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Social Media in Higher Education
                                                  New social dimensions to learning




Kim Flintoff
eLearning Advisor, Curtin Teaching and Learning
Focus
• Teacher-student
  interactions
• Student perceptions
  of authority.
• Anytime/anywhere
  support


                        http://www.thepoke.co.uk/2012/05/28/are-social-networks-killing-conversation/facebook-9/
Speculation Alert
The Shift Begins in Kindergarten




“rigorous and based on college- and career-ready expectations”
http://www.all4ed.org/
Shifts in teaching and learning
Transmission of knowledge   è   Active construction of knowledge

            Step-by-step    è   Exploration

               Individual   è   Collaborative

      End-on assessment     è   Integrated assessment

         Decontextualized   è   Authentic

      One source of truth   è   Multiple perspectives

                    Rigid   è   Flexible

               Contained    è   Lifelong, lifewide
Shifts in learning and technology
Learning from technology    è   Learning with technology

               Immobile     è   Mobile

                  Alone     è   Social

               Tethered     è   Wireless

            Institutional   è   Personal

                   Local    è   Cloud based

         Fixed resources    è   Open educational resources

          Set and forget    è   Learning analytics
Shifts in teacher role
   The following are roles teachers play in networked learning environments:

        1.   Amplifying
        2.   Curating
        3.   Wayfinding and socially-driven sensemaking
        4.   Aggregating
        5.   Filtering
        6.   Modelling
        7.   Persistent presence

                     (George Siemens - http://www.connectivism.ca/?p=220)



Teacher is now just one of many input channels.
What is Social Media?
“UGC needs to fulfil three basic requirements in
order to be considered as such: first, it needs to
be published either on a publicly accessible
website or on a social networking site accessible
to a selected group of people; second, it needs
to show a certain amount of creative effort; and
finally, it needs to have been created outside of
professional routines and practices”
(OECD, 2007).
Social Media in Higher Education
Web
                                         2.0



Productivity tools




       All logos are © ® ™ to their respective companies.
Student Expectations/Experience


 UWA’s first year cohort are predominately school
 leavers and survey results show that they are
 enthusiastic adopters of social media in their private
 lives, to stay ‘connected’.
 Cluett, L. & Skene, J. (2011) Trends and outcomes from five years of surveying first year university students
 about ICT and social media at an Australian university. FYHE Conference.
Student feedback
• 2011 - A more central, easier to use discussion board in real time would be
  beneficial and allow students the opportunity to use the board more as they
  would use Facebook
• 2011 - A pop-up on the Blackboard home page would make checking discussion
  boards much easier
• 2011 - All units should have online discussion boards. It is frustrating when
  there isn't one! You don't have any feedback from fellow students.
• 2011 - An open chat facility incorporated into Blackboard that archives chat to
  engage further with students enrolled in the course.
• 2011 - Blackboard could definitely stand to be upgraded in terms of design and
  web tools. I.E. Social, collaborative etc.
• 2011 - Blackboard is still too clumsy and the system for at least the art area
  requires a Facebook level of interaction to be able to share work more readily
  and comment etc.
• 2011 - Blackboard needs to be upgraded to be an instant chat service not a stale
  email type system. A chat room would be much better as people are able to
  view who is online when they are online. A lot of students are looking to
  Facebook groups instead.
Student feedback
• 2011 - Communication tools are not as fast as Facebook therefore i prefer to use
  other options for discussion
• 2011 - Create a Facebook page controlled by Curtin to update any latest
  happenings. We hangout in Facebook very frequently
• 2011 - People have begun to set up Facebook groups for those in your semester
  in your course. These are generally better than the discussion boards because it
  notifies everybody and is more social.
• 2011 - While conducting BLW14 there was a strong community of discussion
  amongst students, with various tutors also weighing into discussions with their
  feedback on other's viewpoints as well as their own, even on weekends.
• 2010 - All units should come equipped with a chatroom available 24/7 for
  students to use, and tutors and lecturers should have staff twitter accounts to
  make them more accessible to off campus students.
• 2010 - Further involvement from tutors on Twitter would be very useful as many
  students use Twitter to communicate with each other.
Are changes occurring?
“I kluged together a wiki, a
blog a message board and
asked students to join free
public social media services
like De.licio.us, Flickr,
Youtube, and Twitter.
Again I was surprised…
they were overwhelmed…”
    Howard Rheingold “Social Media Classroom Screencast” Aug 19, 2008
            http://socialmediaclassroom.com/index.php/using-the-smc
                                                                        Photo by Joi Ito
                                                                        http://images.cdn.fotopedia.com/flickr-2121488118-
                                                                        hd.jpg
Networking
                    from student to professional

“Interestingly, researchers found that very few
students in the study were actually aware of the
academic and professional networking
opportunities that the Web sites provide.
Making this opportunity more known to
students, Greenhow says, is just one way that
educators can work with students and their
experiences on social networking sites.”
          University of Minnesota study into Educational benefits of social networking.
              http://www1.umn.edu/news/features/2008f/UR_191308_REGION1.html
Relationships with Space
Spaces for Learning




http://www.army.mil/article/59175/Officials_seek_input_to
_modernize_DoD_schools/




          http://www.topboxdesign.com/space-for-
          personalised-learning-west-hill-pilot-in-london-
          united-kingdom/
Personal Technology




Personal Learning Environment
http://www.flickr.com/photos/adesigna/3923138328



“Personalization cannot take place at scale without technology.”
Culture Shift: Teaching in a Learner-Centered Environment Powered by Digital Learning
http://www.all4ed.org/
Students
12.18 HIGHER EDUCATION STUDENTS - 2008
Staff-Student Relationship
“Teacher’s self-disclosure
on Facebook can promote
classroom
atmosphere, teacher’s
credibility and student–
teacher relationship”


Qiyun Wang, Huay Lit Woo, Choon Lang Quek, Yuqin Yang and Mei Liu
Using the Facebook group as a learning management system:
An exploratory study
(British Journal of Educational Technology 43/3 p 428-438 May 2012)
http://dx.doi.org/10.1111/j.1467-8535.2011.01195.x
Matters of Trust
Social media has not, and will
not, change the fundamentals
of learning, but will rather
complement and supplement
its dynamics by creating new
channels of communication.
Social media will also create
new channels of trust as the
global reach of the Internet
exposes learners to new
sources of learning, be those
sources, people or repositories.
Rasmus, D. Social Media in Higher Education: Time to take the plunge.
http://danielwrasmus.com/Documents/Rasmus%20-
%20Social%20Media%20in%20Higher%20Education.pdf
Shifts in academic authority
“While student-centred
pedagogies are by no
means new and long
predate the Internet,
Web 2.0 technologies
throw issues such as
academic authority into
sharp relief.”
 Chang, R., Kennedy, G. & Petrovic, T. (2008). Web 2.0 and user-created content:
 Students negotiating shifts in academic authority. In Hello! Where are you in the   http://www.all4ed.org/
     landscape of educational technology? Proceedings ascilite Melbourne 2008.
         http://www.ascilite.org.au/conferences/melbourne08/procs/chang.pdf
Perceived “authority”
• Students may presuppose
  that materials created by
  the academic are superior

• Ignoring that student
  generated content reflects
  a creative learning process


Chang, R., Kennedy, G. & Petrovic, T. (2008). Web 2.0 and user-created content:
Students negotiating shifts in academic authority. In Hello! Where are you in the landscape
of educational technology? Proceedings ascilite Melbourne 2008.
http://www.ascilite.org.au/conferences/melbourne08/procs/chang.pdf




                                                                               Photo: http://farm6.staticflickr.com/5283/5334413714_a909540f16_b.jpg
Social media users




https://www.google.com/adplanner/?hl=en_GB#siteDetails?uid=domain%253Afacebook.com&geo=AU&lp=false
Social media users




https://www.google.com/adplanner/?hl=en_GB#siteDetails?uid=domain%253Alinkedin.com&geo=AU&lp=false
Social media users




https://www.google.com/adplanner/?hl=en_GB#siteDetails?uid=domain%253Atwitter.com&geo=AU&lp=false
Raising student awareness
• “so much of social networking is free.”
• “Engagement is another important reason to use social
  networking.”
• “Lastly, social networking lets you incorporate real-world
  experiences into your classroom. You can teach students how
  to collaborate online, adhere to acceptable-use policies, and
  develop best practices for networking before they stumble
  through on their own.”

                                                                          Getting Smart blog
 http://gettingsmart.com/blog/2011/12/developing-a-social-media-strategy-for-your-classroom/
Students as Consumer Reviewers
Seeing teachers in context
One of the overlooked
dimensions of social
media is the ability for
students to see their
teachers interacting
with the world – this
can include
professional and
personal interactions.
                           http://www.thenetworkedteacher.com/
Academic Networks
Content or Relationships
           “In a nutshell, bitly's research
           reveals that generally, links
3 hours    shared on Facebook, Twitter, and
           via direct sources like email or
           instant message have a shelf life
           of about 3 hours.”
           Read more:
           http://blog.hubspot.com/blog/tabid/6307/bid/245
           07/Shelf-Life-of-Social-Media-Links-Only-3-Hours-
           Data.aspx#ixzz1x4RNvKWG
Possible actions
Revisit the First Year Experience – this is where
the expectations for new undergraduates can be
most readily aligned with quality teaching and
learning.
The expected behaviours and attitudes can be
established if all teaching staff have aligned their
approaches.
Ongoing reinforcement throughout subsequent
years is also required.
Australian Higher Education Students




  Source DEEWR: Student 2010 Full Year: Selected Higher Education Statistics
  http://www.deewr.gov.au/HigherEducation/Publications/HEStatistics/Publications/Pages/2010StudentFullYear.aspx
Active Online Learners
• Students are a diverse population

• Generalisations are difficult.

• Research is limited – with various
  findings, often contradictory.

• Teachers are also a diverse population.
Learning Networks
Learners learn, really learn                                                  Social
when they engage with                                                         Peers
classmates, when they
connect, share, communicat
e and collaborate with each
other. Learning from and                                           Inclass   Tea
                                                                             Learner    Other
                                                                   Peers                Expert
through peers is a                                                                      s
dimension of learning both
in the class and online that
is often negated.                                                            Teachers
http://onlinelearninginsights.wordpress.com/tag/active-learning/
Active Online Learners
There is a growing body of scholarly
research suggesting that, when used
properly, social media can boost
both learning outcomes and student
engagement. The key phrase in that
sentence is “when used properly.”
The problem is that research in this
area is still relatively limited, and
most of what is being done in
classrooms is experimental. No one
has figured out definitively what
does and does not work.
http://www.readwriteweb.com/archives/for-social-media-in-the-classroom-to-work-instructors-need-best-practices.php
Curtin Online Courses in 2012
All Curtin fully online Courses

• 8 Undergraduate Courses with 18 Majors

• 39 Postgraduate Courses offered as either:
  Graduate Certificate, Graduate Diploma or
  Masters (71 in total).
What next for student learning?
Mobile Access




Blackboard Mobile access – iOS predominates
Blackboard Mobile Learn
Assessment tasks
Internet Studies
• Constructing a web presence
• Student conference

School of Education
• Wiki – blog – Voicethread – Sliderocket - etc
http://networkconference.netstudies.org/
http://ed4wb.org
LMS - mashups




                Logo from Yahoo 2006 campaign.
Impact of iPad Initiatives
• Mobile Learn – platform well received by
  students – instructional design of units could
  leverage it more.
• Yammer/Lync trials for staff – similar staff-
  student interactions yet to emerge.
Social Media Initiatives
In a blogging case study, the educators found
that knowing more about the student’s
requirements through the blogs saved time and
was beneficial, as they were able to better plan
the face-to-face tutorials to directly address
students’ needs. In the Twitter case study, the
educator mentioned that use of Twitter enabled
better understanding of the students’
needs, and other interactions (face-to-face or in
e-mail) could be accordingly adjusted.
      Minocha, Shailey(2009) 'A case study-based investigation of students' experiences with social software tools', New
      Review of Hypermedia and Multimedia, 15: 3, 245 — 265
      URL: http://dx.doi.org/10.1080/13614560903494320
Social Media Initiatives
In the case study which employed Second Life, a 3D
virtual world, the students felt that avatar-based
representation in Second Life resulted in them
being more sociable with their tutors. Also, in this
case study, students shared their Facebook profiles
with the tutor. The tutor mentioned to us about this
increased level of familiarity with his students
through Second Life and Facebook. There were
similar sentiments expressed in three other case
studies involving Facebook, blogs and
Twitter, respectively.
      Minocha, Shailey(2009) 'A case study-based investigation of students' experiences with social software tools', New
      Review of Hypermedia and Multimedia, 15: 3, 245 — 265
      URL: http://dx.doi.org/10.1080/13614560903494320
Social Media Initiatives
In my syllabus, at the start of the semester, I share my course policy
about extra credit. There is a maximum amount of extra credit that any
student can earn (20 points) through completing activities I have
designed for them. However, there is one way students are eligible to
earn an extra 10 points (or a max of 30 extra credit points) — and that
is by earning a Masterpiece Blog Award.
A Masterpiece Blog Award is earned throughout the semester by a few
select students and is intended to be a prestigious symbol of blogging
excellence. But it is not I, their professor, who decides who will receive
the award(s) — or how many of them will be distributed — it is the
students themselves. Students have an opportunity to nominate two
of their peers who have demonstrated a consistent effort to post blogs
on time, share thought-provoking and relevant content in their
posts, and engage their peers in meaningful dialogue. Students know
about this special designation from day one of class, and it’s up to
them to set the tone and live up to this standard during the class.
         Michelle Pacansky-Brock (2012) Motivating College Students with Social Media and Web 2.0
         URL: http://getideas.org/getinsight/motivating-college-students-with-social-media-and-web-2-0/
MOOCs and Badges
 Opportunities to study in informal
 settings are becoming more
 popular and there seem to be
 systems developing that will
 acknowledge learning. These
 systems tend to be heavily driven
 by social media and the portfolio
 approaches for assessment are
 driving user generated content.
Total Users: 8395 (June 4, 2012)
Social Media in Higher Education
External Logins are possible
Social Media in Higher Education
Student support
Social Media Marketing
Social Media Marketing
Further reading

Bohlinger, B. The beauty of an online conference: night and day, my pace
http://britbohlinger.wordpress.com/2010/04/28/the-beauty-of-an-online-conference-night-and-day-my-
pace/

Pingdom Study: Ages of social network users http://royal.pingdom.com/2010/02/16/study-ages-of-
social-network-users/

Allen, M. New Challenges in Education: Online learning, knowledge networks, ‘edgeless’ universities
Keynote lecture, Institute for Global Initiatives, Kennesaw State University October 6 2011.
http://www.netcrit.net/wp-content/uploads/2011-newchallenges.pdf

Chang, R. Kennedy, G. and Petrovic, T. Web 2.0 and user-created content: Students negotiating
shifts in academic authority http://www.ascilite.org.au/conferences/melbourne08/procs/chang.pdf

Elaine Tay & Matthew Allen (2011): Designing social media into university
learning: technology of collaboration or collaboration for technology?, Educational Media
International, 48:3, 151-163 http://dx.doi.org/10.1080/09523987.2011.607319

Waycott, J., Bennett, S., Kennedy, G., Delgarno, B., and Gray, K. Digital divides? Student and staff
perceptions of information and communication technologies Computers & Education 54 (2010) 1202–
1211

Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S. Social media and higher
education: A literature review and research directions. Report printed by the University of Arizona and
Claremont Graduate University. January 2012. http://works.bepress.com/hfdavis/2/
Further reading

Tapia, W. (2010) An Exploratory Case Study On The Effectiveness Of Social
Network Sites: The Case Of Facebook And Twitter In An Educational Organisation
MBA Dissertation Graduate Business School, Griffith College Dublin
http://gcd.academia.edu/WendyTapia/Papers/326720/An_exploratory_case_stud
y_on_the_effectiveness_of_social_network_sites_The_case_of_Facebook_and_T
witter_in_an_educational_organisation

UMNews July 10, 2008 Educational benefits of social networking sites
http://www1.umn.edu/news/features/2008f/UR_191308_REGION1.html

Winkler, T. Facing up to Facebook: social media and universities The Australian
(April 18, 2012) http://www.theaustralian.com.au/higher-
education/opinion/facing-up-to-facebook-social-media-and-universities/story-
e6frgcko-1226330591529

Copeland, D. For Social Media In The Classroom To Work, Instructors Need Best
Practices. ReadWriteWeb May 2, 2012
http://www.readwriteweb.com/archives/for-social-media-in-the-classroom-to-
work-instructors-need-best-practices.php
Further reading

James Schirmer, (2011),Fostering Meaning and Community in Writing Courses Via
Social Media, Charles Wankel, in (ed.) Teaching Arts and Science with the New
Social Media (Cutting-edge Technologies in Higher Education, Volume 3),
Emerald Group Publishing Limited, pp. 15 – 38 http://dx.doi.org/10.1108/S2044-
9968(2011)0000003005

Linda Wilks, Nick Pearce, (2011),Fostering an Ecology of Openness: The Role of
Social Media in Public Engagement at the Open University, UK, Charles Wankel, in
(ed.) Teaching Arts and Science with the New Social Media (Cutting-edge
Technologies in Higher Education, Volume 3), Emerald Group Publishing Limited,
pp. 241 – 263 http://dx.doi.org/10.1108/S2044-9968(2011)0000003015

Tham, D. (2009). Generative Audiences and Social Media. In Papandrea, F., &
Armstron, M. (Eds.) Record of the Communications Policy & Research Forum 2009,
(pp. 216-235). Sydney, N.S.W.: Network Insight
http://www.apo.org.au/node/19820
Further reading

Babbitt, M. Has Social Media Become Our Higher Education? January 20, 2012
http://balancedworklife.com/blog/has-social-media-become-our-higher-
education/

Dunn, J. How Students Can Use Social Media To Actually Learn Real World Skills
Edudemic April 24, 2012 http://edudemic.com/2012/04/how-students-can-use-
social-media-to-actually-learn-real-world-skills/

Priego, E. How Twitter will revolutionise academic research and teaching. The
Guardian Higher Education Network September 12, 2011.
http://www.guardian.co.uk/higher-education-network/blog/2011/sep/12/twitter-
revolutionise-academia-research

Anyangwe, E. Your Twitter tips: using social media to enhance student
experience. Guardian Higher Education Network September 27, 2011.
http://www.guardian.co.uk/higher-education-network/blog/2011/sep/27/social-
media-in-higher-education-tips
Further reading

Page, Ruth. Social media savvy: the universities and academics leading the way.
Guardian Higher Education Network March 14, 2011.
http://www.guardian.co.uk/higher-education-network/higher-education-network-
blog/2011/mar/14/social-media-best-practice-in-higher-education

Waycott, J., Bishop, A., Kennedy, G., Delgarno, B., and Waycott, J. Implementing
Web 2.0 technologies in higher education: A collective case study Computers &
Education 59 (2012) 524-534

Charles Wankel, (2011), New Dimensions of Communicating with Students:
Introduction to Teaching Arts and Science with the New Social Media, Charles
Wankel, in (ed.) Teaching Arts and Science with the New Social Media (Cutting-
edge Technologies in Higher Education, Volume 3), Emerald Group Publishing
Limited, pp. 3 – 14 http://dx.doi.org/10.1108/S2044-9968(2011)0000003004

Rasmus, D. Social Media in Higher Education: Time to take the plunge.
http://danielwrasmus.com/Documents/Rasmus%20-
%20Social%20Media%20in%20Higher%20Education.pdf
Further reading

Mangan, K. Social Networks for Academics Proliferate, Despite Some Doubts.
The Chronicle of Higher Education. April 29, 2012
http://chronicle.com/article/Social-Networks-for-Academics/131726/

Schaefer, M. Social media pioneer says technology will transform education.
November 13, 2011. http://www.businessesgrow.com/2011/11/13/social-media-
pioneer-says-technology-will-transfom-education/

Teras, H. & Myllylä, M. (2011). Educating Teachers for the Knowledge Society:
Social Media, Authentic Learning and Communities of Practice. In S. Barton et al.
(Eds.), Proceedings of Global Learn Asia Pacific 2011 (pp. 1012-1020). AACE.
Retrieved from http://www.editlib.org/p/37292.

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Social Media in Higher Education

  • 1. Social Media in Higher Education New social dimensions to learning Kim Flintoff eLearning Advisor, Curtin Teaching and Learning
  • 2. Focus • Teacher-student interactions • Student perceptions of authority. • Anytime/anywhere support http://www.thepoke.co.uk/2012/05/28/are-social-networks-killing-conversation/facebook-9/
  • 4. The Shift Begins in Kindergarten “rigorous and based on college- and career-ready expectations” http://www.all4ed.org/
  • 5. Shifts in teaching and learning Transmission of knowledge è Active construction of knowledge Step-by-step è Exploration Individual è Collaborative End-on assessment è Integrated assessment Decontextualized è Authentic One source of truth è Multiple perspectives Rigid è Flexible Contained è Lifelong, lifewide
  • 6. Shifts in learning and technology Learning from technology è Learning with technology Immobile è Mobile Alone è Social Tethered è Wireless Institutional è Personal Local è Cloud based Fixed resources è Open educational resources Set and forget è Learning analytics
  • 7. Shifts in teacher role The following are roles teachers play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence (George Siemens - http://www.connectivism.ca/?p=220) Teacher is now just one of many input channels.
  • 8. What is Social Media? “UGC needs to fulfil three basic requirements in order to be considered as such: first, it needs to be published either on a publicly accessible website or on a social networking site accessible to a selected group of people; second, it needs to show a certain amount of creative effort; and finally, it needs to have been created outside of professional routines and practices” (OECD, 2007).
  • 10. Web 2.0 Productivity tools All logos are © ® ™ to their respective companies.
  • 11. Student Expectations/Experience UWA’s first year cohort are predominately school leavers and survey results show that they are enthusiastic adopters of social media in their private lives, to stay ‘connected’. Cluett, L. & Skene, J. (2011) Trends and outcomes from five years of surveying first year university students about ICT and social media at an Australian university. FYHE Conference.
  • 12. Student feedback • 2011 - A more central, easier to use discussion board in real time would be beneficial and allow students the opportunity to use the board more as they would use Facebook • 2011 - A pop-up on the Blackboard home page would make checking discussion boards much easier • 2011 - All units should have online discussion boards. It is frustrating when there isn't one! You don't have any feedback from fellow students. • 2011 - An open chat facility incorporated into Blackboard that archives chat to engage further with students enrolled in the course. • 2011 - Blackboard could definitely stand to be upgraded in terms of design and web tools. I.E. Social, collaborative etc. • 2011 - Blackboard is still too clumsy and the system for at least the art area requires a Facebook level of interaction to be able to share work more readily and comment etc. • 2011 - Blackboard needs to be upgraded to be an instant chat service not a stale email type system. A chat room would be much better as people are able to view who is online when they are online. A lot of students are looking to Facebook groups instead.
  • 13. Student feedback • 2011 - Communication tools are not as fast as Facebook therefore i prefer to use other options for discussion • 2011 - Create a Facebook page controlled by Curtin to update any latest happenings. We hangout in Facebook very frequently • 2011 - People have begun to set up Facebook groups for those in your semester in your course. These are generally better than the discussion boards because it notifies everybody and is more social. • 2011 - While conducting BLW14 there was a strong community of discussion amongst students, with various tutors also weighing into discussions with their feedback on other's viewpoints as well as their own, even on weekends. • 2010 - All units should come equipped with a chatroom available 24/7 for students to use, and tutors and lecturers should have staff twitter accounts to make them more accessible to off campus students. • 2010 - Further involvement from tutors on Twitter would be very useful as many students use Twitter to communicate with each other.
  • 14. Are changes occurring? “I kluged together a wiki, a blog a message board and asked students to join free public social media services like De.licio.us, Flickr, Youtube, and Twitter. Again I was surprised… they were overwhelmed…” Howard Rheingold “Social Media Classroom Screencast” Aug 19, 2008 http://socialmediaclassroom.com/index.php/using-the-smc Photo by Joi Ito http://images.cdn.fotopedia.com/flickr-2121488118- hd.jpg
  • 15. Networking from student to professional “Interestingly, researchers found that very few students in the study were actually aware of the academic and professional networking opportunities that the Web sites provide. Making this opportunity more known to students, Greenhow says, is just one way that educators can work with students and their experiences on social networking sites.” University of Minnesota study into Educational benefits of social networking. http://www1.umn.edu/news/features/2008f/UR_191308_REGION1.html
  • 17. Spaces for Learning http://www.army.mil/article/59175/Officials_seek_input_to _modernize_DoD_schools/ http://www.topboxdesign.com/space-for- personalised-learning-west-hill-pilot-in-london- united-kingdom/
  • 18. Personal Technology Personal Learning Environment http://www.flickr.com/photos/adesigna/3923138328 “Personalization cannot take place at scale without technology.” Culture Shift: Teaching in a Learner-Centered Environment Powered by Digital Learning http://www.all4ed.org/
  • 20. Staff-Student Relationship “Teacher’s self-disclosure on Facebook can promote classroom atmosphere, teacher’s credibility and student– teacher relationship” Qiyun Wang, Huay Lit Woo, Choon Lang Quek, Yuqin Yang and Mei Liu Using the Facebook group as a learning management system: An exploratory study (British Journal of Educational Technology 43/3 p 428-438 May 2012) http://dx.doi.org/10.1111/j.1467-8535.2011.01195.x
  • 21. Matters of Trust Social media has not, and will not, change the fundamentals of learning, but will rather complement and supplement its dynamics by creating new channels of communication. Social media will also create new channels of trust as the global reach of the Internet exposes learners to new sources of learning, be those sources, people or repositories. Rasmus, D. Social Media in Higher Education: Time to take the plunge. http://danielwrasmus.com/Documents/Rasmus%20- %20Social%20Media%20in%20Higher%20Education.pdf
  • 22. Shifts in academic authority “While student-centred pedagogies are by no means new and long predate the Internet, Web 2.0 technologies throw issues such as academic authority into sharp relief.” Chang, R., Kennedy, G. & Petrovic, T. (2008). Web 2.0 and user-created content: Students negotiating shifts in academic authority. In Hello! Where are you in the http://www.all4ed.org/ landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/chang.pdf
  • 23. Perceived “authority” • Students may presuppose that materials created by the academic are superior • Ignoring that student generated content reflects a creative learning process Chang, R., Kennedy, G. & Petrovic, T. (2008). Web 2.0 and user-created content: Students negotiating shifts in academic authority. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/chang.pdf Photo: http://farm6.staticflickr.com/5283/5334413714_a909540f16_b.jpg
  • 27. Raising student awareness • “so much of social networking is free.” • “Engagement is another important reason to use social networking.” • “Lastly, social networking lets you incorporate real-world experiences into your classroom. You can teach students how to collaborate online, adhere to acceptable-use policies, and develop best practices for networking before they stumble through on their own.” Getting Smart blog http://gettingsmart.com/blog/2011/12/developing-a-social-media-strategy-for-your-classroom/
  • 28. Students as Consumer Reviewers
  • 29. Seeing teachers in context One of the overlooked dimensions of social media is the ability for students to see their teachers interacting with the world – this can include professional and personal interactions. http://www.thenetworkedteacher.com/
  • 31. Content or Relationships “In a nutshell, bitly's research reveals that generally, links 3 hours shared on Facebook, Twitter, and via direct sources like email or instant message have a shelf life of about 3 hours.” Read more: http://blog.hubspot.com/blog/tabid/6307/bid/245 07/Shelf-Life-of-Social-Media-Links-Only-3-Hours- Data.aspx#ixzz1x4RNvKWG
  • 32. Possible actions Revisit the First Year Experience – this is where the expectations for new undergraduates can be most readily aligned with quality teaching and learning. The expected behaviours and attitudes can be established if all teaching staff have aligned their approaches. Ongoing reinforcement throughout subsequent years is also required.
  • 33. Australian Higher Education Students Source DEEWR: Student 2010 Full Year: Selected Higher Education Statistics http://www.deewr.gov.au/HigherEducation/Publications/HEStatistics/Publications/Pages/2010StudentFullYear.aspx
  • 34. Active Online Learners • Students are a diverse population • Generalisations are difficult. • Research is limited – with various findings, often contradictory. • Teachers are also a diverse population.
  • 35. Learning Networks Learners learn, really learn Social when they engage with Peers classmates, when they connect, share, communicat e and collaborate with each other. Learning from and Inclass Tea Learner Other Peers Expert through peers is a s dimension of learning both in the class and online that is often negated. Teachers http://onlinelearninginsights.wordpress.com/tag/active-learning/
  • 36. Active Online Learners There is a growing body of scholarly research suggesting that, when used properly, social media can boost both learning outcomes and student engagement. The key phrase in that sentence is “when used properly.” The problem is that research in this area is still relatively limited, and most of what is being done in classrooms is experimental. No one has figured out definitively what does and does not work. http://www.readwriteweb.com/archives/for-social-media-in-the-classroom-to-work-instructors-need-best-practices.php
  • 37. Curtin Online Courses in 2012 All Curtin fully online Courses • 8 Undergraduate Courses with 18 Majors • 39 Postgraduate Courses offered as either: Graduate Certificate, Graduate Diploma or Masters (71 in total).
  • 38. What next for student learning?
  • 39. Mobile Access Blackboard Mobile access – iOS predominates
  • 41. Assessment tasks Internet Studies • Constructing a web presence • Student conference School of Education • Wiki – blog – Voicethread – Sliderocket - etc
  • 44. LMS - mashups Logo from Yahoo 2006 campaign.
  • 45. Impact of iPad Initiatives • Mobile Learn – platform well received by students – instructional design of units could leverage it more. • Yammer/Lync trials for staff – similar staff- student interactions yet to emerge.
  • 46. Social Media Initiatives In a blogging case study, the educators found that knowing more about the student’s requirements through the blogs saved time and was beneficial, as they were able to better plan the face-to-face tutorials to directly address students’ needs. In the Twitter case study, the educator mentioned that use of Twitter enabled better understanding of the students’ needs, and other interactions (face-to-face or in e-mail) could be accordingly adjusted. Minocha, Shailey(2009) 'A case study-based investigation of students' experiences with social software tools', New Review of Hypermedia and Multimedia, 15: 3, 245 — 265 URL: http://dx.doi.org/10.1080/13614560903494320
  • 47. Social Media Initiatives In the case study which employed Second Life, a 3D virtual world, the students felt that avatar-based representation in Second Life resulted in them being more sociable with their tutors. Also, in this case study, students shared their Facebook profiles with the tutor. The tutor mentioned to us about this increased level of familiarity with his students through Second Life and Facebook. There were similar sentiments expressed in three other case studies involving Facebook, blogs and Twitter, respectively. Minocha, Shailey(2009) 'A case study-based investigation of students' experiences with social software tools', New Review of Hypermedia and Multimedia, 15: 3, 245 — 265 URL: http://dx.doi.org/10.1080/13614560903494320
  • 48. Social Media Initiatives In my syllabus, at the start of the semester, I share my course policy about extra credit. There is a maximum amount of extra credit that any student can earn (20 points) through completing activities I have designed for them. However, there is one way students are eligible to earn an extra 10 points (or a max of 30 extra credit points) — and that is by earning a Masterpiece Blog Award. A Masterpiece Blog Award is earned throughout the semester by a few select students and is intended to be a prestigious symbol of blogging excellence. But it is not I, their professor, who decides who will receive the award(s) — or how many of them will be distributed — it is the students themselves. Students have an opportunity to nominate two of their peers who have demonstrated a consistent effort to post blogs on time, share thought-provoking and relevant content in their posts, and engage their peers in meaningful dialogue. Students know about this special designation from day one of class, and it’s up to them to set the tone and live up to this standard during the class. Michelle Pacansky-Brock (2012) Motivating College Students with Social Media and Web 2.0 URL: http://getideas.org/getinsight/motivating-college-students-with-social-media-and-web-2-0/
  • 49. MOOCs and Badges Opportunities to study in informal settings are becoming more popular and there seem to be systems developing that will acknowledge learning. These systems tend to be heavily driven by social media and the portfolio approaches for assessment are driving user generated content.
  • 50. Total Users: 8395 (June 4, 2012)
  • 57. Further reading Bohlinger, B. The beauty of an online conference: night and day, my pace http://britbohlinger.wordpress.com/2010/04/28/the-beauty-of-an-online-conference-night-and-day-my- pace/ Pingdom Study: Ages of social network users http://royal.pingdom.com/2010/02/16/study-ages-of- social-network-users/ Allen, M. New Challenges in Education: Online learning, knowledge networks, ‘edgeless’ universities Keynote lecture, Institute for Global Initiatives, Kennesaw State University October 6 2011. http://www.netcrit.net/wp-content/uploads/2011-newchallenges.pdf Chang, R. Kennedy, G. and Petrovic, T. Web 2.0 and user-created content: Students negotiating shifts in academic authority http://www.ascilite.org.au/conferences/melbourne08/procs/chang.pdf Elaine Tay & Matthew Allen (2011): Designing social media into university learning: technology of collaboration or collaboration for technology?, Educational Media International, 48:3, 151-163 http://dx.doi.org/10.1080/09523987.2011.607319 Waycott, J., Bennett, S., Kennedy, G., Delgarno, B., and Gray, K. Digital divides? Student and staff perceptions of information and communication technologies Computers & Education 54 (2010) 1202– 1211 Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S. Social media and higher education: A literature review and research directions. Report printed by the University of Arizona and Claremont Graduate University. January 2012. http://works.bepress.com/hfdavis/2/
  • 58. Further reading Tapia, W. (2010) An Exploratory Case Study On The Effectiveness Of Social Network Sites: The Case Of Facebook And Twitter In An Educational Organisation MBA Dissertation Graduate Business School, Griffith College Dublin http://gcd.academia.edu/WendyTapia/Papers/326720/An_exploratory_case_stud y_on_the_effectiveness_of_social_network_sites_The_case_of_Facebook_and_T witter_in_an_educational_organisation UMNews July 10, 2008 Educational benefits of social networking sites http://www1.umn.edu/news/features/2008f/UR_191308_REGION1.html Winkler, T. Facing up to Facebook: social media and universities The Australian (April 18, 2012) http://www.theaustralian.com.au/higher- education/opinion/facing-up-to-facebook-social-media-and-universities/story- e6frgcko-1226330591529 Copeland, D. For Social Media In The Classroom To Work, Instructors Need Best Practices. ReadWriteWeb May 2, 2012 http://www.readwriteweb.com/archives/for-social-media-in-the-classroom-to- work-instructors-need-best-practices.php
  • 59. Further reading James Schirmer, (2011),Fostering Meaning and Community in Writing Courses Via Social Media, Charles Wankel, in (ed.) Teaching Arts and Science with the New Social Media (Cutting-edge Technologies in Higher Education, Volume 3), Emerald Group Publishing Limited, pp. 15 – 38 http://dx.doi.org/10.1108/S2044- 9968(2011)0000003005 Linda Wilks, Nick Pearce, (2011),Fostering an Ecology of Openness: The Role of Social Media in Public Engagement at the Open University, UK, Charles Wankel, in (ed.) Teaching Arts and Science with the New Social Media (Cutting-edge Technologies in Higher Education, Volume 3), Emerald Group Publishing Limited, pp. 241 – 263 http://dx.doi.org/10.1108/S2044-9968(2011)0000003015 Tham, D. (2009). Generative Audiences and Social Media. In Papandrea, F., & Armstron, M. (Eds.) Record of the Communications Policy & Research Forum 2009, (pp. 216-235). Sydney, N.S.W.: Network Insight http://www.apo.org.au/node/19820
  • 60. Further reading Babbitt, M. Has Social Media Become Our Higher Education? January 20, 2012 http://balancedworklife.com/blog/has-social-media-become-our-higher- education/ Dunn, J. How Students Can Use Social Media To Actually Learn Real World Skills Edudemic April 24, 2012 http://edudemic.com/2012/04/how-students-can-use- social-media-to-actually-learn-real-world-skills/ Priego, E. How Twitter will revolutionise academic research and teaching. The Guardian Higher Education Network September 12, 2011. http://www.guardian.co.uk/higher-education-network/blog/2011/sep/12/twitter- revolutionise-academia-research Anyangwe, E. Your Twitter tips: using social media to enhance student experience. Guardian Higher Education Network September 27, 2011. http://www.guardian.co.uk/higher-education-network/blog/2011/sep/27/social- media-in-higher-education-tips
  • 61. Further reading Page, Ruth. Social media savvy: the universities and academics leading the way. Guardian Higher Education Network March 14, 2011. http://www.guardian.co.uk/higher-education-network/higher-education-network- blog/2011/mar/14/social-media-best-practice-in-higher-education Waycott, J., Bishop, A., Kennedy, G., Delgarno, B., and Waycott, J. Implementing Web 2.0 technologies in higher education: A collective case study Computers & Education 59 (2012) 524-534 Charles Wankel, (2011), New Dimensions of Communicating with Students: Introduction to Teaching Arts and Science with the New Social Media, Charles Wankel, in (ed.) Teaching Arts and Science with the New Social Media (Cutting- edge Technologies in Higher Education, Volume 3), Emerald Group Publishing Limited, pp. 3 – 14 http://dx.doi.org/10.1108/S2044-9968(2011)0000003004 Rasmus, D. Social Media in Higher Education: Time to take the plunge. http://danielwrasmus.com/Documents/Rasmus%20- %20Social%20Media%20in%20Higher%20Education.pdf
  • 62. Further reading Mangan, K. Social Networks for Academics Proliferate, Despite Some Doubts. The Chronicle of Higher Education. April 29, 2012 http://chronicle.com/article/Social-Networks-for-Academics/131726/ Schaefer, M. Social media pioneer says technology will transform education. November 13, 2011. http://www.businessesgrow.com/2011/11/13/social-media- pioneer-says-technology-will-transfom-education/ Teras, H. & Myllylä, M. (2011). Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice. In S. Barton et al. (Eds.), Proceedings of Global Learn Asia Pacific 2011 (pp. 1012-1020). AACE. Retrieved from http://www.editlib.org/p/37292.

Notas do Editor

  1. The upfront takeaways are:Teacher –student interactions can be very positive but one of the best outcomes for using social media is the development of effective personal learning networks driven by peer engagement.There seems to be some displacement of teacher authority in relation to “information” – the situation is more complex when you start to consider learning. Anecdotal examples of students simply searching for “correct” answers raise questions about the authenticity and relevance of many academic tasks. The is some concensus that if a student can Google an answer then the assessment strategy is flawed – likewise most teachers agree that shifting to authentic approaches introduces a range of other issues.The ability to request support can be anywhere/anytime – the ability of teachers to respond in the same manner isn’t as easy; this is another practice where turning to your peers is perhaps more useful for total flexible engagement.
  2. This topic seems to target a somewhat neglected area of research in the field. The impact on perceptions/relationships between teachers and students in the social media context gets lost in the mix of K-12 discussions about online propriety for teachers, educational usage of social media, social media practice and student achievement, and social media engagement for corporate and support areas in higher education. To tease out a narrative about staff-student interactions I’ve tried to navigate a range of research output, anecdotal reports and personal experience – the result is, I hope, an informed speculation.
  3. The Higher Education sector is beginning to see a more ubiquitous level of social media experience as school leavers emerge from the K-12 sector with many years of technology experience behind them 1-1 programs are becoming more common in primary and secondary sectors. However, this does not account for all students – low SES, mature age undergraduates, etc. The Higher Education context does not guarantee that student expectations and high order technology use will be met.
  4. A dizzying array of possibilities can cause confusion and conflict – Often students seem to miss the point of learning activities – especially if the platforms selected seem to be disconnected from what they perceive as their core focus. However, this often overlooks activities where teachers want process to be highlighted. The challenge that faces teachers is finding ways to ensure that learners make the appropriate connections – discovery sometimes seems more valued by teachers than by learners in the HE landscape.
  5. The average university context uses a much smaller subset of “social media” in its teaching and learning activities. Generally these applications operate around an LMS hub.Consider “open” and “closed” social media. Public and gated social media environments. Still meet the OECD definition.Even with ECHO360 video lecture playback there is now the opportunity to engage in social discussion around the video using inbuilt tools for interaction. Future upgrades will introduce realtime streaming and consequently real time student commentary – on both content of the lecture and the lecture as content. The requirement for additional “personal response systems” may well disappear.
  6. These comments from student satisfaction surveys highlight that there are UX expectations from students. Proprietary LMS systems seem to feel too closed for some users. Matthew Allen – “The only reasonable conclusion I can draw from this is that the STUDENTS, not the curriculum or teaching, explain the difference. Curtin undergrads had a class *as well as* all the online work and thus can be assumed to have had a richer / better teaching experience of the same content. Yet they were less satisfied. I conclude that the most likely reason for this is that, on the whole, Curtin undergrads have a more teacher-centric approach to their studies and thus an authentic, challenging learning experience is not as satisfying for them because it does not fit their expectations.” http://www.netcrit.net/surveys-of-students-perceptions-of-teaching-a-cautionary-tale/
  7. Similar experiences are still reported by teachers who are proactive social media practitioners. The digital native meme is constantly challenged – but ultimately misunderstood. Indigenous digital citizens are not necessarily skilled at all possible uses of technology. While “consumption” is probably the key experience of most young digital citizens, the experience of creation, collaboration and curation are seldom accentuated – it doesn’t mean they aren’t present in very particular contexts. Participation in social media contexts requires contribution… the creation and collaboration may be meagre but they are real.Matthew Allen – “The only reasonable conclusion I can draw from this is that the STUDENTS, not the curriculum or teaching, explain the difference. Curtin undergrads had a class *as well as* all the online work and thus can be assumed to have had a richer / better teaching experience of the same content. Yet they were less satisfied. I conclude that the most likely reason for this is that, on the whole, Curtin undergrads have a more teacher-centric approach to their studies and thus an authentic, challenging learning experience is not as satisfying for them because it does not fit their expectations.” http://www.netcrit.net/surveys-of-students-perceptions-of-teaching-a-cautionary-tale/
  8. Observations of high school students showed they were demonstrating desirable 21 century skills. What seems to be missing at times is the awareness of the broader possibilities in terms of developing a personal professional brand, professional networking and academic extension. Perhaps the changing relationships between teachers and students can foster this awareness so it becomes more useful earlier to a broader population of learners?Certainly, with all the challenges that humanity is facing, our species would do well to maximize our rate of learning. It’s becoming more apparent every day that one of the simplest and most powerful ways of doing this is to increase connectivity among people, their ideas, and the data that their technology is churning out in record quantities. Our minds are products of self-organizing, emergent forces, not products of committees or curriculum boards. Our institutions need to understand this if they are to remain viable. Today, more than ever, as we become better acquainted with the science of complexity, we are starting to see the importance of interconnectivity, the power of diverse ideas, and the innovation that comes from connecting many minds, ideas, sensors, and data.Schools will change. The frustration comes from those who see how today’s technology is being underutilized and hobbled by The Academy. Unfortunately, (for short-term practical reasons) most people still see The Academy’s credential as being more important than the mind’s ability to use existing (and future) technology. That will change as employers can no longer afford to hire credentialed individuals who lack the requisite abilities to adapt quickly through connectedness. The performance levels of people who’ve learned to use connectedness compared to those who haven’t will be too great to ignore. Whereas performance differentials in traditional work do not vary much between individuals, with knowledge work, they can be drastic. (http://ed4wb.org)
  9. Teaching spaces reflect the shift towards student-centred learning. Accommodating BYOD
  10. Teaching spaces are slowly transforming into spaces for learning – increasingly they are learner centric rather than teacher centric – there is no position of authority in the design of this type of space. Universities are slower to adapt – but new builds and refits do show a similar transition. These spaces do not privilege “teacher”
  11. Teaching spaces reflect the shift towards student-centred learning. Accommodating BYOD
  12. In 2008, there were 1.1 million students enrolled in higher education courses, of whom 63% were aged less than 25 years and 55% were female (graph 12.18 and table 12.19). (http://www.abs.gov.au/AUSSTATS/abs@.nsf/0/6751D1E2E91DF21ECA25773700169C93?opendocument)
  13. In my experience fostering positive relationships in the classroom has served as the basis for good teaching and learning.
  14. The expectation of students as critical enquiry agents has long been a part of contemporary pedagogy. This raises questions about what its is to teach – is subject specialism enough?
  15. Beliefs persist (according to this study) that “teachers know best” – user generated content, peer generated content and collaboratively created content seems to still be held with some suspicion in certain contexts. More teachers are attempting to embrace student-centred approaches but often find themselves pushed into more traditional teacher-led, teacher-directed activity. This study from ASCILITE 2008 suggested students are less willing to accept student-generated content…
  16. My guess is that thereis often a perception that students are here to “receive” an education – a very dated mindset that persists. Learning is a proactive, critical activity that is about managing change in knowledge, skill and belief.
  17. In 2008 63% of Higher Education students were under 25 (DEEWR/ABS) … assuming that statistic is moreorless current then the low social media usage by that age group suggests there might be a mismatch with expectations.
  18. These statistics seem to play out across a range of sites – 35-54 years seem to dominate, as do high end income groups. The implications of this are not carefully study (as far as I can see) but there are bound to be issues of perception about social media. The 18-34 demographic combined on many sites still does not reach the usage levels of older users. We might conclude that its likely that university teachers are more likely to be adept users over their students – however the education statistics suggest that highly educated users are not the most prolific. A case of being locked away in ivory towers and ivy covered terraces??
  19. Free means the possibility of a diverse range of tools and broad access across all socio-economic levels.Engagement is a high level predictor of success - more time involved often means better learning.Real-world engagement means teachers can play more of a mentoring role if they wish to.
  20. Teachers at all levels are now subjects of review – students have the ability to publicly rate and critique their teachers. The Higher Education sites seem to be quieter than K-12 sites with similar intent.
  21. One of the overlooked dimensions of social media is the ability for students to see their teachers interacting with the world – this can include professional and personal interactions. This could be wonderful modelling to the next wave of practitioners within a field.
  22. Increasingly these are open to students – primarily postgrads but still a trickle of undergrads.
  23. Given that some pundits are suggesting that the shelf life of social media links is about 3 hours – there must then be some consideration of how the users conceive of the relationships they’ve established via social media channels.
  24. The main stumbling blocks here are that many faculties have limited coordination of the first Year experience across all participating units of study. Not every academic is a great teacher – some still prioritise their research roles, others focus too heavily on their subject expertise rather than shifting to adopt more effective pedagogy, etc.See McCarthy - http://www.ascilite.org.au/ajet/ajet26/mccarthy.html
  25. There really isn’t a homogenised student body anymore – online/on campus distinctions are blurred, undergrads may be recent school leavers, high school students, self-directed open university enrolments, postgrad (continuing), postgrad (returning), undergrad mature age with professional experience, undergrad mature age with limited experience, undergrads with previous tertiary qualifications… and each of these categories with varying degrees of understanding and experience of social media/online culture. Generalisations are difficult.Research is limited – with various findings, often contradictory.Teachers similarly have a range – non-education professionals recruited for subject expertise (tend to replicate their own learning experiences), current HDR students (not teachers), tenured staff (length of employment not a clear indicator of technology adoption), sessional staff (often fitting into predetermined teaching programs where they have no input to development)Within all demographics there are increasing numbers of students with more expectations regarding the effective use of technology in teaching and learning. It seems to be a more frequent complaint that academics in universities do not make good use of available technologies and in many instances alienate students who are already proactive with social media. Common issues – lack of use/Poor use of lecture capture, information distribution, timely updates, etc. Currently, in many higher education contexts there is no prescribed requirement for staff to use these channels.
  26. The potential scope of a personal learning network is huge – allowing quick comparative discussions about content, approach and methods. Backchannels can be formed very easily. Discussion of Bachelor of Education on the EssentialBaby forum. Informal discussion about coursework, course structure, teaching approaches and personal matters over several months. http://www.essentialbaby.com.au/forums/lofiversion/index.php/t799535-300.html
  27. Within all demographics there are increasing numbers of students with more expectations regarding the effective use of technology in teaching and learning. It seems to be a more frequent complaint that academics in universities do not make good use of available technologies and in many instances alienate students who are already proactive with social media. Common issues – lack of use/Poor use of lecture capture, information distribution, timely updates, etc. Currently, in many higher education contexts there is no prescribed requirement for staff to use these channels.From hierarchy to distributed networks:Many expertsMany avenues for complaintMany information sourcesSeeking timely, personalised guidance and support from both peers and teachers.Differences between postgrad and undergrad – postgrad learners are often more connected with professional networks, Academia.edu, etc – undergrads often discount the benefits of professional associations. Age and experience also play a role in setting different expectations.
  28. In 2012 we opened up Curtin Online to include all fully online course offered at Curtin other than OUA course Largest enrolments are in BCOmm and Bhealth Sciences with a total of about 14000 unit enrolments which is about a third of unit enrolments through OUA. This s is not surprising because our OUA courses are marketed nationally and the majority of our students live in the eastern statesApart from the courses being different OUA and Curtin Online had different entry pathways. OUA is open although some course do have restrictions whereas Curtin Online Courses reuire students to meet university entrance requirements resulting in commonwealth supported places. Ie significantly more money for the university coming in through Curtin Online than OUA. In 2012 this has changed whereby OUA students who have successfully completed 2 or more OUA units can be offered csp placesFully online students seem to have a much greater appreciation of staff engagement via informal social media channels - Entry into Curtin Online course required students to have tertiary entrance requirements (unlike OUA by definition). Students entering Curtin are required to have a minimum ATAR of 70. Because of the vagaries of the senior high school subject selection in WA we have a particular problem:
  29. With increasing ubiquity of ownership of smart/web-enabled mobile devices and the growing interdependence of social media tools upon mobile technology (apps, free access in data plans, etc) the whole situation is poised with incredible potential – whether it pivots towards a significant shift in higher education depends heavily on how the teaching paradigms shift.
  30. At Curtin all of our units have a Bb presence. This year Bb has developed mobile Learn which is an interface for mobile devices to access Bbunits. We will be making this app available tio all our students next year. Clearly this will benefit students as they are mobile. Interestingly access through apple operating system iphones and ipods and 25% through androidAs long as access to wifi or cellular networks mobie learning can be everywhereBut what about the traditional learning spaces?
  31. Matthew Allen reported that students readily accepted the tasks, were more actively engaged and entered into public sharing. While some academic limitations were imposed it was successfully implemented and showed that many students had to be guided into the tasks and shown different ways about thinking about their online presence. (http://www.slideshare.net/netcrit/authentic-assessment-and-social-media)Casual monitoring of Twitter streams throughout these tasks show that students and staff interacted – but what seemed to be evident was that students started to turn to each other for guidance and support.
  32. Matthew Allen – “The only reasonable conclusion I can draw from this is that the STUDENTS, not the curriculum or teaching, explain the difference. Curtin undergrads had a class *as well as* all the online work and thus can be assumed to have had a richer / better teaching experience of the same content. Yet they were less satisfied. I conclude that the most likely reason for this is that, on the whole, Curtin undergrads have a more teacher-centric approach to their studies and thus an authentic, challenging learning experience is not as satisfying for them because it does not fit their expectations.” http://www.netcrit.net/surveys-of-students-perceptions-of-teaching-a-cautionary-tale/
  33. Tensions can arise when the teaching and learning demands cannot be supported by the available technology and infrastructure. Or when there are inexplicable platform dependencies.Certainly, with all the challenges that humanity is facing, our species would do well to maximize our rate of learning. It’s becoming more apparent every day that one of the simplest and most powerful ways of doing this is to increase connectivity among people, their ideas, and the data that their technology is churning out in record quantities. Our minds are products of self-organizing, emergent forces, not products of committees or curriculum boards. Our institutions need to understand this if they are to remain viable. Today, more than ever, as we become better acquainted with the science of complexity, we are starting to see the importance of interconnectivity, the power of diverse ideas, and the innovation that comes from connecting many minds, ideas, sensors, and data.Schools will change. The frustration comes from those who see how today’s technology is being underutilized and hobbled by The Academy. Unfortunately, (for short-term practical reasons) most people still see The Academy’s credential as being more important than the mind’s ability to use existing (and future) technology. That will change as employers can no longer afford to hire credentialed individuals who lack the requisite abilities to adapt quickly through connectedness. The performance levels of people who’ve learned to use connectedness compared to those who haven’t will be too great to ignore. Whereas performance differentials in traditional work do not vary much between individuals, with knowledge work, they can be drastic. (http://ed4wb.org)
  34. Mash-ups work to link information and generate new services. Diverse representations of knowledge are able to be integrated and juxtaposed with ease. The effect being that engaged learners are more readily able to compare and evaluate the representations they are offered in the formal learning context. Some educators are finding greater success in working with students to find and evaluate the quality of information they encounter. The LMS is slowly transforming to accommodate the mashup, new PLEs are using mashup as the very platform – new forms of modular LMS. Bryan Polivka presented a session in 2008 “Mashups and Widgets are the future of the LMS” – the real challenge with such environments is constructing appropriate learning activities that impose a critical frame on access.
  35. There are some units where “social media” activities are included – they include Twitter, Facebook, etc but are undermined by the artificial nature of the interactions – requirements to generate new “just for class” accounts – screen captures of low level activity – no RPL for established and experienced users of the technology.
  36. There are some units where “social media” activities are included – they include Twitter, Facebook, etc but are undermined by the artificial nature of the interactions – requirements to generate new “just for class” accounts – screen captures of low level activity – no RPL for established and experienced users of the technology.
  37. There are some units where “social media” activities are included – they include Twitter, Facebook, etc but are undermined by the artificial nature of the interactions – requirements to generate new “just for class” accounts – screen captures of low level activity – no RPL for established and experienced users of the technology.
  38. There are some units where “social media” activities are included – they include Twitter, Facebook, etc but are undermined by the artificial nature of the interactions – requirements to generate new “just for class” accounts – screen captures of low level activity – no RPL for established and experienced users of the technology.
  39. Mozilla's Open Badges project
  40. Tools like Hotseat, LectureTools, GoSoapbox, Socrative,etc provide platforms where the pace and focus of a lecture or large class can be influenced by students.
  41. Student Support services seem to be making good use of a variety of social media channels – it my be presumptuous to assume the same dynamics in teaching and learning. Perhaps this has something to do with student confidence. Student support positions learners as consumers… a mantle they may feel some expertise in wearing… but as a producer/creator/collaborator in a teaching and learning context they seem to see as making them somewhat more vulnerable and consequently more cautious and “needy”.
  42. Corporate use of social media seems to be appreciated by many students.
  43. Distance education is well established – School of the Air, SIDE, etc – more – the US traditional “going off to college” is less evident – and consequently expects less for the development of “citizenship” – and also the remoteness of teachers and peers is a familiar condition.