Searching for "social learning"
social media on mobile devices (Twitter and Facebook) to accommodate and enhance learning – and audio and video applications to enhance your presentations and projects.
– What is social media
– What are mobile devices
– Why social media on mobile devices?
– How they intersect in learning and teaching
Hands-on
– Describe your mobile device and determine its OS
what is OS and what kinds there are. Why is it important
– What social media applications are you familiar with
http://net.educause.edu/ir/library/pdf/hr2012.pdf
http://vergepipemedia.com/blog/using-social-media-for-higher-education/
http://www.academia.edu/1220569/Social_Media_in_Higher_Education_A_Literature_Review_and_Research_Directions
http://ctlt.jhsph.edu/blog/post.cfm/social-media-in-higher-education-mobile-devices
BLEND-ONLINE : Call for Chapter Proposals– Privacy and Remote Learning
Digital Scholarship Initiatives at Middle Tennessee State University invites you to propose a chapter for our forthcoming book.
Working book title: Privacy and Safety in Remote Learning Environments
Proposal submission deadline: January 21, 2022
Interdisciplinary perspectives are highly encouraged
Topics may include but are not limited to:
- Privacy policies of 3rd party EdTech platforms (Google Classroom, Microsoft Teams, Schoology, etc)
- Parental “spying” and classroom privacy
- Family privacy and synchronous online schooling
- Online harassment among students (private chats, doxing, social media, etc)
- Cameras in student private spaces
- Surveillance of student online activities
- Exam proctoring software and privacy concerns
- Personally Identifiable Information in online learning systems and susceptibility to cybercriminals
- Privacy, storage, and deletion policies for recordings and data
- Handling data removal requests from students
- Appointing a privacy expert in schools, universities, or districts
- How and why to perform security/privacy audits
- Student attitudes about online privacy
- Instructor privacy/safety concerns
- Libraries: privacy policies of ebook platforms
- Libraries: online reference services and transcripts
- Identity authentication best practices
- Learning analytics and “big data” in higher education
More details, timelines, and submission instructions are available at dsi.mtsu.edu/cfpBook2022
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
p. 3
2.2. Learning paradigms
An understanding of the existing learning paradigms is essential for performing an analysis of the current state of VR applications in higher education. Thus, we introduce the main ideas behind the existing learning paradigms. Literature distinguishes between behaviorism, cognitivism, and constructivism (Schunk, 2012). Other scholars also include experiential learning (Kolb & Kolb, 2012) to this list and, recently, connectivism has been introduced as a new learning paradigm (Kathleen Dunaway, 2011; Siemens, 2014). Each learning paradigm has developed various theories about educational goals and outcomes (Schunk, 2012). Each of these theories also offers a different perspective on the learning goals, motivational process, learning performance, transfer of knowledge process, the role of emotions, and implications for the teaching methods.
Behaviorism assumes that knowledge is a repertoire of behavioral responses to environmental stimuli (Shuell, 1986; Skinner, 1989). Thus, learning is considered to be a passive absorption of a predefined body of knowledge by the learner. According to this paradigm, learning requires repetition and learning motivation is extrinsic, involving positive and negative reinforcement. The teacher serves as a role model who transfers the correct behavioral response.
Cognitivism understands the acquisition of knowledge systems as actively constructed by learners based on pre-existing prior knowledge structures. Hence, the proponents of cognitivism view learning as an active, constructive, and goal-oriented process, which involves active assimilation and accommodation of new information to an existing body of knowledge. The learning motivation is intrinsic and learners should be capable of defining their own goals and motivating themselves to learn. Learning is supported by providing an environment that encourages discovery and assimilation or accommodation of knowledge (Shuell, 1986),RN23. Cognitivism views learning as more complex cognitive processes such as thinking, problem-solving, verbal information, concept formation, and information processing. It addresses the issues of how information is received, organized, stored, and retrieved by the mind. Knowledge acquisition is a mental activity consisting of internal coding and structuring by the learner. Digital media, including VR-based learning can strengthen cognitivist learning design (Dede, 2008). Cognitive strategies such as schematic organization, analogical reasoning, and algorithmic problem solving will fit learning tasks requiring an increased level of processing, e.g. classifications, rule or procedural executions (Ertmer & Newby, 1993) and be supported by digital media (Dede, 2008).
Constructivism posits that learning is an active, constructive process. Learners serve as information constructors who actively construct their subjective representations and comprehensions of reality. New information is linked to the prior knowledge of each learner and, thus, mental representations are subjective (Fosnot, 2013; Fosnot & Perry, 1996). Therefore, constructivists argue that the instructional learning design has to provide macro and micro support to assist the learners in constructing their knowledge and engaging them for meaningful learning. The macro support tools include related cases, information resources, cognitive tools, conversation, and collaboration tools, and social or contextual support. A micro strategy makes use of multimedia and principles such as the spatial contiguity principle, coherence principle, modality principle, and redundancy principle to strengthen the learning process. VR-based learning fits the constructivist learning design (Lee & Wong, 2008; Sharma, Agada, & Ruffin, 2013). Constructivist strategies such as situated learning, cognitive apprenticeships, and social negotiation are appropriate for learning tasks demanding high levels of processing, for instance, heuristic problem solving, personal selection, and monitoring of cognitive strategies (Ertmer & Newby, 1993).
Experientialism describes learning as following a cycle of experiential stages, from concrete experience, observation and reflection, and abstract conceptualization to testing concepts in new situations. Experientialism adopts the constructivist’s point of view to some extent—e.g., that learning should be drawn from a learner’s personal experience. The teacher takes on the role of a facilitator to motivate learners to address the various stages of the learning cycle (Kolb & Kolb, 2012).
Connectivism takes into account the digital-age by assuming that people process information by forming connections. This newly introduced paradigm suggests that people do not stop learning after completing their formal education. They continue to search for and gain knowledge outside of traditional education channels, such as job skills, networking, experience, and access to information, by making use of new technology tools (Siemens, 2014).
Information Overload Helps Fake News Spread, and Social Media Knows It
Understanding how algorithm manipulators exploit our cognitive vulnerabilities empowers us to fight back
https://www.scientificamerican.com/article/information-overload-helps-fake-news-spread-and-social-media-knows-it/
a minefield of cognitive biases.
People who behaved in accordance with them—for example, by staying away from the overgrown pond bank where someone said there was a viper—were more likely to survive than those who did not.
Compounding the problem is the proliferation of online information. Viewing and producing blogs, videos, tweets and other units of information called memes has become so cheap and easy that the information marketplace is inundated. My note: folksonomy in its worst.
At the University of Warwick in England and at Indiana University Bloomington’s Observatory on Social Media (OSoMe, pronounced “awesome”), our teams are using cognitive experiments, simulations, data mining and artificial intelligence to comprehend the cognitive vulnerabilities of social media users.
developing analytical and machine-learning aids to fight social media manipulation.
As Nobel Prize–winning economist and psychologist Herbert A. Simon noted, “What information consumes is rather obvious: it consumes the attention of its recipients.”
attention economy
Our models revealed that even when we want to see and share high-quality information, our inability to view everything in our news feeds inevitably leads us to share things that are partly or completely untrue.
Frederic Bartlett
Cognitive biases greatly worsen the problem.
We now know that our minds do this all the time: they adjust our understanding of new information so that it fits in with what we already know. One consequence of this so-called confirmation bias is that people often seek out, recall and understand information that best confirms what they already believe.
This tendency is extremely difficult to correct.
Making matters worse, search engines and social media platforms provide personalized recommendations based on the vast amounts of data they have about users’ past preferences.
pollution by bots
Social Herding
social groups create a pressure toward conformity so powerful that it can overcome individual preferences, and by amplifying random early differences, it can cause segregated groups to diverge to extremes.
Social media follows a similar dynamic. We confuse popularity with quality and end up copying the behavior we observe.
information is transmitted via “complex contagion”: when we are repeatedly exposed to an idea, typically from many sources, we are more likely to adopt and reshare it.
In addition to showing us items that conform with our views, social media platforms such as Facebook, Twitter, YouTube and Instagram place popular content at the top of our screens and show us how many people have liked and shared something. Few of us realize that these cues do not provide independent assessments of quality.
programmers who design the algorithms for ranking memes on social media assume that the “wisdom of crowds” will quickly identify high-quality items; they use popularity as a proxy for quality. My note: again, ill-conceived folksonomy.
Echo Chambers
the political echo chambers on Twitter are so extreme that individual users’ political leanings can be predicted with high accuracy: you have the same opinions as the majority of your connections. This chambered structure efficiently spreads information within a community while insulating that community from other groups.
socially shared information not only bolsters our biases but also becomes more resilient to correction.
machine-learning algorithms to detect social bots. One of these, Botometer, is a public tool that extracts 1,200 features from a given Twitter account to characterize its profile, friends, social network structure, temporal activity patterns, language and other features. The program compares these characteristics with those of tens of thousands of previously identified bots to give the Twitter account a score for its likely use of automation.
Some manipulators play both sides of a divide through separate fake news sites and bots, driving political polarization or monetization by ads.
recently uncovered a network of inauthentic accounts on Twitter that were all coordinated by the same entity. Some pretended to be pro-Trump supporters of the Make America Great Again campaign, whereas others posed as Trump “resisters”; all asked for political donations.
a mobile app called Fakey that helps users learn how to spot misinformation. The game simulates a social media news feed, showing actual articles from low- and high-credibility sources. Users must decide what they can or should not share and what to fact-check. Analysis of data from Fakey confirms the prevalence of online social herding: users are more likely to share low-credibility articles when they believe that many other people have shared them.
Hoaxy, shows how any extant meme spreads through Twitter. In this visualization, nodes represent actual Twitter accounts, and links depict how retweets, quotes, mentions and replies propagate the meme from account to account.
Free communication is not free. By decreasing the cost of information, we have decreased its value and invited its adulteration.
Bin Jwain, A. (2020). Role of Social Media on Social Awareness and Engagement. International Journal on E-Learning, 19(4), 331-354. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2020 from https://www.learntechlib.org/primary/p/184634/.
https://www.prweb.com/releases/gigxr_announces_new_immersive_learning_system_for_fall_2020_academic_year_with_remote_and_socially_distanced_learning/prweb17183361.htm
GIGXR, Inc., a provider of extended reality (XR) learning systems for instructor-led teaching and training, announced today the availability of its GIG Immersive Learning System for the Fall 2020 Northern Hemisphere academic year. The cloud-based System was created to dramatically enhance learning outcomes while simplifying complex, real-life teaching and training scenarios in medical and nursing schools, higher education, healthcare and hospitals.
++++++++++++++++
more on mixed reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=mixed+reality
CRITICAL PEDAGOGY IN AN AGE OF ONLINE LEARNING
http://libjournal.uncg.edu/ijcp/article/view/1055/892?fbclid=IwAR3SHDRFlxTbj7lMAuVJ_BsO3wLQaYEcEXEukUPQVXDDOqEnHg_XT9VJ1SE
Paulo Freire and Critical Pedagogy
Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.
struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment
While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.
teaching in cyberspace requires a different teaching paradigm altogether
p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),
p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.
p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses
p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.
p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.
Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords
p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.
Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge
By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.
p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.
p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.
p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994).
Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.
p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized.
“reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions.
Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.
p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)
+++++++++++++++++++++
more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching
https://blog.stcloudstate.edu/ims?s=online+learning
https://www.downes.ca/cgi-bin/page.cgi?post=70701
Online learning is planned, deliberate and thoughtful in the sense that online courses often take months or even years to develop, not days or weeks.
Online learning is far more than online courses and programs. It always has been. While inside the institution it has been difficult to imagine learning as anything other than courses and programs, outside the institution, over the last three or four decades, online learning has been something very different.
the wider internet to introduce educators to things like learning communities, blogs, social software, MOOCs, personal learning environments, and most recently, decentralized technology.
Online learning should be fast, fun, crazy, unplanned, and inspirational. It should be provided by people who are more like DJs than television producers. It should move and swim, be ad hoc and on the fly. I wish educators could get out of their classroom mindsets and actually go out and look at how the rest of the world is doing online learning. Watch a dance craze spread through TikTok, follow through-hikers on YouTube, organize a community in a Facebook group, discuss economic policy in Slack. All of that is online learning – and (resolutely) not the carefully planned courses that are over-engineered, over-produced, over-priced and over-wrought.
I quite agree with what Jim Groom said, that this is not “the time for wild experimentation.” I also recognize that a lot of what is happening today is an emergency response to an unprecedented situation. As Clint Lalonde says, “What is happening right now at many institutions as they are scrambling is grasping at life preservers trying to stay afloat
++++++++++++++++++
https://blog.stcloudstate.edu/ims/2020/04/01/emergency-remote-teaching-and-online-learning/
https://www.edsurge.com/news/2018-10-18-what-the-samr-model-may-be-missing
Developed by Dr. Ruben Puentedura, the SAMR Model aims to guide teachers in integrating technology into their classrooms. It consists of four steps: Substitution (S), Augmentation (A), Modification (M), and Redefinition (R).
The problem with many personalized learning tools is that they live mostly in realm of Substitution or Augmentation tasks.
It’s in moments like these that we see the SAMR model, while laying an excellent foundation, isn’t enough. When considering which technologies to incorporate into my teaching, I like to consider four key questions, each of which build upon strong foundation that SAMR provides.
1. Does the technology help to minimize complexity?
2. Does the technology help to maximize the individual power and potential of all learners in the room?
use Popplet and iCardSort regularly in my classroom—flexible tools that allow my students to demonstrate their thinking through concept mapping and sorting words and ideas.
3. Will the technology help us to do something previously unimaginable?
4. Will the technology preserve or enhance human connection in the classroom?
Social media is a modern-day breakthrough in human connection and communication. While there are clear consequences to social media culture, there are clear upsides as well. Seesaw, a platform for student-driven digital portfolios, is an excellent example of a tool that enhances human connection.
++++++++++++++++++++++
more on SAMR and TRACK models in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/
more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
Gunawan, F. (2018). GAMIFICATION ANALYSIS AND IMPLEMENTATION IN ONLINE LEARNING. ICIC Express Letters, 12(12), 1195–1204.
Khan [14] has introduced the eight-dimensional elearning framework, a detailed self assessment instrument for institutions to evaluate the readiness and the opportunity of their e-learning classes to grow.
institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation. Institutional refers to the administrative and academic part of the system. Management refers to the quality control, budget, and scheduling. Technological refers to the infrastructure, hardware, and software. Pedagogical refers to analysis, organization and learning strategies. Ethical refers to ethical, legal, and social and political influences. Interface design refers to the user interface, accessibility, and design content. Resource support refers to career services, journals, and online forums. Finally, the evaluation refers to the assessment of learners and educators.
gamification – definition
Modern gamification term was first introduced by
Nick Pelling in 2002 [15]. Gamification is a concept that implements the game components
into the non-game contents such as education, marketing, administration, or even software
engineering [16]. These components include points, badges, leaderboards, and quests.
Each of them serves the purpose to increase the level of user engagement in the learning
process.
three components of engagement: cognitive, behavioral, and emotional [19].