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Social Media Tools for Teaching and Learning: Principle + Practice + Tool

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Ruby Day

on 12 November 2016

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Transcript of Social Media Tools for Teaching and Learning: Principle + Practice + Tool

More than 1 billion users
4 billion views per day
6 billion hours are watched each month
Mobile views = 25% of global use

500 million users
3 billion articles
Social Media Tools
Content Curation
One topic
A bit like bookmarking
Presenting content
Sharing & collaborating
Ability to search web within some sites
Not original - not content creation
No substitute for individual research
Marketing tool
Retell a topical media story

Aim: multiple sources & points of view
Curate sources: news items, blogs social media etc
Summarise: point of view by inserting text boxes
Analyse: credibility, writers agenda/bias/values in the text boxes.
When is a story complete online?
What does authority mean in storytelling?
How are mainstream media reports different from peer-to-peer reports?
Can social media be effective in helping to tell a story?
How many different voices are needed for a story to be deemed complete?

How do we help students find relevant credible information?
How do we encourage conscious online profiles & collaborative content creation?
How do we make students realise their contributions are valuable?
Digital Natives?

Article: Digital

Personal Agency
Self-efficacy beliefs: Student's belief in their ability to control their functioning and environment
Efficacy beliefs foundation of human agency
Without belief in ability to control outcomes there is little motivation
"Self-efficacy beliefs contribute to motivation in several ways: They determine the goals people set for themselves; how much effort they expend; how long they persevere in the face of difficulties; and their resilience to failures" (Bandura, 1994, p.5).
Building self-efficacy and personal agency
Encourage mastery of socio-cultural tools
Authentic Learning activities (Dabbagh, 2005)
"Vygotsky's theory suggests that development depends on interaction with people and the tools that the culture provides to help form their own view of the world" (Gallagher, 1999, para. 3).
Must use the tools to participate effectively in society
Access to others
Learning by doing
Higher order thinking skills
Manipulate and create information using digital technologies (mastery of tools)
Lifelong learning attributes
(Beetham & Sharpe, 2013 )
Project based approach
(Beetham & Sharpe, 2013 )
Bloom's Taxonomy
Student Movie Projects
Lifelong learning attributes
Ken Kay
In groups:
Brainstorm problems associated with diversity in the workplace
Choose two problems
Brainstorm solutions
Create two short movies each demonstrating the problem and solution
Project Based Learning
Teamwork: A group task should not be able to be completed by one person. Dr Shanton Chang
Rethinking Pedagogy for Digital Age (2nd ed)
Critical thinking
Problem solving
Digital literacy
Communities of practice
In the ZPD the novice moves from other regulation (interpsychological) with skilled assistance from more knowledgeable others (peers and adults) in an enabling environment with appropriate materials, experiences and activities combining social, cultural and historical influences acquiring tools for thinking and learning, knowledge, skills, dispositions (sense-making capacities), leading to self-regulation (intrapsychological) (Wood & Attfield, 2005, p. 98).
Bandura, A. (1994). Self-efficacy. John Wiley & Sons, Inc..

Beetham, H. & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed). New York, NY: Routledge.

Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. In Computers and Education, 43: 17-33.

Dabbagh, N. (2005). Pedagogical models for e-learning: A theory-based design framework. International Journal of Technology in Teaching and Learning. 1(1), 25-44.

Gallagher, C. (1999). Lev Semyonovich Vygotsky. Retrieved from

Kay, K. (2009). Middle schools preparing young people for 21st century life and work. Middle School Journal, 40(5), 41-45.

Scriven, M. & Paul P. (2003). Defiing Critical Thinking. Retrieved from
http://www. ning.html

Wood, E. & Attfield, J. (2005). Play, learning and the early childhood curriculum. London: SAGE Publications.
(Dabbagh, 2005)
Next Steps
Learning is a combination of meaningful social exchanges and individual processing
Collaboration of multiple perspectives = deeper understanding
Teaching strategy aims to achieve learner autonomy
(Conole, et al., 2004)
Social Networks
Can search and link: google images and YouTube within site, embeds video
Link to web
Essay planning
Students build content
Ability to learn from each other
Tutor/student set guiding topics/questions
Asynchronous - simultaneous edits wipe content
Learner autonomy encouraged
Communities of practice
Encourage conscious online profiles
Fast communication
Build student to student relationships
Critical thinking
Shared knowledge building
Ability to share
Key principles of constructivism and social-constructivism
Principle + Practice + Tool
"People who regard themselves as highly efficacious
attribute their failures to insufficient effort, those who regard themselves as inefficacious attribute their failures to low ability" Bandura, 1994, p. 4).
"Critical thinking is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from or generated by: observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven & Paul, 2003).
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