Social networks/networking and learning
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This document discusses social networks and experiential learning. It defines social network sites as places where people communicate their existing social networks and potentially meet new people. Some experiments have used social networks for education purposes like communication and marketing, but few have coherent learning strategies. The document discusses learning as happening everywhere through a range of activities and experiences. It proposes that social networks could fit into a broader learning framework by focusing on sharing experiences and mediating meaning-making through authentic learning in experiential contexts.
Social networks/networking and learning
- 1. Social networks and experiential and informal learning Tryggvi Thayer Leapfrog Workshop University of Minnesota May 22, 2010
- 2. What is a social network? (boyd & Ellison, 2007) • Social network sites: ▫ Illustrates and communicates social networks ▫ People already known • Social networking sites: ▫ Facilitate establishment of new networks ▫ Meet new people with similar interests • Social technology: ▫ Facilitates various forms of "socializing” ▫ People not necessarily known ▫ Not necessarily enduring relationships
- 3. Using SNSs in education • Various experiments using SNSs for education ▫ Staying in touch ▫ Communication ▫ Marketing • Few coherent strategies for learning • Try to understand what actually happens on SNSs • How can that fit into a broader learning framework?
- 4. Learning ecologies (Seeley Brown, 1999) • Learning happens everywhere in range of activities • Systemic view ▫ Learning ecology is: “open, complex adaptive system” “shaping chaos” • Where do SNSs fit in? • How do we combine components for effective learning?
- 5. Social networks and learning • People sharing experiences • Learning is a communicative activity • Constructivist approach ▫ Learning as a result of flows of information ▫ Meaning-making through mediation
- 6. Informal learning • Informal learning is embedded in experience • Is always in context • Is mostly intangible • Avoid formalizing the informal!
- 7. Experiential and informal learning • Focus on the experience • Focus on the individual • Allows us to identify or create contexts to accommodate informal learning
- 8. Experiential learning: Kolb’s cycle (Kolb & Fry, 1975)
- 9. Experiential learning: Jarvis’ model (Jarvis, 1995)
- 10. Formulating educational strategies for SNSs • Focus on experiences • Share experiences • Mediate meaning-making • -> Authentic learning in experiential contexts
Editor's Notes
- #3: Social technology – move away from technology and focus on processes.
- #9: Continuous cycle, more like a spiral Learner can enter the cycle at any point
- #10: Describes different types of learning and learning outcomes Like Kolb’s, learner can enter cycle wherever Only path that is truly experiential learning is boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9 This is a social activity! Primary experience: learner actually goes through the experience Secondary experience: learner engages in the experience through mediated communication