The "SVEA Web 2.0 Guidelines - How to Integrate Social Media in your Training Institution and Practice" gives Manager of Training Institutions some tips on how to implement social media in their management process. At the same time the Guidelines provides an orientation for trainers who want to use such tools in their courses. Some important issues connected to copyright and privacy are also discussed.

1. SVEA WEB 2.0
GUIDELINES
How to Integrate Social Media
in your Training Institution
and Practice.
www.svea‐project.eu

2. Authors:
MFG Baden‐Württemberg mbH
Petra Newrly
Simona Pede
EuroPACE ivzw
Johannes De Gruyter
Ilse Op de Beeck
Maarten Timmermans
Project Coordinator:
MFG Baden‐Württemberg mbH
MFG Innovation Agency for ICT and Media of the State of Baden‐Württemberg
Petra Newrly
Breitscheidstr. 4
70174 Stuttgart
Germany
Phone: +49 711 90715‐357
Fax: +49 711 90715‐350
E‐Mail: newrly@mfg.de
SVEA Consortium:
Co‐financed by:
The project SVEA has been funded with support from the European Commission. This
document reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

3.
SVEA WEB 2.0
GUIDELINES
How to Integrate Social Media
in your Training Institution
and Practice.

5.
Table of content
1. Introduction ........................................................................................................................... 1
2. Management ......................................................................................................................... 2
2.1 How to implement social media in the knowledge management process of your training
institution? ............................................................................................................................ 2
2.2 Organisational Preconditions ................................................................................................ 5
2.2.1 What infrastructure is needed to start using web 2.0 in your institution? ..................... 5 .
2.2.2 What impact does the integration of social media in the organisational
setting of your institution have on your staff policy? ...................................................... 6
3. Trainers .................................................................................................................................. 9
3.1 Changing roles ....................................................................................................................... 9
3.2 How to implement successful e‐learning 2.0 courses ......................................................... 11
3.2.1 For what educational purposes can you use social media tools? .................................. 11
3.2.2 Which online learning methods exist? ........................................................................... 19
3.2.3 How to structure a course when using social media tools,
and what role do you, as a trainer, have in each course phase? ................................... 21
3.2.4 How can you moderate/mentor activities during the online phase? ............................ 23
3.2.5 How to organise feasible evaluation? ............................................................................ 24
3.2.6 How to achieve high‐quality learning results? ............................................................... 25
3.3 What are the main important legal issues to be respected when using social media
tools in the training environment? ..................................................................................... 26
.
3.3.1 Protecting IPR in your work ............................................................................................ 26
3.3.2 IPR in the work of others ................................................................................................ 26
3.3.3 Creative Commons ......................................................................................................... 26
3.3.4 Privacy issues .................................................................................................................. 27
3.3.5 Dos and don’ts ................................................................................................................ 28
References ................................................................................................................................... 29

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SVEA Web 2.0 Guidelines
indicates what has to be considered when
1. Introduction integrating social media into the training
The SVEA project has the objective of ad‐ institution’s structure to improve the or‐
dressing the collaborative and web 2.0 skills ganisational process. The second part ad‐
needs of teachers and trainers in both VET dresses the trainers and demonstrates how
and adult training institutions, with a spe‐ web 2.0 can be integrated in the course
cial focus on personnel and organisational structure to offer more open and collabora‐
development. The wide‐spread use of col‐ tive course delivery.
laborative social media in recent years has
undoubtedly transformed the way people
communicate, socialise and do business. It
clearly offers new opportunities for net‐
working, knowledge exchange and collabo‐
rative working on a global scale.
In the same way, the web 2.0 phenomenon
is challenging conventional educational
models with its potential to transform
teaching and learning practice (pedagogical
innovation), offer new and more effective
approaches to the management of educa‐
tion and training processes (organisational
innovation), and promise continuous
growth of new (web 2.0) tools which can
support and enrich teaching and learning
(technological innovation). The implemen‐
tation of web 2.0 in training institutions,
and the successful exploitation of its bene‐
fits, will require an informed planning pro‐
cess involving the pedagogical‐didactical,
organisational and technical aspects of the
organisation.
The SVEA project aims to address all these
aspects in the following guidelines which
have been designed to provide both man‐
agement and training staff with an intro‐
duction to the requisite knowledge and
skills. The guidelines are also intended to
encourage training institutions to take the
first steps in integrating web 2.0 in their
training practice.
These SVEA web 2.0 guidelines are pre‐
sented in two parts, each focusing on one
of the two main target groups. The first
part addresses the senior management of
VET and adult training institutions and
Introduction
1

8.
SVEA Web 2.0 Guidelines
knowledge of highly qualified employees
2. Management where social media tools offer significant
If your training institution is considering opportunities to progress further towards
implementing social media and wants to being knowledge based and transparent
make the switch from a ‘classic’ to a ‘web organisations.
2.0 enabled’ educational institution, you A shift to openness, sharing, collaborative
will be aware that it is essential that you as and peer acting organisation is a significant
a manager establish a sound policy con‐ cultural change for established convention‐
cerning the use of these web 2.0 tools. To al training institutions. For each new pro‐
truly realise change in your training institu‐ cess you plan to implement in your organi‐
tion in a desirable and systematic way, sation you will have to think about the dif‐
clear policy guidelines and a proper frame‐ ferent issues you, as a manager, will have
work are required. You can only derive to consider when starting the integration of
maximum benefit from your approach social media in the knowledge manage‐
when you first become aware on an institu‐ ment processes of your training institution.
tional level of the importance and potential
First of all you will need to think about the
of web 2.0, and subsequently translate this,
reasons why you want to integrate social
from within your own specific and local
media in your organisation and discuss
institutional context, in a concrete strategy
within the organisation why social media
(what are our objectives?) and teaching
are a suitable answer to these issues. But
models (how will we take on the educa‐
other important questions need to be
tional and organisational adaptation?).
raised as well.
This first chapter elaborates on how to
To give a better orientation on what has to
implement social media in the knowledge
be considered there follows a list of initial
management process of a training institu‐
questions (together with some answers to
tion and looks at some organisational pre‐
these questions) that need to be consid‐
conditions which determine what infra‐
ered, together with your management
structure and knowledge is needed to inte‐
team, at the beginning of the process:
grate web 2.0 in your institution.
What is your purpose when integrating
social media in your organisational struc‐
2.1 How to implement social ture?
 Improving the knowledge exchange in
media in the knowledge
your organisation
management process of your  Establishing better collaboration
training institution?  Offering the opportunity to have access
to more information, knowledge
As a manager, you will know that the im‐  Being more flexible
plementation of social media in further  Establishing shorter communication
education institutions not only has the po‐ processes
tential to set up more innovative training  Giving all staff members the opportuni‐
courses, but also to innovate the overall ty to participate in the whole infor‐
organisational structure to become a more mation and knowledge exchange of the
open and knowledge oriented organisation. institution
This is especially true for organisations  Reducing hierarchies, where appropri‐
whose business concept is based on the ate, through the use of social media
Management
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SVEA Web 2.0 Guidelines
will also contribute to a better ac‐
Who is the contact person for the whole ceptance.
institution who will be responsible for the
overall process? How can you persuade your staff to use
 It is important to have a contact per‐ the new tools and to participate in the
son/ team that has responsibility for knowledge exchange process?
the whole process and gives an orienta‐  Demonstrate best practices from other
tion to the staff but also who has a training institutions which have already
clear understanding of the targets and implemented social media tools to bet‐
how to realise the whole process. ter organise their whole organisation to
 It is equally important to nominate a outline the clear benefits to your staff.
person or a team to accompany the  Choose members of your institution
first trial to evaluate the overall pro‐ who are already used to work with so‐
cess. This will give your staff the ability cial media to participate in the new or‐
to receive direct answers if something ganisation process and who know the
is not clear to them and will avoid staff benefits implementing such process to
members disconnecting from the pro‐ increase the overall acceptance (bot‐
cess. tom up approach).
 Clearly outline the advantages not only
Who are the demands of your target at the beginning of the project but also
group? during the first pilot phase. If possible
 Ask your staff what they expect from use good examples from this pilot
using social media internally for organi‐ phase.
sational purposes.  Discuss with your staff the experiences
 Ask which functionalities would help they have made using the new tools.
them to communicate in an efficient Establish an open discussion, exchange
way. of experiences, preferably by using the
new selected social media tools.
Which people, staff will be involved at the  Train the executives to foster the social
beginning to realise those targets? media progress and the cultural change
 Think about which people have already towards an open and collaborative or‐
experience in working with social me‐ ganisation (top down approach).
dia tools or who are very open to new  Observe both ways for implementing
structures and technologies so that social media in the organisation: top
they easily accept the new system and down and bottom up.
are willing to carry on the change pro‐
cess in your institution. Have you thought about setting up a
mutiplicator process?
What could be a good pilot project with  Those people who have already tested
clear targets to test the new process in and worked with the new tools could
your institution? introduce them to the other team
 Choose a pilot project which is relevant leaders and inspire and stimulate them.
to the whole organisation and will One person will be responsible for one
clearly outline the benefits to your team to support the uptake and ac‐
staff. Use the step by step trial ap‐ ceptance of the new tools.
proach to integrate the employee. This
Management
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SVEA Web 2.0 Guidelines
Have you set up an evaluation system to
evaluate the overall process?
 To receive clear feedback from your
staff about the acceptance of the new
implemented tools it is useful to eval‐
uate the new structures and to see
what goes well and what doesn’t.
Last but not least, make sure that your vi‐
sion and strategy on the implementation of
web 2.0 in the institution is shared by all
actors in the process (policy, teachers, stu‐
Further resources
dents, etc.). Making the switch from a clas‐
sic to a web 2.0 enabled educational insti‐  In the SVEA regional needs analysis you can
tution has to be more than just the work of find more information on how to start inte‐
an individual manager or teacher; it has to grating social media in the organisational
be a common goal from the institution. process of an institution (including some
Furthermore, teachers and trainers cannot best practice examples): http://www.svea‐
be considered as the obedient executor of pro‐
what others have decided. As no doubt you ject.eu/fileadmin/_svea/downloads/SVEA_
already know, and will be explained further Regional_Needs_Analysis_01.pdf
on in these guidelines (see section 2.1), the
 The SVEA training module on ‘Web 2.0 for
use of social media and ICT in general has a Institutional Managers’ explores how web
considerable impact not only on the institu‐ 2.0 services are increasingly being used in
tion but also on the role, attitudes and be‐ the management of educational institu‐
haviour of teachers and trainers. Therefore tions:
a continuous dialogue with them and re‐ http://svea.csp.it/institutional_managers/n
spect for their expertise is essential. ode/1170
Management
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SVEA Web 2.0 Guidelines
source' versions of these applications avail‐
able at no cost.
2.2 Organisational Preconditions
There are two main types of software ap‐
plication used by online learners and
2.2.1 What infrastructure is needed to
teachers:
start using web 2.0 in your insti‐
tution? 1) The first is 'learning environment'
software that provides the online
The implementation of web 2.0 has an im‐
functionality needed to support the
pact on a number of organisational issues.
learning process. This would typi‐
You will be already aware that using web
cally include communications soft‐
2.0 in your institution can only be effective
ware, learning materials presenta‐
when integrated with your existing stable IT
tion tools and a range of course
infrastructure. This infrastructure should
management tools.
contain sufficient applications to allow real
learning needs to be addressed. Also, you
2) The second type would be 'applica‐
will have already planned for the infrastruc‐
tion' software that the learners
ture to be sustainable and future‐oriented.
and the teachers use as part of the
It has to be easy to adapt the hardware and
learning activities. These would
software for future learning needs or for
typically include word processing
new web 2.0 tools.
software for teachers to create
What hardware is needed for online learn‐ learning materials and for learners
ing? to complete assessment tasks,
It is clearly important for both teachers and graphics software to produce dia‐
learners to have access to the minimum grams and edit photographs,
level of equipment needed for participation spreadsheets to manipulate and
in online learning. The physical resources present numeric data, etc.
required to participate in online learning
are the same as those used by anyone who All in all, it is true to say that the rapid de‐
accesses the internet for social or work velopment of home computing and inter‐
purposes using a normal desktop PC or net usage now means that most people can
laptop computer. A growing number of engage in online learning with the re‐
people have their own computers and an sources they already have. The same ap‐
internet connection at home and hence for plies to institutions delivering online learn‐
them there is no additional equipment to ing: you can use expensive commercial e‐
buy when starting to learn online. learning software and hardware packages if
you wish, but it is not a necessity.
What software is needed for online learn‐
Moreover, when you look at web 2.0 based
ing?
learning environments in particular it can
Similarly, the software required for online be seen that one of the most remarkable
learning does not mean additional expense. shifts of perspective brought about by so‐
An internet browser and 'office' applica‐ cial media in the world of ICT‐enabled
tions such as a word processor, spread‐ learning has to do with the fact that it pro‐
sheet and similar programs are all that are motes a platform‐independent approach:
normally required. There are free 'open the web is the platform and there is no
Management
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SVEA Web 2.0 Guidelines
longer a need for any additional (closed) 2.2.2 What impact does the integration
platforms. Also typical for web 2.0 and the of social media in the organisa‐
fact that the web is used as a platform is
that it is not limited to the use of your own
tional setting of your institution
personal computer. The web is accessible have on your staff policy?
via different types of devices (smart phone, Complementing traditional educational
tablets etc.) and data will be held more and models with web 2.0 is considerably chang‐
more in cloud environments. ing the roles of teachers, students and insti‐
Furthermore, online learning environments tutional managers in the context of educa‐
can be constructed using freely available tion and training (as will be described more
web 2.0 tools. The individual functional in detail in section 2.1). The implementa‐
elements of a learning management sys‐ tion of web 2.0 consequently will have an
tem, online communications, document impact on the staff policy and the
presentation, information management knowledge that is needed to integrate so‐
etc., can be brought together on a single cial media within the organisational setting
website to deliver the same online learning of your institution.
services. The advantage of this approach is
that it can be individually tailored to the The impact of web 2.0 integration on staff
needs of particular courses or even mod‐ policy within a training institution is two‐
ules within courses. In section 2.2.2 you can fold:
find inspiration on which tool institutions 1) Impact on the competences and re‐
can find interesting to use for which pur‐ sponsibilities of teachers and support
pose. staff
When integrating web 2.0 in your training First of all, the demands on both
institution, your technical staff will be mak‐ teachers and support staff are chang‐
ing sure that all technological resources are ing as a result of the developments in
user friendly. If the tools are too difficult to technology. Consequently, there is a
use for your teachers and/or students they need for teachers and support staff to
will make it harder (or even impossible) to develop their competences and be‐
implement or to use web 2.0 in your insti‐ come familiar with new responsibili‐
tution. ties.
Teachers and trainers
Further resources Teachers and trainers cannot just copy
and paste the ‘traditional’ way of
An overview of the minimum hardware teaching in an online environment.
and software setup needed for starting Therefore, support and training of
with online learning in general within teachers and trainers will be a key el‐
your institution can be found in the SVEA ement if your institution wants to suc‐
training module on Online Learning:
ceed in using web 2.0 in the context of
http://www.svea‐
adult education. To enable a good use
pro‐
of web 2.0 tools in your institution
ject.eu/fileadmin/_svea/downloads/Onli
ne_learning.pdf, p.14 ff.
trainers need to develop professional,
didactical as well as technological
skills. The relation and interaction be‐
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SVEA Web 2.0 Guidelines
tween those three aspects needs to be stitution. Therefore it is recommended
understood thoroughly. to have a group of key stakeholders in
the institution available who will act as
Implementation of web 2.0 only works
change agents to make the switch
if the trainer has a good insight in the
from a traditional to a ‘web 2.0 ena‐
possibilities and limits of the used ap‐
bled’‐institution.
plications. Since this is a critical factor
in succeeding in the implementation of Good support staff should be more
web 2.0 in your institution it is im‐ than just an ‘ICT helpdesk’ on the one
portant to make sure the trainers (and hand and didactical support on the
staff) get a good training in the usage other hand. Support staff that can
of web 2.0 tools in an educational con‐ combine both the techno‐logical and
text. Teachers have to learn how to didactical aspects are needed. Once
use these tools, redesign courses, web 2.0 is implemented, it is also im‐
evaluate and follow‐up students who portant to still have technical and/or
use these online tools and integrate expertise in using social media around
them in a meaningful way in their in the institution which trainers can
courses. contact and who is also responsible for
supporting others in setting up the dif‐
One way of encouraging teachers and
ferent social media tools.
trainers to become familiar with the
competences and tools that are need‐
ed is to let them become an online
2) Impact on the workload, time man‐
student themselves. It could therefore
agement and remuneration of
be recommended to organise their
teachers and support staff
training on online or blended learning
The use of ICT and web 2.0 tools in
via online or blended learning.
training has a considerable impact on
Example: Toll‐net is a network of teachers, ICT‐staff, the workload and time management
directors and educational advisors of lifelong learn‐ of trainers and support staff. Teach‐
ing institutions in Flanders (Belgium). Members ers need to be given enough time, in
exchange good practices on e‐learning and using particular in the starting up phase, to
new tools in education. The network also organises develop their own competences, to
each year also courses on educational aspects of e‐ design high‐quality courses, offering
learning and new applications. Most parts of these the courses and provide for the in‐
courses are organised via an online application. The teraction between teachers and stu‐
network also organises face‐to‐face moments for dents. Otherwise there is a risk that
the learners. This method of teaching allows the the additional workload will become
learners to experience what it is like to learn
a serious obstacle in future imple‐
‘online’. It makes it easier to experience what you
mentation.
 have to do as online teacher/trainers to make an
Support staff
online tool work in an education context. With regard to workload it is neces‐
http://www.toll‐net.be sary to make clear agreements on
how this workload will be defined.
Integrating web 2.0 in your institution Today, a lot of procedures are still
is teamwork. You need more than just based on classic face‐to‐face educa‐
one or two teachers to start using web tion and are therefore not suitable
2.0 tools in your institution and to de‐ for online or blended learning. Work‐
sign and develop a complete and inte‐ load is calculated on the number of
grated usage of these tools in your in‐ contact hours, number of students,
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SVEA Web 2.0 Guidelines
etc. However, the online support of Example 2: MFG Baden‐Württemberg (Baden‐
e.g. 250 students has a whole new Württemberg, Germany) uses following mod‐
dynamic than offering a face‐to‐ els:
facelecture to the same group. The
support is much more personal and If the teachers/trainers are offering only one
webinar then they will be paid for those 1,5
direct but also more intense for
hours. They thus receive a fixed amount in‐
teachers. The work that the teacher
cluding the preparation phase.
does online is often not yet recog‐
nised. Therefore new models, which If the teachers/trainers are organizing a
focus more on results than on con‐ blended learning course they will be paid half
tact hours, need to be taken into ac‐ an hour per participant/per week. So they will
count and developed. be paid for 1 hour working time for 2 partici‐
pants. If it is a very time intensive online
support which the trainer has to offer during
Example 1: Coleg Sir Gâr (Wales, UK) uses two the online phase then they are paid 1 hour
different models: work per participant/per week.
The first model is restricted by the amount of
funding drawn down. Where funding is drawn Finally, you carefully need to think about
down from government Coleg Sir Gâr allo‐ the planning of courses. Combining online
cates one hour per week for every 10 learn‐ and offline activities has a different dynam‐
ers. This is based on approximately 4 learners
ic compared with the classic educational
submitting work for marking. As there are
peaks a troughs this is of course not an exact model. The mandatory attendance of stu‐
science. dents and teacher on campus, for example,
is not appropriate when organising online
The second model is based on a single 10 activities and the support.
hour unit. Per student there is a one hour
payment (this provides approximately 5 weeks
tutor support). If a tutor starts a cohort of 10 Therefore it is important to think about
learners that lasts 5 weeks then they will be following questions:
paid 10 sessions (approximately £21 per hour)  How will you schedule the
i.e. £210. Each tutor can take up to 60 learn‐
online/blended courses? Still in a tradi‐
ers per month. Tutors are expected to mark
the students’ work and provide good quality tional way (e.g. 2 days a week for 1
feedback. hour)? Or can this be done in a more
flexible way?
 Do the work rules allow applying flexi‐
ble working schedules for the teachers?
Not only should you, as a manager, make
 Do teachers get a desk in the institution
clear agreements on how workload is de‐
or a workplace at home to support stu‐
fined and paid, you should also consider
dents online?
incentives for those teachers who adopt,
set up and promote innovative initiatives in
 Is working at home an option (and un‐
der which conditions)?
your institution.
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quisition of competences (closed, con‐
3. Trainers trolled environment – formal learning) ver‐
Trainers will face new and unfamiliar chal‐ sus preparation towards the knowledge
lenges when starting using social media in society (informal, social and open learning).
their courses. The following section will As a result of the new technologies, the
outline what trainers have toconsider when roles of teachers and trainers are also
they start integrating social media in their changing considerably.
course structure:
 What does this mean for the trainers? WEB 1.0 ‐ School 1.0
„The Age Of Authority“
 What do they generally need to be
aware of? Reading
Receiving
 Which tools might be suitable to
Responding
achieve which objectives and which
kind of support do they have to offer to
their participants to achieve good
learning results with the online learning
activities?
As copyright and the intellectual property
WEB 2.0 ‐ School 2.0
rights issue is very relevant when using
„The Age Of Engagement“
social media it will also be highlighted at
the end of the section, covering the essen‐ Connecting
tial ‘do’s and don’ts’ and how the users Creating
and learners can protect their privacy. Contributing
3.1 Changing roles
Traditional classroom based teachers have
As already mentioned in the first chapter,
always been expert in content and, alt‐
complementing traditional educational
hough they are also familiar with the peda‐
models with web 2.0 tools is considerably
gogic techniques of facilitating knowledge
changing the roles institutions, teachers
acquisition/construction, the classroom
and students play in the context of educa‐
situation has always tended to favour in‐
tion and training.
structional delivery. Today, the ex‐
One view is that training institutions are pert/instructor (“the sage on the stage”) is
evolving from safe and closed learning en‐ becoming a moderator/coach (“guide on
vironments, based on (1) tranquillity, re‐ the side”) as a result of the flexibility pro‐
flection and tradition; (2) certified vided by online technologies. Delivery is no
knowledge and quality; (3) individual train‐ longer about the transfer of knowledge or
ing, to being a ‘gateway to society’, more content but more and more about creating
based on (1) workload, training and the context for it. Teachers are becoming
change; (2) rapidly changing knowledge and facilitators of processes of knowledge
quantity; and (3) social training. (co)construction.
Many training institutions are balancing
between these two models and trying to
combine both: the certification of the ac‐
Trainers
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SVEA Web 2.0 Guidelines
In short, the role of a teacher is changing:  Learners are becoming creators of con‐
tent. This gives them more autonomy
 From a source of knowledge to the
and importance.
manager or coach
 At the same time it is important to raise
 From face‐to‐face campus based edu‐
the students’ awareness of their new
cation to forms of student‐centred
role so that they are aware of the fact
blended learning
that they have to act more inde‐
 From pure knowledge transfer to de‐
pendently. For some this might cause a
signer of a learning environment which
problem.
is linked to the real world (interaction,
 Learners will also become reviewers if
communication, networking, collabora‐
they take over the responsibility within
tion and individual work)
peer‐learning groups. They will start to
reflect more about the content and the
Consequently, the behaviour of teachers
learning processes.
and trainers will inevitably change:
 The learner has to organise their learn‐
 If they want the learners to actively ing time more independently. Good
collaborate together online then they time management will be needed.
need to take a step back and give them  The learner will have to be self moti‐
the floor; vated and also very disciplined
 As a trainer, they will be the moderator  On the other hand the learner has
who guides the learners to achieve more autonomy, can decide more
their learning target, e.g. if they see freely and can bring in their experience
that there are participants who do not to a broader community
participate at all online they have to ac‐  The success of a learning activity will
tivate their participation by motivating very much depend on the learner’s mo‐
them tivation and his/her willingness to act
 As a trainer, they will need to take care more independently. As a train‐
on the equality in collaboration inside er/teacher you offer the framework in
the different learning groups to ensure which the learner operates. You will
that each member contributes to the probably start the new teaching meth‐
overall learning success. od with an open discussion with your
 As a teacher they will give orientation learners to see how they react on that
to the learner on how to contribute and also what they think about it and
online and they have to be very flexible offer them support when they are not
in reacting to the learners activities yet that familiar and ready for self‐
 As a teacher, they will need to give dependent learning.
flexibility to the learners so that they
The changing roles of trainers and students
really have the feeling that they can act
through the use of web 2.0 tools will, with‐
autonomously
out a doubt, have an impact on how you as
In section 3.2.3 the different roles that a teacher will offering your courses in the
teachers have to play are described more in future. The following sections will further
detail. outline how you can implement web 2.0
The learner’s role will also change and they successfully in your course design and
are taking a far more active role than they teaching.
have ever done.
Trainers
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SVEA Web 2.0 Guidelines
3.2 How to implement successful For what purpose do you want to use so‐
cial media tools?
e‐learning 2.0 courses  Just to exchange information and
knowledge?
3.2.1 For what educational purposes  To exchange information and to devel‐
can you use social media tools? op common projects/learning content
together?
Web 2.0 tools that can be used in an educa‐
 To offer a more learner centred learn‐
tion and training context are increasing in
ing environment?
number and becoming more diverse in
their applications. The success of a new
What learning outcomes do you want to
training initiative is not so much dependent
achieve?
on the tool as such but more on the use of
 Acquisition of new knowledge, skills
a tool which is carefully considered before‐
and abilities?
hand. The choice of the right tool and the
 Delivering new forms of learning? For
approach depends on the aims, the situa‐
example a learner centred learning en‐
tion, the participants, etc. Therefore, be‐
vironment by using more collaborative
fore choosing a tool, you as a teach‐
online tools, strengthening the learn‐
er/trainer need to focus on the target
ers’ self‐dependent, autonomous learn‐
group’s specifications.
ing ability.
It is essential to consider:
What is the learning environment of your
target group?
Who are your learners?
 Are they learning at their work place? If
 Are they open towards the use of new
so, are they allowed to use the selected
technology?
tools?
Then you can be very flexible in choos‐
 Are they learning in their spare time? If
ing different social media tools for your
so, do they have the adequate tech‐
training course. If they already use cer‐
nical equipment at home?
tain web 2.0 tools regularly in their
spare time then it would be wise to in‐
As important as it is to be aware of the
tegrate the same tools also into the
target group specifications you also have to
learning process as they are using them
be sure which work formats you want to
anyway and the barrier using social
implement. Different work formats can be,
media for learning purposes is not that
for example: instruction, demonstration,
high.
discussion, group work, project work, de‐
 Are they perhaps not that young any‐
bate, writing papers, making prototypes,
more and thus possibly not that open
role play, listening exercises, etc. The use of
anymore towards new technology but
web 2.0 and ICT tools have the potential to
still flexible?
make these different formats easier to or‐
If this is so, then you will probably need
ganise.
to take your time to test different tools
with them and discuss with them their
For example:
experiences with the new learning tools
 Do you want to offer the learners the
and which they would prefer to have
possibility to develop content together
integrated in the course.
‐ then a wiki could be the right tool
where the participants can structure
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SVEA Web 2.0 Guidelines
the content easily and work collabora‐ fication with the learning tool and its
tively; adoption. Of course, this is only possi‐
 Do you want to have a place where the ble if the learner has sufficient digital
learners and you as a teacher can ex‐ literacy. It is important that the select‐
change experiences on a regular basis ‐ ed tools and the use of the online
then a blog could be suitable; learning environment generally is ca‐
 Do you want to support your learners tered for by the learners’ existing digi‐
in exchanging information on specific tal literacy.
topics ‐ then social bookmarking tools  Test the chosen tools beforehand with
or a Facebook group could be appro‐ your learners and let them decide
priate, as well as the use of photo and which one they prefer and which they
video applications to share multimedia find more usable. This again will
content. strengthen the interest in starting
learning using such tools.
When in the process of choosing a tool you
could: The schedule below gives an overview of
 Think about whether or not the learn‐ the different focuses and the ICT tools that
ers do already use specific tools on a can be used:
regular basis in their daily life. The fa‐
miliarity with those tools is then al‐
ready quite high and the barriers to us‐
ing this tool for learning will be low.
The students will enjoy the learning
when using this social media tool, will
contribute more, which will lead to bet‐
ter learning results.
 Offer students the opportunity to de‐
cide autonomously which platform they
want to use and how the layout could
look like. This also increases the identi‐
Reflecting Collaborating Communicating Networking
ePortfolio Wiki E‐mail Personal webpage
Weblog Group blog Online Chat Sharing Services
Discussion forum Videoconferencing Social bookmarking
Sharing Services Audioconferencing Social network site
Webconferencing CMS/LMS systems
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SVEA Web 2.0 Guidelines
Not all tools mentioned in the scheme are your own blog to someone‐else’s or
so‐called web 2.0 tools. In these guidelines creating a group blog
we will only focus on web 2.0 tools and give  to stimulate discussions with fellow
some initial ideas on how they can be used experts ‐ as most blogs offer a com‐
in an educational or training context. ment feature they frequently become
temporary forums for discussions
prompted by an original post
Blogging
A blog (short for weblog) is a type of web‐ Students can find the use of a weblog in‐
site, or part of one, where entries are made teresting
in journalist style and displayed in a reverse  to communicate and exchange ideas on
chronological order so that the first entries learning tasks: papers, dissertations,
you see are the most recent ones. Usually a Ph.D thesis developments etc. This can
blog is maintained by an individual or a be done individually or in group (group
small group of people and presents a mix of task). It can also be used in the context
opinion, commentary, news and other of internships or student placements.
types of content.  to reflect on their own learning process
he is going through by describing their
A blog is usually maintained by an individu‐
thoughts, learning experiences and ac‐
al (some function as personal online dia‐
tivities – this makes it also easy for the
ries), but could also be used by a group
teacher to follow what a student is do‐
(group blog), and can contain commen‐
ing
taries, descriptions of events, links or other
 to learn to search, find, analyse and
media files. Most blogs focus on texts and
synthesise information (is it use‐
images, but some blogs focus on video
ful/relevant/recent/to be trusted? etc.)
(video blog) or other social media.
(information skills)
A blog will contain a lot of information,  to learn to form an opinion to allow
making it difficult to retrieve the exact text. discussion and constructive criticism
Therefore you can add tags (keywords that (social skills)
are connected to a small part of text) which  to learn to cope with feedback (peer
appear on the sidebar of the blog connect‐ review, peer pressure)
ing different messages together by clicking  to learn to write a concise and mean‐
on those tags. ingful post with a good argument
Currently the most popular web 2.0 blog‐
Institutions can find blogging interesting
ging tools are Blogger (www.blogger.com)
 as an alternative for a normal website:
and Wordpress (www.wordpress.com).
the typical categories of a weblog can
be defined using menu buttons; the
Blogging in education & training chronological posts giving the neces‐
As a teacher/trainer, you can use blogs sary information
 to communicate and exchange ideas on
 as an event calendar: each new post
research and to make available (some announces news or events
of) their data or writing  as a knowledge management tool
 to create a community or a network (of
 as a collection of posts by all co‐
educators in or outside of an institu‐ workers of the institute on their spe‐
tion) around a shared interest (course, cialism
research topic), for example by linking  to strengthen team building dynamics
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SVEA Web 2.0 Guidelines
Social networking  to keep track of people connected to
you (whether professionally or person‐
Social networking services such as Face‐
ally)
book are probably what most people think
 to create a common page together with
of when they think about social media.
fellow students in order to stimulate
Social networking tools enable groups of
and support each other in an informal
people to communicate, store details about
way (which could already start before
each other, and publish information about
the course has begun and continue af‐
themselves.
ter it has finished).
Social networking services draw together a  to share and exchange ideas and in‐
variety of tools and provide spaces for a formation
range of different groups to interact and to
build online communities of people who Institutions can find social networking in‐
share interests and/or activities or who are teresting
interested in exploring the interests and  to promote the own institution by cre‐
activities of others. These types of tools ating a page where you announce
allow you to quickly create a network. Each news, events, course offers, etc.
tool is different, offers different functionali‐  to keep track of the institution’s con‐
ty and perhaps most importantly has its tacts, (former) staff, (former) students
own culture.
Currently the most popular social network‐ Sharing services
ing tools include Facebook Document sharing is providing (uploading)
(www.facebook.com), LinkedIn and receiving (downloading) digital files
(www.linkedin.com), and Google+ over a network. This can be used for all
(plus.google.com ) kinds of media. Document sharing can be
done in many ways. It can be done in the
private sphere of the institution or a public
Social networking in education & train‐ sphere somewhere online. There are many
ing types of media file sharing. First you should
check whether document sharing already
As a teacher/trainer, you can use social
exists on your own institution’s learning
networking
platform and whether it meets your needs.
 to keep track of people connected to
If this is not the case then there are many
you (whether professionally or person‐
online web 2.0 alternatives.
ally) and to build and maintain profes‐
sional relations There are applications in which you can
 to create a community or a network (of share your files together with your e‐mail
educators in or outside of an institu‐ account like Google Docs
tion) around a shared interest (course, (www.google.com/docs) with word proces‐
research topic) sor, spreadsheet, presentation, online data
 to stimulate discussions with fellow collection forms, and data storage. These
colleagues or with your students tools can be shared by people you invite, or
 to create a page for a group of students could be made public. You can also choose
or course if the invited person will become just a
reader, or if the person is also allowed to
Students can find the use of social net‐ change the content. Another useful collab‐
working interesting oration tool is Dropbox
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SVEA Web 2.0 Guidelines
(www.dropbox.com), a web‐based file Institutions can find video sharing very
hosting service which enables users to useful
store and share files and folders with oth‐  to create and post interviews from
ers across the Internet. different teachers, visitors to the
school, or guest speakers.
There are also special programmes for spe‐
 to upload short movies (or slideshows)
cial kinds of files, like SlideShare
and use this to present and promote
(www.slideshare.net)for uploading presen‐
their institution to future students
tations with or without audio, as well as
Scribd (www.scribd.com), YouTube
(www.youtube.com) or Vimeo Social bookmarking
(www.vimeo.com) (for video materials), Social bookmarking sites allow users to
iTunes (www.itunes.com) (for audio and store, tag, manage, share and search for
video), Flickr (www.flickr.com) (for photo bookmarks (links) to resources online. Tag‐
sharing). ging bookmarks with appropriate terms
Video sharing is a particularly useful appli‐ means that you can add a short description
cation in education and its features are to the website and some relevant keywords
summarised below: (a tag) in order to classify the website so
that they can easily be found again without
the need to search for precise words. Many
Video sharing in education & training websites offer the opportunity to tag pages
to social bookmarking services by just click‐
As a teacher/trainer, you can use video ing on icons at the top or bottom of the
sharing page.
 to share lectures or presentations
online Unlike file sharing, the resources them‐
 to make available (video) course mate‐ selves are not redistributed, only book‐
rials to those students that cannot be marks which point to their location. Social
physically present at a lecture bookmarking websites are an extension of
 to create lectures, tutorials and bookmark files in web browsers but have
demonstration of difficult procedures many advantages over browser‐linked in‐
 to create, post and share professional formation.
development video materials. The social element of these services means
 for Digital Storytelling that users can see all items which share the
 to search for video material which can same tag(s) irrespective of who stored the
be used in the context of the course information. By sharing tags, users discover
(e.g. on topical issues such as a natural resources they might not otherwise have
disaster or controversial event) seen, and benefit from the knowledge of
other people – sometimes strangers – who
 Students can find the use of video sharing share their interests.
interesting
 to download and view lectures at a Currently, the most popular bookmarking
time convenient for themselves tools include Delicious
 to replay/review video for parts that (www.delicious.com), Diigo
were not yet well understood or at the (www.diigo.com) and Digg
time before the exam (www.digg.com).
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SVEA Web 2.0 Guidelines
Social bookmarking in education & Web 2.0 communications
training During the whole web 2.0 evolution we
As a teacher/trainer, you can find social have seen the development of tools that
bookmarking useful allows communication between distant and
 to create a group of researchers or disparate groups. Communication can be
teachers with a common interest (same text‐based (chat), with audio (audio con‐
course, same research topic, same in‐ ferencing) and with both audio and video
stitute, same project) to share links (web conferencing). The attractiveness of
 to rate and review resources of infor‐ these tools lies in the direct contact be‐
mation tween users, decreasing the feeling of dis‐
 to create an "internet library" tance between the users.
 to discover resources and information Chat refers to any text‐based kind of con‐
by following other people's similar tags. versation between two or more users.
 to setup a group tag in order to share Chatting is a very simple and easy to handle
educational resources, with for exam‐ tool for communicating to another individ‐
ple the participants of a particular ual. The official technical name is synchro‐
course nous conferencing. You can chat in either a
 to use as preparatory course materi‐ public or a private chat room. For educa‐
al/literature for your students tional purposes chat in a private sphere is
recommended.
Students can use social bookmarking to
 create a group of students around a Audio conferencing or conference calling
common research topic (group work, a consists of a telephone call linking several
paper, a thesis, a project.) to share links parties. An audio conference can be done
with each other over telephone lines or over the Internet
 rate and review resources of infor‐ (Voice over Internet Protocol – VoIP). Audio
mation (information and social skills) conferencing is often combined with web
 stimulate unintended learning oppor‐ conferencing, sharing documents or
tunities presentations over the Internet.
 use as a reference list as part of an e‐ Web conferencing (sometimes called a
portfolio webinar) is the term used to conduct live
meetings or give presentations over the
Institutions can think social bookmarking is Internet with a group of two or more indi‐
powerful for vidual users. In a web conference, each
 knowledge management: to create a participant sits at his or her own computer
collection of resources around the (re‐ and is connected to other participants via
search) themes of the institute (which the Internet, interacting with each other via
can be done through the creation of a two‐way video, audio and chat transmis‐
network of individual accounts or sions.
through a common group account)
Most popular tools include Adobe Connect
(www.adobeconnect.com) which is a com‐
mercial system, FlashMeeting (http://fm‐
openlearn.open.ac.uk) which is an educa‐
tional service provided by the UK Open
University, and Skype (www.skype.com)
which is a web 2.0 service.
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