EME 6414 - MJW

  This has been a good subject to explore Web 2.0 Technologies in terms of what they are and their implications for education.

  EME 6414 has created a PLNs through the following methods:   ·            Personalised learning. Students have had the opportunity to choose readings relative to their interests and the opportunity to engage with discussion topics that they relate to. Students have also had the opportunity to engage with assignments in manner that suits them relative to the level of exploration relating to social media platforms and concepts. ·            Collaboration. The EME 6414 methodology has driven collaboration through the following methods; weekly discussions, weekly blogging and the opportunity to reflect on one’s weekly engagement through the submission of a weekly Participation Log. ·            Flexibility. The subject has provided a high degree of flexibility that has also encouraged informal learning ...

  As a result of Web 2.0 Technologies, PLNs have evolved and now represent a transformative shift in the manner in which individuals engage in knowledge development and learning. The technology has empowered individuals to take control of their own learning journey and traditional forms of education have to redefine their scope in the light of the current evolution of technology. Technology will continue to evolve and society will continue to evolve accordingly, it is clear that the power is shifting increasingly from the institution to the individual.

  This week I didn’t participate in the Week 11 discussion and focussed on the readings, blogging and Produsage assignment. Key takeaways for me this week are as follows: ·            The global digital divide is narrowing , though disparities within countries remain pronounced. ·            With Social Media platforms growth has largely plateaued in developed countries due to already high adoption rates, the focus in these areas tends to be on content sharing, news consumption, and networking. ·            Increased smartphone access and expanding internet coverage are driving significant levels of adoption in developing countries.

  Through me research this week it is clear that Social Media use differs significantly around the world based on factors such as internet access, cultural norms, economic development, and government regulations. With developed economies/societies, platforms like Facebook, Instagram, and X (formerly Twitter) are widely used, but growth has largely plateaued due to already high adoption rates, the focus in these areas tends to be on content sharing, news consumption, and networking. Developing countries are experiencing rapid growth in social media use, driven by increased smartphone access and expanding internet coverage and relatively inexpensive hardware. Platforms like WhatsApp, Facebook, and TikTok serve as primary tools for communication, news, and even commerce in these areas. There are also cultural differences that influence platform use and popularity. For example, WeChat dominates in China, while VK is popular in Russia. In Latin America and parts of ...

  I found this article interesting and particularly the discussion relative to how social Media use is plateauing in developed countries. Key takeaways relative to this article for me were as follows: ·            Developing/emerging countries are experiencing rapid gains in connectivity and social media use. ·            Advanced economies have reached saturation in internet and social media adoption—little further growth. ·            The global digital divide is narrowing , though disparities within countries remain pronounced. ·            Once they have access, users in developing countries often engage in social media at equal or greater rates than counterparts in advanced nations.

  This week I focused on the 5 articles that were identified for this week’s readings, my Week 9 Blog Posts focused on the 2 articles that peaked my interest. A few things stood out for me as follows: how traditional design requirements and instructional methodologies (i.e., scaffolding) still apply to effective online environments; and how professional communication forums need to change to reflect contemporary technologies and contexts (i.e., use of social media platforms to facilitate PD and the production of content).

This post relates to the article by Ouyang, F., & Scharber, C. (2017) relative to how experienced instructors support the development of online communities. The article highlighted that experienced instructors carefully coordinate how discussions are initiated, they guide the discussion during the initial stages and then they step away. They also use prompts to ensure the purpose of the community is aligned while still being student driven. It is clear from the article that adaptive facilitation skills are critical for supporting these online communities. I research more and more about these concepts relative to online communities how the traditional approaches and methodologies don’t change in order to achieve the learning outcomes.

  This post relates to the article by Prestridge , S. (2019) relative to how it is becoming apparent that teachers are using social media for self-generated professional development as opposed to traditional scheduled and formalized PD. The articles investigates how teachers are doing this. The article identifies how teachers are creating self-sustaining models of content development, with a focus on agency, interaction and generational coalesce. While I was reading this article the term produsage came to mind as this context highlighted not just consumption but also the contribution of content to facilitate development, connection relative to contemporary contexts.