Putting things in context
- 1. Putting things in context: designing social media for education Jon Dron (jond@athabascau.ca) Terry Anderson (terrya@athabascau.ca) George Siemens (gsiemens@athabascau.ca) Athabasca University
- 2. Connection Content
- 3. Social forms net set group
- 4. groups http://www.flickr.com/photos/cornelluniversitylibrary/3855473015/in/set-72157622140446726/
- 5. groups • context by joining • teacher in control
- 6. nets http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
- 7. nets • context through connection • distributed control
- 8. sets
- 9. sets
- 12. Social networking is a feature, not a destination Chris Anderson - http://thelongtail.com/the_long_tail/2007/09/social-- networki.html
- 13. programmes research groups social networks working groups classes meetings multiple discontinuous and overlapping social and task contexts courses committees study groups friends interest areas assignments projects
- 14. different facets
- 15. Web 2.0 1.5
- 16. group net set Where to look first
- 18. some solutions
- 19. Partial fixes
- 23. To do • group facets • better visual customisation • real-time tools • all views change to match current context
- 24. thank you! • Jon Dron • Terry Anderson • George Siemens https://landing.athabascau.ca
Editor's Notes
- #2: \n
- #3: social software is a good idea for learning.\nContent •Sharing of found and created objects •Emergence of patterns, computer augmented and visible •Authenticity as education activity aligns with business and social activity\nConnection •Discovery of others with whom to learn •Leveraging networks that go beyond the formal classroom or workplace community •Serendipity as networks and sets interconnect •Sustainance of sociability with a positive association of social network use and\ntraditional forms of social contact (Hua Wang and Wellman, 2010)\nControl •Empowerment to be both a reader and a writer•Adaptability to varying needs due to flexible and mashable (soft) technologies\n•Communication •Collaborating in teams and groups •Engagement and motivation brought on by persistence, visibility to and interaction\nwith others\n
- #4: \n
- #5: groups are the traditional stuff of learning, that you join. they tend to have hierarchies, roles, purposes, beginnings and ends\n
- #6: \n
- #7: nets are formed through distinct individual connections between people (sometimes via things). they have no specific boundaries on the whole (or the boundary is a set or group)\n
- #8: \n
- #9: sets are about categories, things that are grouped together. In a set, we are not so much interested in who is in it, but in what interests them,\n
- #10: \n
- #11: \n
- #12: \n
- #13: \n
- #14: academia is typified by discontinuous social contexts\n
- #15: we present different facades to different people on different occasions\n
- #16: \n
- #17: \n
- #18: \n
- #19: \n
- #20: can use many tools (but complex to manage and sustain)\ncan mash things up a bit for a PLE (but still only one perspective)\ncan use filters - only show some things to some people (but same thing, filtered)\n
- #21: like a lot of overlapping PLEs BUT also represents you differently to different people\n
- #22: give control over the various pages of the profile\nmay use nets, set, groups - e.g. blog posts for a group/groups, things tagged for sets, things friends are doing for nets\n
- #23: yes, just like google circles\ncan be used to limit widgets/profile pages to specific people at a very fine grain, e.g. your closer friends, research partners, study group, whatever - no formal boundaries\n
- #24: (chat, video, audio)\n (e.g. menus, networks, groups)\n
- #25: \n