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Social Media in Education
Transcript of Social Media in Education
Web-based technologies are changing teaching and learning methods
As cited by Sife et al, 2007:
In the supplemental use of ICTs to complement traditional learning experiences, the instructor teaches all sessions in the classroom but with the occasional use of technology, such as Web-based activities, multimedia simulations, virtual labs, and/or online testing (Arabasz and Baker, 2003).
Blended learning denotes a solution that combines several different delivery methods, such as collaboration software, web-based courses, computer communication practices with traditional with traditional face-to-face instructions (Mortera-Gutierrez 2005).
On the other hand, distance learning is conducted solely online where interaction may be synchronous or asynchronous (OSU, 2007).
Synchronous learning requires the teachers and students to interact at the same time though they may be dispersed geographically.
On the other hand, asynchronous learning allows teachers and students to interact and participate in the educational process at different time irrespective of their locations (Chen et al., 2004).
E-LEARNING IN CONTEXT
As cited by Sife et al, 2007:
E-learning refers to the use of ICTs to enhance and support teaching and learning processes. It is the instructional content or learning experiences delivered or enabled by electronic technologies and it incorporates a wide variety of learning strategies and technologies. E-learning ranges from the way students use e-mail and accessing course work online while following a course on campus to programmes offered entirely online (Commission on Technology and Adult Learning, 2001; OECD 2005). It is thus an alternative solution, which enlarges accessibility to training and becomes essential to complement the traditional way of teaching (i.e. face-to-face).
What is social media?
Mobile social networking is social networking where individuals with similar interests converse and connect with one another through their mobile phone and/or tablet and occurs in virtual communities
Kaplan and Haenlein created a classification scheme in their Business Horizons (2010) article, with six different types of social media:
collaborative projects (for example, Wikipedia)
blogs and microblogs (for example, Twitter)
content communities (for example, YouTube and DailyMotion)
social networking sites (for example, Facebook)
virtual game worlds (e.g., World of Warcraft)
virtual social worlds (e.g. Second Life)
Example of social media in Academics since 2001
Social media refers to the means of interactions among people in which they create, share, and exchange information and ideas in virtual communities and networks (Ahlqvist et al, 2008).
television and radio
CDs and DVDs
electronic learning platforms
Social media in education
is an online photo-sharing and social networking service that enables its users to take pictures, apply digital filters to them, and share them on a variety of social networking services, such as media sites including Facebook or Twitter.
Private Messaging. Just between us. One-on-one and group message with your words, your voice, your location, photos, stickers, and more. Stickers are fun and expressive pieces of art by some of our favorite artists, like David Lanham, Hugh MacLeod, and Richard Perez.
International Journal of Web-Based Learning and Teaching Technologies
Reviews and Testimonials
The use of Internet technologies for learning and instruction has resulted in a wide variety of models, approaches, and techniques. Research on that context requires a balance of technological and pedagogical issues, and that is the gap that IJWLTT fills. IJWLTT is unique among computing and education journals in its coverage of all the aspects of technology-enhanced learning, featuring high quality research on concerns such as accessibility, social issues, and the effective use of personalization.
– Sicilia Urban Miguel Angel, University of Alcala, Spain
The International Journal of Web-Based Learning and Teaching Technologies is unique as international journal focusing on Web-based technology for education. It presents high quality research papers, surveys, and cases of study in this field. In fact, it is a pertinent medium for researchers and practitioners in the Web-based education technology field for publishing their research and presenting their experience. As a result, IJWLTT is a leading journal on Web-based education technologies.
– Larbi Esmahi, Athabasca University, Canada
Web-based lecture technologies: Guidelines to support
learning and teaching
Web-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web, are just one of a range of information and communication technologies that have been introduced in response to the changing context of higher education in the past decade. Lectopia (formerly known as iLecture) is one such technology being adopted by Australian universities.
Gosper, M., McNeill, M., Woo, K., Phillips, R., Preston, G. & Green, D. (2008). Web-based lecture technologies: Guidelines to support learning and teaching. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.
As cited by Sife et al. 2007:
E-learning platforms (sometimes called learning management systems (LMS)) are applications used for delivery of learning content and facilitation of learning process. They are developed for administration and teaching in tertiary education. This software enables the administrators and lecturers to treat enrolment data electronically, offer electronic access to course materials and carry out assessments (OECD, 2005). The activities managed by the LMS vary from instructorled classroom training to educational seminars to Web-based online training. In addition to managing the administrative functions of online learning, some systems helps create, reuse, locate, deliver, manage, and improve learning content. These systems are called Learning Content Management Systems (LCMS) (Rengarajan, 2001).
As cited by Sife et al. 2007:
Many e-learning platforms (both LMS and LCMS) are based on either proprietary e-learning software (PES) or open source e-learning software (OSS).
OSS usage in implementing e-learning systems is more emphasized in developing world due to the challenges faced when implementing the PES. Coppola (2005) describes two characteristics of PES that 60 IJEDICT make it ill-suited:
(1) the rapidly escalating cost of proprietary software leaves too little of an institution's ICT budget available for creative exploration, once the software has been installed and minimally supported;
(2) reduced flexibility to adapt to institutional culture, teaching practices, and disciplinary uniqueness occurs when software development is driven by mass market economics.
Open source software offers the potential to reduce the cost of the software while providing the universities greater control over its destiny. Elimination or reduction of license leaves more budgets available to invest in adapting and managing the software; offers reliability, performance and security over proprietary software due to the availability of the source code, which allows vulnerabilities to be identified and resolved by third parties and it is easy to customize (Wheeler 2003; Coppola, 2005).
Pedogogy Social Media
by Stephanie Trunzo on Aug 09, 2010
Several colleges and universities such as Harvard, Johns Hopkins, Columbia and Stanford among others have even introduced classes on best social media practices, preparing students for potential careers as digital strategists. (http://www.studentadvisor.com/top-100-social-media-colleges). In June 2011, it was also reported that U.S. Department of Education study revealed that online students out-performed those receiving face-to-face instruction. One in six higher education students are enrolled in an online curriculum (http://onlinelibrary.wiley.com/subject/code/000037/homepage/museum_of_social_media__home.htm).
Web conferencing refers to a service that allows conferencing events to be shared with remote locations. These are sometimes referred to as webinars or, for interactive conferences, online workshops. In general the service is made possible by Internet technologies, particularly on TCP/IP connections. The service allows real-time point-to-point communications as well as multicast communications from one sender to many receivers. It offers information of text-based messages, voice and video chat to be shared simultaneously, across geographically dispersed locations. Applications for web conferencing include meetings, training events, lectures, or short presentations from any computer
The term "webinar" is a portmanteau of web and seminar, meaning a presentation, lecture, or workshop that is transmitted over the Web
Other typical features of a web conference include:
•Slide show presentations
•Live or Streaming video
•VoIP (Real time audio communication through the computer via use of headphones and speakers)
•Web tours - where URLs, data from forms, cookies, scripts and session data can be pushed to other participants enabling them to be pushed though web based logons, clicks, etc.
•Whiteboard with annotation
•Text chat - Text chat may be public (echoed to all participants) or private (between 2 participants).
•Polls and surveys (allows the presenter to conduct questions with multiple choice answers directed to the audience)
•Screen sharing/desktop sharing/application sharing
Real-time text chat facilities such as IRC (internet relay chat) appeared in the late 1980s. Web-based chat and instant messaging software appeared in the mid-1990s. In the late 1990s, the first true web conferencing capability became available from Starlight Networks, StarLive product and dozens of other web conferencing venues, most notably WebEx followed thereafter (en.wikipedia.org).
Is an enterprise software company with its corporate headquarters in Washington, D.C. and is primarily known as a developer of education software, in particular learning management systems. Blackboard was founded by CEO Michael Chasen and chairman Matthew Pittinsky in 1997 and became a public company in 2004. The company provides education, mobile, communication, and commerce software and related services to clients including education providers, corporations and government organizations. Blackboard's seven platforms are: Learn, Transact, Engage, Connect, Mobile, Collaborate and Analytics. The company has been a leader in the development of Internet-based education software. As of December 2010, Blackboard software and services are used by over 9,300 institutions in more than 60 countries.
Skype in the classroom is another free tool that Skype has set up on their website. It provides teachers with a way to make their classrooms more interactive and interesting. Skype in the classroom is a service that teachers can sign up for that will allow students to meet other students, talk to experts, and share ideas. Teachers can collaborate with other teachers around the world and design different learning experiences for their students. There are various Skype lessons, in which students can participate. Teachers can also use Skype’s’ search tool and find experts in the field of their choice.
Skype (pron.: /skap/) is a proprietary Voice over IP service and software application.
Skype was first released in 2003 written by Estonian developers Ahti Heinla, Priit Kasesalu, and Jaan Tallinn. It developed into a platform with over 600 million users and was bought by Microsoft in 2011 for $8.5 billion.
WebEx was founded in 1996 under the name ActiveTouch by Subrah Iyar and Min Zhu. Zhu had co-founded Future Labs (one of the first companies to produce multi-point document collaboration software) in 1991. Zhu met Iyar, then a vice president and general manager of Quarterdeck, when Quarterdeck acquired Future Labs in 1996. Iyar was named president of Future Labs, which had been made a Quarterdeck subsidiary, and the same year Iyar and Min went on to co-found WebEx. On March 15, 2007, Cisco Systems announced it would acquire WebEx for $3.2 billion.
Web Conferencing Software Programs
XHTML 2.0 [ http://en.wikipedia.org/wiki/XHTML#XHTML_2.0 ]
CSS 3 [ http://www.css3.info/ ]
HTML 5 [ http://www.w3schools.com/html5/html5_reference.asp ]
Adobe Flash CS4 [ http://labs.adobe.com/technologies/flashcs5/ ]
ActionScript 3 [ http://www.adobe.com/devnet/actionscript/articles/actionscript3_overview.html ]
AJAX [ http://www.w3schools.com/Ajax/Default.Asp ]
PHP 5 [ http://www.php.net/ ]
MySQL 5 [ http://www.mysql.com/ ]
Apache [ http://www.apache.org/ ]
Linux [ http://www.linux.org/ ]
1. Ahlqvist, Toni; Bäck, A., Halonen, M., Heinonen, S (2008). "Social media roadmaps exploring the futures triggered by social media". VTT Tiedotteita - Valtion Teknillinen Tutkimuskeskus (2454): 13.
2. H. Kietzmann, Jan; Kristopher Hermkens (2011). "Social media? Get serious! Understanding the functional building blocks of social media". Business Horizons 54: 241–251.
3. Kaplan Andreas M., Haenlein Michael, (2010). The challenges and opportunities of social media, Business Horizons, Vol. 53, Issue 1.
5. "Statistics". Socialnomics. http://www.socialnomics.net/2011/06/07/10-wow-social-media-statistics/. Retrieved 16 June 2012.
6. Wikipedia, the free encyclopedia
10. A. S. Sife, E.T. Lwoga and C. Sanga. New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal ofEducation and Development using ICT. Vol.3, No2. 2007.