Social networking in the classroom portland
1 like538 views
The document discusses using social networking tools like Facebook, Twitter, and Edmodo in university classrooms and language learning. It provides examples of how instructors have incorporated these tools for discussion boards, sharing links and resources, following historical figures, and micro-writing assignments. The document also addresses potential benefits and challenges of using social media in education, as well as evaluation criteria for student participation on the networks.
Social networking in the classroom portland
- 1. Social Networking in the Classroom: Facebook, Twitter and Edmodo at the University Northwest eLearning Conference Portland, Oregon, October 17-19 Teresa Fernández-Ulloa California State University, Bakersfield tfernandez_ulloa@csub.edu
- 2. • Since their emergence in 2004, Web 2.0 technologies have been advanced as potentially transformative in the area of education in general and foreign language learning in particular. Web 2.0 technologies are presenting new opportunities for developing diverse online learning environments and enhancing interactivity, participation and feedback between students, their peer groups and teachers. • Early forms of social networking: sixdegrees.com match.com, classmates.com, friendster.com. For language learning: iKnow.jp, Livemocha.com
- 3. • Access to Web 2.0 tools, such as blogs and podcasts, are often blocked by districts, suggesting a need to revise current policies to keep abreast of technology developments and new applications. AUPs (Acceptable Uses Policies) protect districts from liability but do little or nothing to inform and educate users (teachers and students) or parents about what they are signing. For example, a prerequisite tutorial would be appropriate before signing an annual AUP. • California ICT Digital Literacy Assessments and Curriculum Framework.
- 4. • We also have to consider our students' expectations and competences. If not, an abyss may be opened between communication inside school and outside. Discussion boards and chats on some educative platforms are a little too different from the ones they use in normal life.
- 5. • This generation needs to be educated in a different way; they are the digital native learners described by Prensky (2001). And digital immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now.
- 6. • They do not only look for information, they provide it. They like to receive information through multiple channels, they multitask, and prefer to process photos, audio and video rather than text. They like to interact simultaneously with others, and to get instant rewards. They want to learn just in time, not just in case (Jukes and Dosag, 2004: 23).
- 8. UNESCO ICT Competency Standards for Teachers • Traditional educational practices no longer provide prospective teachers with all the necessary skills for teaching students to survive economically in today’s workplace. • Classroom structure is different with the new student-centered approach. In their new role, teachers help students create, implement, and monitor project plans and solutions. Class periods and classroom structure are more dynamic, with students working in groups. • 21st century skills: problem solving, communication, collaboration, and critical thinking. Determine their own learning goals and plans.
- 10. Constructivism • Social constructivism attempts to address the problem of how students naturally learn best. Today's technology can support these attempts. When used appropriately by an instructor, social software applications and Web 2.0 tools can effectively assist in creating a social constructivist learning environment. • An environment of multidirectional interaction among instructors, learners and others in cyberspace allows the learners to enter into a cycle of constructing their own truths, testing them against the truths of others and their environment to see if they hold up, and reconstructing where necessary. • Individuals exchange constructed knowledge with others in their context. Over time, both the learner and the cultural context are transformed. As a result, collaboration through a culture's language and subsequent communication is key to understanding a social constructivist model of learning.
- 11. • Social constructivism stresses the fact that learning is a social activity, ocurring when people work collaboratively. Learners gather knowledge to be internalized from a variety of sources in their environment. Sources can include electronic and print sources, first hand experiences and even a teacher in the traditional role of knowledge provider. However, a teacher's role should not be limited to that of knowledge provider, but should also include facets of coaching, guiding and facilitating.
- 12. Conectivism • Conectivism. Learning is the creation and removal of connections between the entities, or the adjustment of the strengths of those connections. A learning theory is, literally, a theory describing how these connections are created or adjusted. • The constructions of meaning and the creation of connections among specialized communities are important activities. • Taking decissions is a learning process. Choosing what to learn, and the meaning of the information received, is basic in this changing reality. • Future leaders will be the ones able to be nodes in these knowledge webs.
- 13. Expanded School (as it is shown in this documentary about a particular experience in Spain) • Expanded school. Education may happen in any place, at any time. Human approach, integral formation, implication on people’s lives… Interdisciplinarity. Expanded School is an alive organism, settled on two basis: school and the community or learners and instructors (home). It has always existed, but now it travels on technological rails. • School does not have the monopoly on education. • Before it had the pedagogical tools.
- 14. Invisible learning (concept explained in a book by Cobo, Univ. of Oxford, and Moravec, Univ. of Minnesota) • Formal learning-Informal learning-fortuitous learning • Informal learning is different from the formal contexts of school and universities, being described as: • occurring outside of the formal, structured school or university environment • a lifelong process, given that humans spend more time outside, than inside, school • happening across a variety of mediums, such as television, the internet and museums • linking to formal learning in an unplanned way • voluntary
- 15. • We need to “remix” ways of learning, including creativity, innovation, colaborative learning… • Do it yourself. Contents generated by the user, problem based learning, permanent learning… • Learning inside a wide frame of abilities in this globalized world. • This proposal includes a wide range of competences, knowledges and skills.
- 16. Content and language integrated learning. Content-based instruction • Effective opportunities to use the new language skills, rather than learn them now for use later. • Stimulating content. • Delivering information at the right time & situation, compelling the students to learn out of passion. • Class is learner center rather than teacher centered. Students are actively engaged in the learning process.
- 19. DATA WHY USE THEM? • 79% of American adults said they used the internet and nearly half of adults (47%), or 59% of internet users, say they use at least one of SNS. This is close to double the • Learning platforms have less plasticity 26% of adults (34% of internet users) who used a SNS in to create a learning web including 2008. Among other things, this means the average age recreational and creative elements. of adult-SNS users has shifted from 33 in 2008 to 38 in • They develop students’ autonomy. 2010. Over half of all adult SNS users are now over the age of 35. Some 56% of SNS users now are female. • Students are more used to them. • Facebook dominates the SNS space in this survey: 92% • When they write on the network, they of SNS users are on Facebook; 29% use MySpace, 18% do it on a more natural way. (This is used LinkedIn and 13% use Twitter. specially useful for the language classes). • Fully 95% of all teens ages 12-17 are now online and • They have audiovisual support. 80% of those online teens are users of social media sites. • More topics than the curriculum ones are discussed. • Twitter adoption among teens pales in comparison to • Learning is a social process. their use of social network sites as a whole. Yet, the • Colaboration. number of teen Twitter users has doubled over the last two years; 16% of online teens now use Twitter, up from • Classes become conversations. 8% the first time we asked this question in late 2009. • Learning is achieved in a continuum: Teens and adults now use Twitter at similar rates, as formal-non formal-informal- 12% of online adults are Twitter users. fortuitous. • Fully 65% of adult internet users now say they use a social networking site like MySpace, Facebook or LinkedIn, up from 61% one year ago. • http://www.pewinternet.org
- 23. • Social impact of widespread use of social networking sites like Facebook, LinkedIn, MySpace, and Twitter. Do these technologies isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? Pew Research Center found that social networking sites are increasingly used to keep up with close social ties. • The average user of a social networking site has more close ties and is half as likely to be socially isolated as the average American • Facebook users are more trusting than others. • Facebook users have more close relationships. • Internet users get more support from their social ties and Facebook users get the most support. • Facebook users are much more politically engaged than most people • Facebook revives “dormant” relationships. • MySpace users are more likely to be open to opposing points of view.
- 24. GENERAL OBJECTIVES THAT WE MAY INCLUDE, RELATED TO THESE TOOLS: • To learn how to use Facebook , Twitter and Edmodo. • To develop and reinforce collaborative abilities. • To create a learning community and interact with the rest of mates. • To generate a climate of trust and motivation. • To use the language and to discuss about the content outside the class time. • Be more conscious of the importance of autonomous learning.
- 25. INSTRUCTOR, BEAR IN MIND THE A RE YOU AFRAID OF…? ADVANTAGES… • Losing the control (too • Motivation. many messages and of • Team work. non scholar topics). • Autonomous learning, interacting with others. • Lack of preparation. • Fostering of communication • Don’t cover the content. and mutual knowledge. • Fostering of retentio; students • Lack of prepared learng by doing. materials. • Writing skills and new technologies use. • Intrusion of people not • More time and space to learn. belonging to the class. • Integration of contents (various disciplines and origins). • Specialized groups. • Free resource.
- 27. • Pew Internet: 38% of students ages 12 to 14 said they had an online profile of some sort. • 61% of those, ages 12-17, said they use social networking sites to send messages to friends, and 42% said they do so every day. That’s where their social world is…
- 28. • Although most of our students, especially in secondary schools, colleges and universities are permanently connected to the Internet, and most of them use or will use social networks, it is a common mistake to assume that they are competent users of these tools. They lack information, they are not cautious when they interact on the net, and sometimes they feel frustrated because technology do not always keep its promises.
- 32. FACEBOOK
- 33. • 1-Discussion board/Class announcement. 2-Summaries. 3-Share links. 4-Following a famous character and document the progress. 5-Time tweet. Choose a famous person from the past and creat an account. 6-Micro meeting. 7-Micro writing-progressive and colaborative writing to create short stories. 8-Twitter Pals. • 9- Concepts and vocabulary. • 10- Polls and surveys http://twtpoll.com/
- 35. EXAMPLES OF OTHER INSTRUCTORS OR SCHOOLS:
- 36. facebook Wall Photos Flair Resources John F. Kennedy Logout John F. Kennedy is preparing to sign the Nuclear Test Ban Treaty See K. Chaisson for this template Wall Info Photos Quotes Resources Write something… Share View photos of JFK (5) Send JFK a message John F. Kennedy is preparing to sign the Nuclear Test Ban Treaty October 7, 1963 Poke message Bobby Kennedy to John F. Kennedy Have you finalized your plans for the Information Texas trip? October 1, 1963 Networks: Washington D.C. Birthday: May 29, 1917 John F. Kennedy I can’t believe I had to actually send the National Guard to Political: Alabama just so some kids could go to college! Democrat June 11, 1963 Religion: Catholic Hometown: John F. Kennedy is so glad we avoided war with the Russians! That Crisis in Brookline, Mass. Cuba had my blood boiling! October 28, 1962 Friends John F. Kennedy hopes everyone realizes how serious I am about putting a man on the moon!!! September 9, 1962 LBJ Frank Marilyn John F. Kennedy wishes the Bay of Pigs invasion had gone better! I think Castro is going to be a major thorn in the side of the U.S. April 17, 1961 Bobby Jackie Robert
- 37. See N. Mills (2009) for this example and the next one. Sample Facebook Profile: Wall
- 38. Sample Facebook Profile: Infos
- 39. Spanish linguistics clases (graduate course, California State University, Bakersfield).
- 41. Questions
- 42. Incorporation of other tools. Enhancing culture: Products
- 43. Web page creator. Connection with other disciplines. Creating communities.
- 44. • Twiigo, a tool to creat groups in Twitter. • (Examples from graduate Spanish linguistics class, and undergraduate Spanish language class)
- 46. • Interaction among instructor, students and parents.
- 47. General evaluation criteria, and rubric for microblogging comments (if you want to give a grade apart from getting participation). • Amount and quality of information (correction, relevance and origin). • Temporal distribution of information (continuity, integration and complementarity of contributions to the group). • Creativity (usage of photos, videos and links to other websites). • Level of interaction and participation with other “friends” in the group.
- 48. Some results Students’ answers yes no -High participation. -Enthusiasm. Did you have a Facebook account 85% 15% -Management of their space before? (responsibility, creativity, eagerness Do you think it was to discover new resources). easy to work with 85% 15% Facebook? -Improvement of interpersonal Have you learn relationships. technology? 90% 10% Have you paid attention to 100% 0% grammar? Do you think that using Facebook 85% 15% helped your Spanish? Would you like to Students’ opinions: work with Facebook 90% 10% again? “I did enjoy because I talked to other students that I did not know much, and at the same time I was learning.” “The course made me join Facebook, and it’s fun to talk to people in Spanish, even though I don’t know much.” “It was fun to use Facebook to work. It was good to be able to communicate in real time when I was working in a project, and I even talked about it with other people, not in the class.”
- 49. It is a social learning platform for teachers, students, and parents. Teachers are also able to post grades, assignments and quizzes to students. Students can submit homework and view their grades and any comments the teacher may have posted about their assignment. Teachers can also create polls and post topics for discussion among the students. Teachers can differentiate and individualize learning through the creation of sub-groups within a course. After each course period is completed; the teacher closes out the network and creates a new one for the next course. Edmodo also has iOS and Android apps available through the Apple App Store and Google Play (respectively).
- 50. Teaching (primary educ.) undergraduate and graduate students (Universidad de Cantabria, Santander, Spain), and undergraduate students (First Year Experience Course, CSUB) Edmodo user guide
- 51. Library. To add materials and manage links.
- 52. Main interface, like a blog, to make comments, post links… We see groups on the left, and some members of the groups on the right (click Administer to see all). On the left, below the pictures, folders with materials.
- 53. We may create assignments, that will appear on the calendar.
- 54. Exams and polls.
- 55. Check if the assignments are turned in. Add comments for the student.
- 57. Enhancing communication: Presentational. Tip: you can create and award badgets. See the one below.
- 58. Poll (did you like to use Edmodo? Yes(Sí) or No (No).
- 59. Generation Y students learn differently to previous learners… • With these social media you can fuel your classes, because they enable you to chat about the subject (but also about life). • Students connect with their peers in a personal way, what is good for the collaborative learning that we try to foster. • Students relax in these social rooms and tend to use the language in a "real" way. They do not have the pressure of having to write a lot, and they are able to communicate in real time when they are working in a project. • They are more used to these tools, and they participate more than in the learning platforms. Technology is part of these social networks, and it serves to create innovative assignments. • Classroom modes of delivering information are repositioned. We are not the experts, nor the only providers.
- 60. THANKS • Fernández Ulloa, Teresa (2012): “Facebook y Twitter en la enseñanza del español como lengua extranjera”. In Catalina M. Alonso García and Domingo J. Gallego Gil: Tecnologías emergentes, Madrid: UNED. • Harrison, Richard and Michael Thomas (2009). “Identity in online communities: Social networking sites and language learning”. International Journal of Emerging Technologies. 7/2: 109-124. • Jukes, Ian and Anita Dosaj (2004): “Understanding digital kids (DKs). Teaching & Learning in the new digital landscape”. The InfoSavy Group. • Miles, Nicole (2009): “Facebook and the Use of Social Networking Tools to Enhance Language Learner Engagement”. NEALLT conference, Yale University. New Haven, CT. Available at: Prensky, Marc (2001): “Digital natives, digital immigrants”. On the horizon (MCB University Press, 9/5). • Siemens, George (2007): “Conectivismo. Una teoría de aprendizaje para la era digital”. Trad. by Diego E. Leal Fonseca. • ---- “Connectivism: Socializing open learning” • Yellowlees, John (2008): “Making late elementary classrooms natural places for learning: social constructivism via social software and Web 2.0 tools”