An approach to frame Web2.0 (and its tools) for learning

In the ISTUS project, we have a hard time to structure our discussion on social media tools, their distinctive features and their relation to learning as well as to teaching. An article by Matt Bowera, John G. Hedberga and Andreas Kuswaraa describes a systematic approach to social media tools - in relation to their use in learning.

Frederika Gerlanda Kop “Network Connectivity and Adult Learning: Social Media, the Knowledgeable Other and Distance Education” (Doctoral thesis) 2010

A very interesting thesis that investigates effective use of social media in adult learning, the learner’s level of control in comparison to the tutor and the institution and other related aspects. New technologies are seen as fostering communication, engagement and self-direction while, importantly, adult educators are referred as ‘trusted “human filters” of information’.

You can read more here: http://www.scribd.com/doc/33459795/Rita-Kop-Thesis-May10

Ruth Reynard “Social Networking: Learning Theory in Action” (US)

In her article, R. Reynard raises several very interesting aspects concerning social networking and learning. According to the author, ‘social networking challenges conventional views of the effective “management” of teaching and learning’. Thus the focus is on two questions raised by R. Reynard: (i) Can social networking both as an instructional concept and user skill be integrated into the conventional approaches to teaching and learning? and (ii) Do the skills developed within a social networking environment have value in the more conventional environments of learning?

There is a reference to another interesting study “Online Social Networking and Education: Study Reports on New Generations Social and Creative Interconnected Lifestyles” by DeRossi that draws its findings from three surveys (online interviews of students (9-17) and parents and telephone interviews with 250 district school leaders). In her article, R. Reynard cites DeRossi: ‘As you may expect, traditional academic institutions have generally resisted the influence and increasingly pervasive presence of social networking activities in the life of their students, but recently the same institutions have had to look with new eyes at all of the aspects and consequences of these new modes of technological socialization sweeping the younger generations.’ (The DeRossi study is available online at http://www.masternewmedia.org/learning_educational_technologies/social-networking/social-networking-in-education-survey-on-new-generations-social-creative-and-interconnected-lifestyles-NSBA-20071109.htm). Though this study is focused on teens, it provides ‘Guidelines and Recommendations for School Board Members that, possibly, can be applied in adult education:

- Explore social networking sites;
- Consider using social networking for staff communications and professional development;
- Re-examine social networking policies;
- Encourage social networking companies to increase educational value, etc.

Interesting finding: R. Reynard claims that ‘the use of the [social networking] tools can change according to the intentions of the user and more complex and learning-related skills can be developed, if the purposes change. Arguably, then, if instructional design intentionally maximizes this kind of skill development, learning could benefit’.

Read full article by R. Reynard at http://campustechnology.com/articles/2008/05/social-networking-learning-theory-in-action.aspx .

Laura Uturytė Vrubliauskienė, Eglė Kvieskaitė “Effective Performance Management: Social Networking in Lithuanian Higher Education Institutions” (2011)

The study analyzes the interconnections between effective performance management, social networking, and higher education institution management. The authors review existing definitions of effective performance management. Social networking is investigated through a case study of a private college and its use of social networking (Facebook). The research results show that the higher education institution uses actively social networking for dissemination of its internal communication; simultaneously, it creates positive presumptions for enabling effective performance management in the organization.

Read more at http://leidykla.vgtu.lt/conferences/CIBME_2011/Articles/Vrubliauskiene.htm
or PDF file http://leidykla.vgtu.lt/conferences/CIBME_2011/pdf/2011-vrubliauskiene_kvieskaite.pdf

Research Review: The Danger of the Downward Spiral: Teachers and Digital Literacy

The Danger of the Downward Spiral: Teachers and Digital Literacy
Caroline Stockman and Fred Truyen, Catholic University of Leuven, Belgium

The paper that I'm offering for our literature review provides a frame work for thinking about the risks that could jeopardise the adoption of new technology in an educational setting and for monitoring progress towards adoption. The framework described by the authors suggests that progress towards successful adoption (the top of the spiral) is influenced by a variety of factors comprising three ‘inner’ and four ‘outer’ factors. The presence, or absence of these factors influence the successful integration and eventually adoption of technology. This paper adds to the Straub paper (Understanding Technology Adoption: Theory and Future Directions for Informal Learning) which Michael has posted above in that it focuses on risk – the risk of staff taking a downward spiral (away from successful technology integration) and the risk that our efforts to engage staff in new technologies and in associated pedagogic practice could be undermined. The authors of this paper suggest that this could be a useful framework for monitoring progress in institutions and for making context sensitive interventions to support progression up the spiral.
One further thing about this paper – it’s very readable and that’s important to me!
The conference proceedings in which this research was published are not available online, but the paper is available online as follows: Caroline Stockman, Fred Truyen (2011) The Danger of the Downward Spiral: Teachers and Digital Literacyhttps://lirias.kuleuven.be/bitstream/123456789/324465/1/TheDownwardSpiral_StockmanTruyen.pdf