Interaction and Creativity: Social Networks as a Teaching Resource
Conference:
ECER 2012
Format:
Poster

Session Information

03 SES 05.5 PS, General Poster Exhibition

General Poster Session during Lunch

Time:
2012-09-19
12:30-14:00
Room:
FCEE - Poster Exhibition Area
Chair:

Contribution

 Many are the uses of wikis, but perhaps their most important application is the wide range of possibilities that they offer to develop shared projects among teachers, in this case, reading stimulation in the classroom. In this line, we can find many tools and Internet applications which provide us with a number of advantages such as shared spaces, a framework for decision making and responsibilities and tasks assignment, and group management. The main aim of this article is to present a collaborative work experience by means of reading stimulation and to show the key application of wikis, in particular by the use of Ning social network by both teachers and students.

This training plan includes two major purposes:

-          Understand and use the necessary tools to integrate into collaborate tools: wikis and social networks, bringing their skills to their growth and adopting attitudes of respect, participation and collaboration possibility to create collective productions.

-          Improve the imagination and creative skills, communication, assessing the possibilities offered by ICT in staff, teachers and students, and in the field of society.

To achieve the objectives have been implemented two different systems:


- A wiki Desampanautas we called and we left hosted at: http://desampanautas.wetpaint.com/


- A social network which we have called Vault Resources and materials and lodged in the direction http://enredamos.ning.com


These two tools are to serve for use by both teachers and students:
- Teachers: we consider appropriate the use of Ning network to:


1. Hosting educational materials, such as multimedia, both created by themselves or found on the net, consensus on the issue, notes of various materials, homework ... everything related to entertainment and readings.


2. Exchanging all kinds of files, allowing to make the relevant changes for your group of students, allowing both collaboration and the
customization of teaching.
3. Establish a discussion forum to encourage reading, since we understand that this is a teaching-learning process alive, dynamic and in constant update.
4. Ask a diary and calendar of events common to the different activities to carry a supply of homework, exams, performances, special events, outcomes.,.
5. We customize the profiles on the social network beyond the relationship do teacher.

We can choose our friends, present interests, affinities ...


- Students: wiki is used for:


1. Serving as a virtual store files and applications go hosting the tasks carried out throughout the course.


2. Being an instant communication tool between the different members of the community.


3. Provide elements of both individual and collective identification by setting up personal profiles, and with them we mean background, typography, photos, music, videos ...

Method

Each group of students participates in a discussion on the theme of the project: " Reading Stimulation in the Classroom " creating and sharing, such comments, so instantly and respecting the freedom of each of the students prepare a document shared final and "share" with the rest of the school community. For the preparation of that review is not required for the changes are accepted, must be open to the entire community. Anyone can go leaving their annotations, enriching the other partners and of course creating and sharing all kinds of links. The mark thread as student groups, asking open questions and diverse as for the other fellow to make their contributions in a collaborative manner, avoiding closed answers that can lead to conflicts between students and open up various horizons within the same question. The teacher has had the mission to revitalize the network, setting up topics for discussion, uploading files, photos, videos, ... opening the possibility that they themselves are engaged in this work. All activities have been evaluated and rated based on the presence and opinion in the debate created by the creation of new discussions, providing information, videos, photos ..

Expected Outcomes

After the investigation results were as follows: • It has been revealed as a resource much more motivating and dynamic than they had anticipated at the start of the project. • It has opened several discussions in which both students and teachers have not only to give his opinion, but have gone beyond hanging pictures, videos, and links documenting their exposures. • Students no longer a passive agent, receiver of information, to become a creative agent who is easy means to create and contribute to a joint publication. • And the teacher, has served to make a real collaborative work, and as proposed in the objectives served to personalize the teaching. In conclusion, we believe that is attractive for students to change roles, going from mere observers to producers with the incentive of public exposure provided by wikis. We must emphasize the motivation, dynamism and continuity obtained both by teachers and by students, which led us to integrate other common working space in the center, social networks and wikis, which is the most striking aspect of this teaching proposal.

References

BARABASI, A. (2003). Linked: How Everything Is Connected to Everything Else and What It Means. London: Plume. BARNES, J. A.(1954). Class and committes in a Norwegian Island Parish, en Human Rela-tions, vol. 7, 1954, pp. 39-58. BOYD, D. M. (2007). Social Network Sites: Public, Private, or What?. The Knowledge Tree. http://kt.flexiblelearning.net.au/tkt2007/edition-13/social-network-sites-public-private-or-what/. BOYD, D. M. (2008). The Economist Debate on Social "Networking". apophenia :: making connections where none previously existed. Weblog. http://www.zephoria.org/thoughts/archives/2008/01/15/the_economist_d.html. BOYD, D. M., & ELLISON, N. B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication, 13(1). http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html. CABELLO, J. L. (2008). Comunidades virtuales de práctica. http://camarotic.es/?p=9. - Díaz. M. Redes sociales en Internet: aplicación FOAF (Friend-of-a-Friend) http://scielo.sld.cu/pdf/aci/v15n6/aci09607.pdf [Fecha de consulta 02/11/2011] GANNON-LEARY, P. M., & FONTAINHA, E. (2007). Communities of Practice and virtu-al learning communities: benefits, barriers and success factors. eLearning papers, 5. http://www.elearningeuropa.info/out/?doc_id=12522&rsr_id=13563. LAVE, J., & WENGER, E. (1991). Situated learning : legitimate peripheral participation. Cambridge [England];New York: Cambridge University Press. PRENDES, M. P. & SOLANO, I. M. (2008). EDUTEC en la red. Comunidades virtuales para la colaboración de profesionales. EDUTEC, Revista Electrónica de Tecnología Educati-va. Núm. 25/Marzo 2008. [Fecha de consulta: 8/06/2011]. http://edutec.rediris.es/.../Edutec25_Edutec_en_la_red_cominades_virtuales_colaboracion.html RODRÍGUEZ DÍAZ J. A. (2005): Análisis estructural y de redes. Centro de Investigaciones Sociológicas (Cuadernos Metodológicos) Madrid Wikipedia, Seis grados de separación. http://es.wikipedia.org/wiki/Seis_grados_de_separaci%C3%B3n [Fecha de consulta 02/09/201] ISFTIC. Presentaciones on-line y Redes Sociales Educativas. http://observatorio.cnice.mec.es/modules.php?op=modload&name=News&file=article&sid=554 [Fecha de consulta 02/12/2011]

Author Information

Antonia Cascales-Martínez (presenting / submitting)
Universidad de Murcia. Facultad de Educación, Spain
Universidad Autónoma de Madrid. Facultad de Formacion de Profesorado y Educación. Spain
IES Miguel de Cervantes (Madrid). Spain

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