16 SES 06 B, Social Media and Play Pedagogies
This paper reports on a long journey by the Stellae Research Group to make teaching at the university a place where learning is paramount. It began some time ago with the development of portfolios in blended learning experiences. It has continued without interruption and with increasing intensity to create teaching and learning environments that promote the development of virtual learning communities and social networks to capture the processes of teaching and learning from the perspective of protagonists. We have gone from a predominantly transmissive education (teacher-centred), to education with a focus on learning (learning-centred or student-centred pedagogies). Starting in 2006, we have used a platform to host a social network to develop our research on technology integration at the university, as well as our experience regarding e-portfolio elaboration and teacher training.
The introduction of social networking in education is a relatively new phenomenon. The emergence of social software that emphasizes communicative and collaborative aspects (Dabbagh & Reo, 2011), while enabling the transformation of consumer users into producers of all types of content, has already advanced considerably in recent times. Blogs and wikis burst onto the scene in the educational field in the first decade of this century but social networks still have only a timid impact on formal academic spaces (Hamid, Waycott, Kurnia, & Chang, 2014).
The social network technological environment generates conditions forthe development of learning; students can accept others and exchange ideas and experiences (Hew 2011); develop self and socio-regulated learning (Dabbagh & Kitsantas, 2012) and produce an increase in the level of learning perceived by students (Thoms, 2011).
The benefits are being obscured by the strong presence of social networks like Facebook, which have a detrimental effect on use as a tool for formal learning. Problems include privacy issues, imposed advertising (Zaidieh, 2012), or the superficial view of content that produces a dichotomous structure of reality based on "like" and "don’t like" (Dussel, 2011).
On the other hand, academic social networks are characterized by two aspects: first, learning is the explicit goal of the community, and second, digital technologies are used to carry out some type of education (Bustos & Coll, 2010). These networks are overcoming the reluctance to using their communication environment for teaching proposals where students make decisions regarding their process and exchange their learning products with one another.
At play here are the use of an academic social network as a collaborative environment for consultation and information in order to build knowledge, the confluence of different learning resources that blur the boundaries between formal and informal contexts, and the use of individual spaces for posting opinions, readings, text analysis, and so on (blogs, micro blogs, personal files, bookmarks, pages, etc...). All of this results in the formation of personal e-portfolio where it is possible to visualize the knowledge students have built and demonstrated. The proposal is based on the idea that the less structured the activity, the more learning strategies are put to use (Järvelä & Järvenoja, 2011).
Bustos, A. & Coll, C. (2010). Los entornos virtuales como espacios de enseñanza y aprendizaje. Revista Mexicana de Investigación Educativa, 44(15),163-184. Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: a natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. Dabbagh, N., & Reo, R. (2011). Back to the future: tracing the roots and learning affordances of social software. In M. J.W. Lee, & C. McLoughlin (Eds.), Web 2.0-based e-learning: Applying social informatics for tertiary teaching, 1-20. Dussel, I. (2011) Tic y Educación: Experiencias y aplicaciones en el aula. Documento Básico. Santillana: Foro Latinoamericano de Educación VII. Avaliable in: http://www.oei.es/noticias/spip.php?article8862 Hamid, Waycott, Kurnia, & Chang (2014). An empirical study of lecturers' appropriation of social technologies for higher education. Australasian Journal of Educational Technology, 30 (3), 295–311. Hew, K. F. (2011). Students' and teachers' use of Facebook. Computers in Human Behavior, 27(2), 662-676. Järvelä, S. & Järvenoja, H. (2011). Socially constructed self-regulated learning in collaborative learning groups. Teachers College Records, 113, 2, pp. 350-374. Martínez, M. (2006). La investigación cualitativa (Síntesis conceptual). Revista IPPSI, 1(9), 123-146. Pintrich, P., D. Smith, T. García & W. McKeachie (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning: University of Michigan. Pintrinch, P.R. (2000).The role of goal orientation in self-regulated learning. Handbook of self regulation, 451-499. Rodríguez-Groba, A. & Gewerc, A. (2014). Relaciones entre el uso de redes sociales en la enseñanza y la motivación del alumnado. Estudio de casos en la USC. In Proceedings of XXIII JUTE (Jornadas Universitarias de Tecnología Educativa). Toledo: Universidad de Toledo. Rodriguez-Groba, A., Vázquez, B., Lama, M. & Gewerc, A. (2014). Softlearn: A process mining platform for the discovery of learning paths. In Proceedings of Advanced Learning Technologies (ICALT), IEEE 14th International Conference on Learning Technologies (pp. 373-375). Selwyn, N. (2009). Faceworking: exploring students' education-related use of Facebook. Learning, Media and Technology, 34(2), 157-174. Siemens, G. (2010). “What Are Learning Analytics?” Elearnspace. Avaliable in: http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/ Thoms, B. (2011). A dynamic social feedback system to support learning and social interaction in higher education. Learning Technologies, IEEE Transactions on, 4(4), 340-352. Zaidieh, A.J.Y. (2012). The use of Social Networking in Education: Challenges and Oportununities. World of Computer Science and Information Technology Journal (WCSIT), 1 (2), 18-21.
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