I agree with Greenhow and Lewin’s (2016) view that social media bridges the formal and informal learning divide. Depending on the context and the objectives of the learning activity, social media platforms can support both formal and informal learning. These platforms certainly reflect the methodologies of constructivism and connectivism. Formal learning examples tend to be more structured and examples include: in YouTube, providing students with playlists aligned with objectives; and using Linkedin Learning which offers certified courses. Informal learning is freer and is driven by curiosity, interest and social interaction, examples include: providing a prompt that facilitates further investigation; and exposing learners to podcast materials that stimulates ideas and inquiry.
This week there was a deep focus on how social media platforms can and do influence teaching and instruction. It was good to have a set of articles the centred around a specific topic to facilitate deeper understanding. There is no doubt about the transformative capability of social media relative to educational practices. They facilitate a learner-centered focus and support instruction professional development. The tick is what to use and how relative to the context, especially given the broad range of functionality offered by these platforms. I am increasingly forming the view that design needs to provide options for the student to select platforms that work for them relative to the context (i.e., design that supports choice), I acknowledge that it isn’t as straight forward as this as platforms have boundaries and CoPs for example need to meet and interact in a defined space. The how, when and why is something I would like to learn about relative to the applic...
This week I focused primarily on the two key readings relative to the following: networked knowledge activities (intro to the framework, the types of activities & how they can inform the design of social media learning tasks); & using networked knowledge activities to examine learning on social network sites (the characteristics of engagement such as preference for passive forums, the domination of certain platforms, how the networks are limited by the participants scope of engagement). I found learning more about networked knowledge activities valuable as the articles defined the framework and the component parts well. It was also good to get an understanding of how participants perceive online environments and how they miss opportunities to engage actively & build networked knowledge skills.
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