Top PDF Teaching Crowds: Learning and Social Media

Teaching Crowds: Learning and Social Media

Teaching Crowds: Learning and Social Media

it is not an object as such. It is simply the description of our many connections with others, and with the visible limits of these connections. Networks are Uneven Diagrams and maps of social networks typically show multiple threads connecting network nodes or members in complex arrays. The hierarchical structures of groups give way to structures that are fluid, complex, and that evolve to create new linkages as old and unused ones atrophy. The network structure forces and affords individuals and sub-networks to engage in responsible decision-making for them- selves rather than relying on others to make decisions or filter information flow. In aggregate, the people in a network make decisions and move in specific directions, but the direction and focus of this movement cannot usually be dictated by any individual member. Rather, in the interactions of networks, members’ directions, strategies, and ideals are created and enacted. It is, however, an oversimplification to suggest that networks are topologically flat structures where all play an equal role. Small-world networks are an extremely common form in social systems, with parts of different networks joined by highly connected nodes and supernodes that are typically of greater relative importance than those with fewer connections, at least when we are looking at flows of information or feelings. However, this is a complex area of ongoing study: while highly connected nodes with many edges are important to the spread of knowledge through a network, they are not neces- sarily the most influential nodes in a human system, nor do they effectively close connections among other nodes. Rather, they are necessary conduits through which knowledge flows and may be filtered or transformed.
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SOCIAL MEDIA FOR TEACHING AND LEARNING

SOCIAL MEDIA FOR TEACHING AND LEARNING

summary We began our work to explore the use of social media in higher education because we wanted to understand how these new technologies were impacting the lives of faculty - their personal lives, their professional development and their teaching. We began in 2010 with a sample of about 900 Pearson customers. We did not create a report this first year, but simply presented the research at national conferences and shared the presentation over SlideShare (http://www.slideshare.net/PearsonLearningSolutions/pearson- socialmediasurvey2010). At last count, this SlideShare presentation has had almost 39,000 views and press coverage in 2010 and in following years has been significant and widespread from Inside Higher Education and The Chronicle of Higher Education to the New York Times and USA Today. In 2011, we built out a representative United States faculty sample including part and full time educators from all types of institutions in all Carnegie classifications. We produced a report for the first time, sharing more details about the work. In 2012 we added a live professional development event where we released the findings of the survey and brought in educators to share their best practices for using social media for teaching and learning. This year, we had over 8,000 faculty respond to the survey. We also added a series of case studies on best practices within specific disciplines and courses from individual faculty we discovered through our 2012 survey results.
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Using social media to enhance learning and teaching

Using social media to enhance learning and teaching

2.3 Study Methods and Adopted Construct Many of today’s schools and higher education institutes have an international profile. They often have excellent reputations for high quality teaching; supporting dynamic learning with a clear focus on teamwork, research, scholarship and the development of the individual. To this end, an online survey was constructed and students were solicted to respond. Individual compentency in using the technology was not considered, but rather the student’s habit of social networking. A total of 231 viables respones were recorded. An additional experimental group of 29 students was established as a means of cross referencing responses. Using both qualitative and quantitative data collection, triangulation and indexing, the results give attention to the opportunities and, challenges via identification of the normative perceptions; scoping the potential advantages and disadvantages of social media integration for teachers and students. Dunn (2013) identified three fundamental questions:
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A review on use of social media in teaching and learning

A review on use of social media in teaching and learning

Universiti Teknologi Malaysia, Malaysia. Abstract Online learning are rapidly evolving in educational uses through social media. Previous research has identified the problem occured where the guidance for appropriate use of social media is needed so that can embark more effective and efficient learning environment. Social media has been shown to have a positive impact towards learner hence making the process of teaching and learning more meaningful. This is because social networking tools can provide opportunities for students to find information, collect their own material, communicate and interact towards each other. Therefore, this concept paper reviews the use of online learning through social media conducted by previous researchers. Besides, the advantages and disadvantages of implementing social media in teaching and learning also beeing reviewed. This review paper describe the use of online learning through social media and also its pros and cons compared to traditional media. As the conclusion, results from the previous research shows that, online learning through social media have a good feedback and advantages that can inline in education purposes.
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Social media for learning and teaching : examining the landscape - keynote presentation

Social media for learning and teaching : examining the landscape - keynote presentation

• Eid, M. I. M., & Al-Jabri, I. M. (2016). Social networking, knowledge sharing, and student learning: The case of university students. Computers & Education, 99, 14-27. • Esteve del Valle, M., Gruzd, A., Haythornthwaite, C., Paulin, D., & Gilbert, S. (2017). Social media in educational practice: Faculty present and future use of social media in teaching. Paper presented at the 50 th Hawaii International Conference on System Sciences, Big Island, HI.

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An Analysis on Social Media Used by Teachers in Teaching and Learning English

An Analysis on Social Media Used by Teachers in Teaching and Learning English

The aims of the research are to find out: (1) the social media used by English teacher in teaching and learning English, (2) the way of English teacher use social media in English teaching, (3) the students’ perception towards the use of social media by the English teacher in teaching and learning English. This research is a qualitative research involving two English teachers and twenty students of the tenth grade as the subject of this research. The researcher conducted observation and interview the students and the teachers on social media used and the way of the English teacher use social media in teaching and learning English and to know the students’ perception towards the use of social media by the English teacher in teaching and learning English. The instruments of this study are observation sheets and interview. The researcher analyzed the data by classroom observation and applied semi-structured interview to students.The finding shows that that social media used by English teacher are .Facebook group,Fan page and WhatsApp group.The teacher used Facebook and .WhatsApp as a medium teaching in the classroom also as a tool to share and get information related English learning and students’ perceptions are faster to find the m.eaning ; Easier to understand and more fun in English Learning ; learning by using so.cial media add insight and strengthen learning in the classroom.Related with challenges,there are many challenges faced by the teacher to use social media in the class such as not all the students bring smartphone or laptop,the network is trouble and unpredictable disruption.
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Social Media in Teaching-Learning Process: Investigation of the Use of Whatsapp in Teaching and Learning in University of Port Harcourt

Social Media in Teaching-Learning Process: Investigation of the Use of Whatsapp in Teaching and Learning in University of Port Harcourt

Yes, social media has been credited with numerous advantages for educational purpose. But the demerits inherent in this platform cannot be overlooked. Lots of barriers have been attributed to the use of social media in teaching and learning process. WhatsApp has been said to be addictive, and most students may hardly study effectively when it is installed in their phones. In view of much space usually occupied by pictures/photos, audio messages and videos, it is usually very difficult to backup messages as it takes up much time to undergo this process. Furthermore, it is as well very difficult to stop unsolicited numerous message notifications from entering one's device. In addition, in a situation where a user changes from old device to a new one using the same number, it will be difficult to retrieve the existing chat stored in the old device to the new device. WhatsApp uses a lot of data to operate, especially when downloading images, videos and audio messages. The issue of honesty or integrity has been one of the prevalent obstacles to social media use in teaching and learning. Although the problem of cheating has been a prevalent issue in our traditional institutions, technological innovations have aggravated it in recent times. Student submission integrity is constantly in question. The use of newer technologies has made it impossible to know if actually, the student that claimed to be behind the computer is actually the real student. In fact, some skeptics, without data to support their claims hastily conclude that virtual academic dishonesty is endemic and far worse in online courses than in traditional classrooms (Ubell, 2017).
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Mixing higher education teaching and learning with mobile devices and social media

Mixing higher education teaching and learning with mobile devices and social media

Students have strongly indicated that they see a place for mobile devices and social media technologies in their learning and a large percentage of the students surveyed and interviewed used social media technologies such as Facebook to support their studies. Students find a sense of belonging and security through interacting with social media technologies, but are also easily distracted by these technologies, which in turn leads to late nights for those students using them. While email is a popular technology for communicating it is not seen as a distraction like Facebook, Youtube or Instagram, and this would suggest that email is still a formal way of communicating with students and that it is seen as an official communication strategy. Whether these distractions are a detrimental or advantageous distraction to a students learning experience is yet to be established. While Facebook may have been identified as a distraction, it may allow for informal clarification and social connections to occur which in turn supports their studies.
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Using Social Media in an Open Distance Learning Teaching Practice Course

Using Social Media in an Open Distance Learning Teaching Practice Course

Keywords: social media in an open distance learning teaching practice course 1. Introduction The challenge for institutions of higher learning is to make provision for a technology integrated teaching and learning mode other than the conventional face-to-face method to accommodate the digital natives and empowering the digital immigrants. We cannot teach as we were trained during the 1980’s compare to the current student profile which most of them born during the 1990’s. Indeed, the internet and mobile technologies have questioned our assumptions about how learning and teaching are constituted. They have challenged us to develop new ways of conceiving space/place, time, immediacy, identity and togetherness/community. These students are the Net Generation or the digital natives. These digital natives bring new challenges to the teaching and learning environment. Shortly after the turn of the millennium, a new way to characterize the change in how the digital natives’ as well digital immigrants interacted with websites began to appear. In the last seven years, the “Web 2.0” and Web 3.0 technology became popular characterization of websites that allowed digital users to interact with each other as contributors to a website's content. These new features that facilitated user engagement, collaboration, and interactive information sharing were a significant departure from traditional websites that were limited to the passive viewing of information. In particular, the Web 2.0 website has now been applied to a plethora of social media websites that rely heavily on the active engagement of their users to create, manipulate, and share content. The question is: how are we responding to this challenge and how can they create enabling environments for effective online teaching and learning spaces? Research studies have indicated the learning effect of teaching with blogs for online learners (McLoughlin and Lee, 2007; van Wyk, 2013a). This paper explores the use of social media to support economics education student teachers’ engagement in teaching practice at an open distance learning institution.
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Social Media Classification Scheme in Online Teaching and Learning Activities: A Consideration for Educators

Social Media Classification Scheme in Online Teaching and Learning Activities: A Consideration for Educators

The fourth characteristic that social media sites have to offer is the development of learning Communities. Social media sites allow users to form communities and subcommunities. Kietzmann, Hermkens & McCarthy (2011) say that the more social a social network becomes, the bigger the community of friends, followers, and contacts is. The social group or community like other communities in real world is founded on the fact that the members in the group or community have common beliefs, interests, or hobbies, and the members follow the same principles of the network. The site owner can categorize members into different groups like buddies, followers, classes, or majors. The owner manages the groups or the community and sends the invitation to the members in the same group to let them join the community. Since the people with the same interests and hobbies are grouped together, they have more ideas to contribute to the group discussions and the group environment is very friendly and sympathetic. Duffy & McDonald (2011) mention that Facebook offers the teacher and the students a good opportunity to create groups and to increase relationships with online friends. The teacher can use this characteristic of social media sites in teaching and learning activities. The sites that can be used to create groups in teaching and learning activities are WordPress, PBworks, Facebook,World of Warcraft, and Second Life.
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Taking social media to a university classroom: teaching and learning using Twitter and blogs

Taking social media to a university classroom: teaching and learning using Twitter and blogs

Abstract Social media has taken many sectors including the higher education by storm. However, with wide spread fears that social media may be a distractor to pedagogy, this paper investigated how social media facilitates teaching and learning. Unlike most prior studies which relied much on soliciting mere views from students and lecturers about their intentions to use or not to use social media, this study incorporated Twitter and blogs into two undergraduate courses offered in the Department of Library and Information Science at Mzuzu University which is a public university in Malawi. Data were collected in two ways: first, analysis of blog and Twitter posts by students and second, a questionnaire was sent to 64 students to find out their perception towards the use of blogs and Twitter in a classroom environment. Results suggest that if appropriately deployed, Twitter and blogs are catalysts for the much hyped learner-centred approach to teaching because using these technologies, it emerged that students shared and discussed course materials, posted their course reflections and interacted amongst themselves and with their lecturer 24/7. Challenges faced include cost of internet data bundles, inaccessible Wi-Fi, poor bandwidths and insufficient computers.
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Exploring the use of social media tools among students for teaching and learning purpose

Exploring the use of social media tools among students for teaching and learning purpose

understand how students use it. Furthermore, while many educators and researchers would attest to the potentials of social media for learning, there are also those who argue that young adult learners view and use social medias as a platform for socializing more than learning [16]. Therefore, this study aimed to identify the activities using social media sites that facilitate student’s learning and to discover student view about the potential use of social media for teaching and learning. We propose a conceptual framework based on the literature review and posit that social media positively affects teaching and learning process. To verify the model, we conduct a survey among undergraduate students of Universiti Teknologi Malaysia using adopted questionnaire. In this study, a quantitative approach is applied and the reliability and validity of the scales were tested.
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The Use of Social Media in Millennials’ Teaching and Learning Activities in Design-Related Course

The Use of Social Media in Millennials’ Teaching and Learning Activities in Design-Related Course

main aspects indicating different reasons of the respondents’ preference include knowledge and creative sharing, new and interesting approach, gain knowledge and enhance understanding, convenient to submit assignment and cost-saving, and young generation’s frequent use of social media. These findings conform to some of the characteristics of the millennials, their technology dependency, and the ways social media may assist in the millennial students’ learning, as discussed previously in the literature review. The students’ appreciation of knowledge and creative sharing through the assignment submission on social media is parallel to their role as a content creator or influencer to the members of their online networks (Dabbagh & Kitsantas, 2012; Hussain, 2012). Some students mention that they appreciate the positive feedbacks from their online followers for the creative content that they shared. The students also get excited about the idea of utilizing social media as a new and exciting approach in education, which portrays them as the generation of innovative digital natives and curious, fast learners (Md. Noor, 2016).
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Media Culture 2020: collaborative teaching and blended learning using social media and cloud-based technologies

Media Culture 2020: collaborative teaching and blended learning using social media and cloud-based technologies

The Media Culture 2020 project proposal was written on a Google Docs document, lead by Cai Melakoski at TAMK University of Applied Sciences, Tampere, Finland, with input from the other partners. Dan Greenstein (2013) says that ‘for higher education to fulfil its historic role as an engine for social mobility and economic growth, we must continue to seek big technology breakthroughs’. Social media and cloud-based technologies may offer in part, a potential breakthrough. Social Media offers many new platforms for collaborative learning like wikis and blogs. They are easy to use and maintain, the teacher can focus on supporting the students instead of focusing on the maintenance of the platform. According to the creator of the first wiki software, Ward Cunningham (2002), a wiki is "the simplest on-line database that could possibly work." The most popular and well-known wiki is of course Wikipedia. A wiki is used and edited using a common web browser and used collaboratively to create, edit and maintain documents. It is a very good tool for shared knowledge building and learning.
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Social media for collaborative learning

Social media for collaborative learning

Looking at the behavioral intention and attitude of using social media for collaborative learning within Malaysian higher educational institutions and the influencing factors in this regard has received little attention by researchers. The study aims at examining the determinants that affect learners’ attitude and behavior intention regarding their use social media to achieve collaborative learning. Such examination is carried out by using the Theory Acceptance Model (TAM) and Unified Theory of Acceptance and Usage of Technology (UTAUT). A total of 243 participants were recruited for this study. The findings indicated that students’ attitudes and behavior are strong indicators of their intentions in terms of using social media in collaborative learning.
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Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention

Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention

The outcome of a well-maintained and structured Facebook group is the formation of a learning community, where participants are connected and fully engaged with content, co-students and staff, and where knowledge is conveniently and easily accessed. This represents a relatively easily incorporated way to facilitate and encourage student engagement in contemporary higher education. The good practice guidelines and checklist presented in this paper will guide academics how to effectively use social media to enhance the learning and teaching of science concepts to undergraduate students, and help provide high quality and satisfying academic experience for students thereby contributing to academic success and ongoing professional development. .
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Social media and social capital in online learning

Social media and social capital in online learning

“So you start learning, thinking about, your way of grasping knowledge. I mean you start learning how your brain works, how you grasp different ways you can learn.” In contrast to the limited interaction on myUnisa, extensive student activities took place on the informal learning networks. The informal networks include self-initiated interactions on a range of face-to-face (offline) and online platforms, as determined by students’ personal ambitions and access to resources. This demonstrate that there is an alternative learning network to what is evident on myUnisa. When myUnisa fails to meet the needs of the students, they look for substitutes and participate in self-initiated study groups and use affordable and user-friendly social media tools such as WhatsApp and SNW.
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Learning The Impact of Social Media on Learning in Europe

Learning The Impact of Social Media on Learning in Europe

IPTS L EARNING 2.0 P OLICY B RIEF 8 The research on learning in informal (online) learning networks and communities (Ala- Mutka, 2010) concludes that social media applications provide easy, fast and efficient ways to access a great diversity of information and situated knowledge. They also provide learners with opportunities to develop their competences in collaboration with other learners, practitioners and stakeholders. Additionally, they allow individuals to acquire competences in a holistic manner, embedded in real-life contexts; and effectively and efficiently support competence building in a lifelong learning continuum. Research on informal learning activities in online networks and communities further suggests that informal Learning 2.0 strategies facilitate the development of key competences for the 21 st century.
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Measuring Student Attitudes Toward Learning with Social Media: Validation of the Social Media Learning Scale

Measuring Student Attitudes Toward Learning with Social Media: Validation of the Social Media Learning Scale

This research validated (showed the appropriateness of ) the Social Media Learning scale for measurement of student preferences for use of social media, such as Twitter, Facebook, Google+, and other similar tools, in course communications. Valid instruments such as the SML scale can contribute new knowledge to the emerging models being developing within instructional design to include use of social media. The implication is that SML scales for measurement of student preference toward SM Learning Communications and Interactive Learning are important points of consideration for designing instruction that will promote student engagement and collaborative learning by encouraging educational discourse. The Social Media Learning scale was found to have construct and content validity, aligning with the ICTL survey, as anticipated. For example, students who spend more time on the Internet at home have higher regard for social media learning. Further research is needed to determine if SML Version 1.0 and its anticipated expanded version will be useful in addressing additional research questions on students’ attitudes towards social media course interaction and educational communication, ICT integration, and instructional course design. Accurate measurement of concepts such as these could support new models for interactive teaching and learning within the Web 2.0 communications environment of the 21st century.
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Social media, Collaboration and Social Learning … a Case‑study of Foreign Language Learning

Social media, Collaboration and Social Learning … a Case‑study of Foreign Language Learning

platform evaluation and brief comments will be given on the outcomes below. However, the main focus here is on the findings and discussion related to the bachelor business communication course (Spring 2010). 5. Findings and discussion The study reported on here has more data based on a larger group of respondents that the previous study. The pilot study gave indications of successful learning processes being facilitated by the collaborative platform and negotiation of meaning leading to successful learning outcomes as well as a higher success rate in regard to overall text functionality. The students had the option of creating ‘private’ group spaces where they discussed the assignments of the case, which were a company description, a press release and a summary. The questionnaire of the present study was answered by 75 students out of whom 44 students completed all questions, corresponding to approximately half of the student population in the test group and the control group. The number of answers is, however, slightly higher for the test group than for the control group, probably due to these students’ higher level of interest because they felt they were special as they got something out of the ordinary. The data from the questionnaire is complemented by focus group interview data enabling us to carry out analyzes based on triangulation especially in regard to motivational aspects of social media enhanced learning. The results presented below relate to the test group only and thus shows student responses from the group exposed to social media enhanced learning. The exam grade post-test data could not be made available to the research team due to restrictions on access to these data. This data would have highlighted assessed learning outcomes by external examiners.
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