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Social Software: Learning In Networks

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Social Software: Learning In Networks

  1. 1. Social software: learning and socializing in networks <br />José Mota<br />Laboratório de Educação a Distância [LEaD]<br />Universidade Aberta<br />Edenopenclassroom Porto 2009<br />
  2. 2. WhatI’going to talkabout<br />Whathaschangedinthewayswesocializeandlearn?<br />Whyissocial software important?<br />Whyshouldschoolbepartofthis?<br />2<br />2/15<br />
  3. 3. Forms of Socialization<br />Forms of socialization have been changing due to technology.<br />Little Boxes to<br />Glocalizationto<br />Networked Individualism<br />(BarryWellman, 2001)<br />3<br />3/15<br />
  4. 4. Little Boxes<br />Little Boxes <br /><ul><li> densely-knit, linking people door-to-door (neighborhood);
  5. 5. encapsulation in homogeneous groups;
  6. 6. hierarchical
  7. 7. structured</li></ul>4<br />4/15<br />
  8. 8. Glocalization<br />Glocalization<br /><ul><li> sparsely knit but with clusters;
  9. 9. both local and global;
  10. 10. otherneighborhoods, cities, placesintheworld;
  11. 11. place-to-place connectivity.</li></ul>5<br />5/15<br />
  12. 12. NetworkedIndividualism<br />Networked Individualism<br /><ul><li>sparsely-knit;
  13. 13. linking individuals with little regard to space;
  14. 14. person-to-person.</li></ul>“The person has become the portal” (Barry Wellman, 2001)<br />6<br />6/15<br />
  15. 15. Educational Technology<br />Education<br />Beyond the acquisition of knowledge and information - resources and skills for lifelong learning<br />Technology<br />resources and communities for learning, collaborating and building knowledge.<br />EducationalTechnology<br />7<br />7/15<br />
  16. 16. How we learn today<br /><ul><li>reading a book or browsing the Web
  17. 17. asking a friend or an expert
  18. 18. experimenting and drawing conclusions
  19. 19. gathering a group to achieve something
  20. 20. observing others
  21. 21. exploring new territories
  22. 22. talking to other people
  23. 23. writing and making diagrams, drawings, movies, music, multimedia
  24. 24. inventing new things and ideas
  25. 25. comparing different ideas and experiences
  26. 26. asking why? how? In what other way? </li></ul>(Jay Lemke, 2002)<br />8<br />8/15<br />
  27. 27. Dialogue & Interaction<br />Involvement with other people, through <br /><ul><li>dialogue
  28. 28. interaction with the ways in which they translated their thoughts and perspectives into diverse media. </li></ul>From this point of view, learning is a rich, diversified process of encounters and experiences<br />9<br />9/15<br />
  29. 29. Social software<br />Tools that support and facilitate communication and interaction in a social context<br /><ul><li>Blogs
  30. 30. Wikis
  31. 31. Twitter
  32. 32. Discussionforums
  33. 33. Social bookmarking (Delicious, Diigo)
  34. 34. RSS aggregators (Google Reader, Bloglines)
  35. 35. Media sharing (Youtube, Flikr, Slideshare)
  36. 36. Virtual worlds (SecondLife)</li></ul>“Software that supports group interaction” (Clay Shirky, 2003)<br />10<br />10/15<br />
  37. 37. Social and cultural changes<br />Digital technologies new approaches to learning and social interaction<br />Creativity – consumers becoming producers (prosumers)<br />Attention – Continuous partial attention; always on connectivity (Linda Stone, 2005)<br />Identity – consumption and production of digital media; real identity virtual identity<br />(Martin Owen et al., 2006)<br />11<br />11/15<br />
  38. 38. C-Learning: learning with others<br />From e-learning to c-learning<br />Community<br />Communicative<br />Collaborative <br /> Collaborative <br />Learning is based on a social process<br />Image source: Alec Couros (2006)<br />12<br />12/15<br />
  39. 39. Technologies and learning<br />Old methods with new tools<br />True motivation is to question the pedagogical principles underlying the educational models<br />Evolution from learning about to learning to be<br />Learning as (endless) becoming (UlisesMejias, 2005).<br />Impactof social software onPedagogy<br />desire to connect to the world as a whole, not just the social parts online<br />13<br />13/15<br />
  40. 40. Bridging online & offline experience<br /> False dichotomy between physical and virtual world (cyberspace)<br /> Many connections and ties often operate in both dimensions<br /> We communicate using the online or offline medium that is available and most adequate at the moment <br />14<br />14/15<br />
  41. 41. School and digital literacy<br />open up; be connected<br />more permeable to the flow of interactions<br />become an important part of the global discourse<br />thoughtful planning <br />strong awareness of privacy and security of students<br />training of teachers and IT staff<br />involvement of school agents, parents and community<br />15<br />15/15<br />
  42. 42. e-mail: josecmota@gmail.com<br />Twitter: http://twitter.com/josemota<br />