Zhang, X., Chen, H., Pablos, P. O. de, Lytras, M. D., & Sun, Y. (2016). Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning. The International Review of Research in Open and Distributed Learning
Vlachopoulos, D. (2016). Assuring Quality in E-Learning Course Design: The Roadmap. The International Review of Research in Open and Distributed Learning
Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. The International Review of Research in Open and Distributed Learning
Technology considerably impacts on current literacy requirements (Reinking, as cited in Sharma & Deschaine, 2016). Being literate in the 21st century requires being able to decode and comprehend multimodal texts and digital format and also engage with these texts in a purposeful manner. Literacy is not merely based on a specific skill, but consists of a process that embraces the dynamic, social, and collaborative facets of digital technology (Lewis & Fabos, as cited in Mills, 2013).
Mackey and Jacobson (2011) suggest reframing the concept of information literacy as metaliteracy (supporting multiple literacy types) because of a tremendous growth in social media and collaborative online communities. They propose that information literacy currently involves more than a set of discrete skills, since active knowledge production and distribution in collaborative online communities are also necessary.
Mackey and Jacobson (2011) position metaliteracy as an overarching and comprehensive framework that informs other literacy types. It serves as the basis for media literacy, digital literacy, ICT literacy, and visual literacy.
According to Mills (2013, p. 47), digital curation is the sifting and aggregation of internet and other digital resources into a manageable collection of what teachers and students find relevant, personalized and dynamic. It incorporates the vibrancy of components of the Internet and provides a repository that is easily accessible and usable.
Pedagogies of Abundance
According to Weller (2011), a pedagogy of abundance should consider a number of assumptions such as that content often is freely available and abundant. Content further takes on various forms and it is often easy and inexpensive to share information. Content is socially based and since people filter and share content, a social approach to learning is advisable. Further, establishing and preserving connections in a network is easy and they do not have to be maintained on a one-to-one basis. Successful informal groupings occur frequently, reducing the need to formally manage groups.
Resource-based learning. Ryan (as cited in Weller, 2011) defines resource-based learning as “an integrated set of strategies to promote student centred learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies.”
Problem-based learning. Problem-based learning takes place when learners experience the process of working toward resolving a problem encountered early in the learning process (Barrows & Tamblyn, as cited in Weller, 2011). Students often collaborate in small groups to identify solutions to ill-defined problems, while the teacher acts as facilitator and assists groups if they need help. Problem-based learning meets a number of important requirements such as being learner-directed, using diverse resources and taking an open-ended approach.
Communities of practice. Lave and Wenger’s (as cited in Weller, 2011) concept of situated learning and Wenger’s (as cited in Weller, 2011) idea of communities of practice highlight the importance of apprenticeship and the social role in learning.
My note: this article spells out what needs to be done and how. it is just flabeghasting that research guides are employed so religiously by librarians. They are exactly the opposite concept of the one presented in this article: they are closed, controlled by one or several librarians, without a constant and easy access of the instructor, not to mention the students’ participation
more on teaching w social media in this IMS blog
International Journal of Mobile and Blended Learning (IJMBL)
Editor-in-Chief: David Parsons (The Mind Lab by Unitec, New Zealand)
Published Quarterly. Est. 2009.
ISSN: 1941-8647|EISSN: 1941-8655|DOI: 10.4018/IJMBL
The International Journal of Mobile and Blended Learning (IJMBL) provides a forum for researchers in this field to share their knowledge and experience of combining e-learning and m-learning with other educational resources. Providing researchers, practitioners, and academicians with insight into a wide range of topics such as knowledge sharing, mobile games for learning, collaborative learning, and e-learning, this journal contains useful articles for those seeking to learn, analyze, improve, and apply technologies in mobile and blended learning. The journal spans theoretical, technical, and pedagogical issues in mobile and blended learning. These embrace comprehensive or critical reviews of the current literature, relevant technologies and applications, and important contextual issues such as privacy, security, adaptivity, and resource constraints.
- Comprehensive or critical reviews of the current literature
- Evaluation of mobile or blended learning in practice
- Future of mobile or blended learning
- Knowledge Sharing
- Learner interaction/collaborative learning
- Mobile games for learning
- Mobile or blended learning applications
- Mobile or blended learning applied at different levels of education from pre-school to tertiary and beyond
- Pedagogical and/or philosophical underpinnings of mobile or blended learning
- Privacy and security issues
- Related research in learning, including e-learning and pedagogical approaches
- Resource constraints in the delivery of mobile or blended learning
- Reviews of the application of mobile or blended learning in multiple contexts
- Role of Wikis, blogs, podcasts, messaging, other online tools, and Web 2.0 components in learning delivery
- Roles of mobile, pervasive, and immersive technologies in education
- Technologies that directly or indirectly support mobile or blended learning systems (devices, networks, tools etc.)
- Theoretical approaches to mobile or blended learning solutions
- Use of mobile or blended learning in professional environments
The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide comprehensive coverage and understanding of the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, we may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together researchers at the forefront of this field, in both technology and pedagogical practice and assists them in the development and dissemination of new approaches to both mobile and blended learning.
More on mobile and blended learning in this IMS blog:
Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations. Journal of Educational Technology & Society, 8(1), 17–27.
p. 18 Knowledge for constructivism cannot be imposed or transferred intact from the mind of one knower to the mind of another. Therefore, learning and teaching cannot be synonymous: we can teach, even well, without having students learn
p. 19 In the traditional approach, the instructional designer analyses the conditions – such as the content, the learner, and the instructional setting – which bear on the instructional system, in preparation for the specification of intended learning outcomes. In the constructivist approach, the instructional content cannot be pre-specified. Constructivist designers avoid the breaking down of context into component parts as traditional instructional designers do, but are in favour of environments in which knowledge, skills, and complexity exist naturally.
The goal, for instance, is not to teach a particular version of history, but to teach someone how to think like a historian.
p. 19 In traditional instruction, this phase involves the design of a sequence to achieve specified performance objectives.