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The Wikiest Link

Intentionally Informal Use of Facebook for online discussion
by

H Bae

on 26 May 2013

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Transcript of The Wikiest Link

SNSs Facebook v. Moodle Why Facebook Challenges Facebook for non-production courses Moodle for production courses Less is more why less interference from instructor is good Future Use ? Description of sample Columbia College Chicago
12000 Students
Fine and Performing arts: A+D, Dance, Theatre, Music...
Media & Communication Arts: IAM, Photo, Journalism, Marketing Communication
LAS: History, Humanties, science, Social science
Grad program
Metropolitan Chicago, high rise campus
Diverse culture within/without 15 -25 students
Mixed majors - different class schedule, work schedule, culture
lecture < discussion
leaders and non-participants 4 classes (12 -17 students each)
"Constemporary issues in Digital Art"
Profile as Assignment
Instructor Invited critique for each other
Feedback counted toward grade
No intervening regarding content
No collaboration attempted / rose
Embedded within institutional platform (Oasis)
Interface
Expressively grading relevant Digital Natives v. Digital Migrants Over 270 million ACTIVE users (2009), over 1 billion photo posting/ mo.
To sustain contact w existing group of friends and acquaintances (2007)
Share personal information openly and few modify default privacy setting for privacy issue Design element fosters connection-sharing & social capital
create symbolic codes to facilitate communication Kyle Bowen
the director of informatics at Purdue
Post and start threads about links, files, and other materials
no administrative authority
students are free to abstain from participating
Students can choose to make posts viewable by some classmates and not others.

In essence, the conversation is owned by the student."
1. obstacles for using SNS as a learning tool
knowledge
control
trivializing casual conversation
learn from old fashioned management style.

2. potential advantages of teamwork and collaborative work

3. better use Implicit
guideline for behavior Adjust architectural element to fit behavioral idioms Users customize their online environment to better connect their interactions (via architectural elements) Class Facebook
Prosumer
Participatory cultures; Web 2.0 is about flattening
Multiple forms of expertise, connoisseurship, identity, and practice; Function of SNS is anti specialization
Technology
It is intiatied by individuals;
Self Organizing is human nature openness, peering, sharing, acting globally Open Source (end of intellectual property) Questions: Consumer, Recipients
Hierarchical culture
Specialization
Property
Organizations and Rule 40 topics cover a wide range from money to freedom of speech
Each topic/thread has 1-20 posting
Not direct collaboration
Change of communication mode
Allows porous connection
Organic networking
Continued communciation outside the group, beyond semester The Wikiest Link "Professors don't run the show Invitation only
Wall Posting
Discussion topics volunteered incl. left over in-class discussion
Questions from students
I participate, not lead . Previous Findings Art Disciplines higher quality of satisfaction in both campus / life satisfaction
Non-Art majors still higher satisfaction creative process Grade VIA
(Character Strength) Social
(life)
(campus) Satisfaction
(quality of life) A few comments
1-2 incidents of direct referrals
No distinctive collaborative output
"simplied asssignment process"
"hassle to get into"

Need more study Moodle Forum
web supports the projection of their identity and facilitates relationship uses the web as a tool in an organised manner whenever the need arises
use the Internet for a goal, but do not need to, or have to, rely on it. Digital Resident vs. Digital Visitor banking, information retrieval, shopping etc
socialise and to express themselves
see the web as a worthwhile place to put forward an opinion.
all aspects of the of their lives; professionally, for study and for recreation.
a crucial aspect of how they present themselves and how they remain part of networks of friends or colleagues.
Full transcript