Learning on the edge with social media

(Liveblogging from symposium on learning with social media at HICSS

Case study of Social media use in classrooms

* Building Amazon webstore in 10 weeks with Amazon inventory and promoting store with technological tools such as social media (UC Irvine)

* (McGill) Using Twitter to follow variety of people in the field, for selected class sessions, questions were posted for students to answer by 1)finding a relevant article, 2) tweeting the article => organize small groups and having them talk about articles that they tweeted. Students were more motivated to create the “cool” tweet. Good for instructor to know where the students are at before the class.

*(McGill) Creating a lipdub video (filming “music video”) only in one take. Goal: to raise awareness of movember and to get more hits on youtube than UQAM.

Jim Wills (Prof. of Marketing, Univ. of Hawaii, Manoa)

*Executive MBA program, social media for tourism

Privacy concerns

-Privacy and pizza hut (80s)

Leaving FB, adopted children,

Jennifer Chandler (social media in management education)

ISSUES wih SM use in classroom

-Large classes (+500)

-How to grade

-Instant, rapid communication creates lack of depth

-PIcking right tool to do the right job

-Students don’t want to use in the classroom, they just want in private life (older students

-Privacy/unintended audience / people behave differently when they want celebrity status => changing classroom dynamic

-The relevance of entertainment factor of using social media

-Using SM to extend learning outside of the classroom (time-shifting)

John Seely Brown

-choose youtube video, write what you learned

-Flipboard (a personally tailored magazine based on content of people he follows)  “Interesting way to form a serendipitiy.”

“We learn by making knowledge personal. Learning happens not in the lecture hall per se but as you leave it starts with the conversations you have.

=> No better to learn something from teaching

Nothing beats collaborative study groups, especially around homework. The best indicator of success in college in ability to join/form a study group. (teaching, learning, making things personal). THese study groups work just as well virtually.

Creating meaning

: Shaping context, not just content. Giving meaning emerges as much from context as content. This truly opens a new dimension to meaning creation. Your imagination fills in the gap. Music can shape context. Cropping photo

Blogging as context creation.

“The blogger is0 more than any writer of the past- a node among other nodes, connected but unfinished without the links and the comments and the track backs that make the blogosphere at its best, a conversation rather than a production.” Andrew Sullivan, Atlantic Monthly, “Why I Blog”

Homo Sapiens *Human as knower, tools as instrumental”

Homo Faber “human as maker” tools as productive inquiry => creating content and context

Homo Ludens “playing” (“Call of homo luden”) => culture emerges from play, not cognition

————–

It’s not what you see but what you don’t see.

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