaching and informal learning”
- #16: The thesis is it depends on the design, and the question is how to design. This slide gives an selected overview of what we already know from the socio-technical paradigm that is well-known in knowledge management and CSCW. Lucy Suchman studied how people use ICT in social interactions and found that they create an own understanding just-in-time they use the ICT. Her approach is called „situated action “ . Social and technical systems are not two seperately things BUT they create a new relationships with emergent properties. Herrmann, Loser and also me, we illustrated in several cases studies how human communication generates new structures and regulations which A) form the technical elements and B) which are also partially determinedby the technical system.
- #24: Because of the anonymity, some students use the forum to show their anger or to reveal aspects they do not agree with. In case it would be not anonymous, students expect negative sanctions or difficulties (e.g., bad grade). On the other hand, some other members use the iForum to gain more attention and getting out of the anonymity of large groups by saying something and by creating a voice. By participating online, some members expect that other people would perceive their individual voices better than usual and better than without the iForum. Additional data supports this: Almost 55 percent (n=133) agreed “ the iForum (digital life) has a positive impact on my offline life ” .
- #26: CSCL at work in 2010, 1 st workshop at ACM Group confernence
- #27: All the successful cases show ….
- #33: Grotesk paintings
- #35: *** we know that there is a positive relation between ACTIVE and LEARNING , Chapman 2003
- #36: Not only Social media differ! The ipad brings a new level of quality towards “being ONLINE”, and and a new level of the “omnipresent online presence”
- #37: The final thesis is about SCIENCE. Coming from “Big data analytics” , the learning analytics has been invented to study technology enhanced teaching and learning. BIG DATA means ….
- #38: Not predictable