emma summer school - eleonora pantò - exploring emma: the use of social media in mooc practice
TRANSCRIPT
Exploring EMMA: the use of social media in MOOC Practice
Eleonora Panto, CSP, Italy@epanto
This presentation is made starting from the EMMA webinar leaded by Deborah Arnold and Denis Guvenatam, Alexandra Maurice
University of Burgundy, France@eumoocs#euMOOCs #ischiasummerschool
• Introductions
• A MOOC design framework• Where social media sits in this framework
• Concrete examples from two EMMA MOOCs
• Sharing experience
• Conclusions and advice
Social media activity for EMMA MOOCs is relevant for two kind of reasons:
To increase number of followers, to attract more attention on specific subjects of different courses
To create community learners and to activate informal learning, useful for a complete and rich learning experience,
HOW TO DESIGN A MOOC IN 9 EASY STAGES (G. SIEMENS)
MOOC
Topic, audience
Find someone to teach with
Determine Content
Plan spaces of
interaction
Plan interactions
(live, asynch)
Plan *your* continued presence
Learner creation
(activities)
Promote and share
Iterate and improve
http://fr.slideshare.net/gsiemens/designing-and-running-a-mooc
Purpose (EMMA examples)
• Digital Culture and Writing, University of Burgundy
– For students at risk
• Cultural heritage, Social Innovationand New Citizenship, University of Naples Federico II
– Marketing, reputation
• Computer-assisted enquiry, Tallinn University
– Filling gaps in the national curriculum
HOW TO DESIGN A MOOC IN 9 EASY STAGES (G. SIEMENS)
MOOC
Topic, audience
Find someone to teach with
Determine Content
Plan spaces of interactionPlan
interactions (live, asynch)
Plan *your* continued presence
Learner creation
(activities)
Promote and share
Iterate and improve
http://fr.slideshare.net/gsiemens/designing-and-running-a-mooc
Social media
Even in a MOOC, Students Want to Belong
A key finding of this research suggested that where teachers were able to foster a sense of belonging in their course, students reported greater enjoyment, reduced anxiety and were less inclined to withdraw from the course.
http://www.socialsciencespace.com/2014/09/even-in-a-mooc-students-want-to-belong/
TEACHER
Individual?
Team?
Previous experience
•Online teaching
•On camera•Social media
Availability•Design stage•Production stage
•‘Animation’ stage
Role?•Content delivery
•Interaction with participants
Support?•Community manager
•Distributed teams
In Connectivism, No One Can Hear You Scream…. (Brennan)
http://www.hybridpedagogy.com/journal/in-connectivism-no-one-can-hear-you-scream-a-guide-to-understanding-the-mooc-novice/
“Not everyone knows how to be a node. Not everyone is comfortable with the type of chaos Connectivism asserts. Not everyone is a part of the network. Not everyone is a self-directed learner with advanced metacognition. Not everyone is already sufficiently an expert to thrive in a free-form environment. Not everyone thinks well enough of their ability to thrive in an environment where you need to think well of your ability to thrive.
Learning to be a node in a cMOOC environment is hyper-demanding.
Learner activities in a MOOCWatch videos
Read material
Do quizzes
Research information
Share information and comment• Within the platform?• In wider social media?
Produce artefacts• Individually• Collaboratively• Where to publish?
Evaluation?
Certification
Why use social media in a MOOC?
Knowledge in a MOOC is
emergent and dependent on
interaction with others
Harness the power of social and
participatory media to enable participants to communicate and collaborate through a
variety of channels
Use hashtags and curation tools to filter
and aggregate
Focus on personalisation and collective
intelligence
Dave Cormier, quoted by Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39, 1-17.
Which tools to use and why: pros and cons
Social media tools specific to
MOOC platform
Well known public social media
Open source
equivalents of social media
Social media activities (#OWU)
• Open Wine University #OWU University of Burgundy
• Draw taste map of tongue• Make soil sausages• Meet-ups for wine-tasting
• Sharing on social media and EMMA blogs
Facebook benefit (#OWU)
• Interactions with learners (‘personal’ profile)
• Personal tips for MOOC• Free chat
Informal interactions
Social media activities (DCW)
• Digital Culture and Writing University of Burgundy
• Results of Internet Search• Discovery/advice about different tools• Share activities and advice• Organise live MOOC• Informal exchanges
• Sharing on social media and EMMA blogs
Social media activities – Tweetchat
A one off, synchrononous get-together for 1 hour:
#MPSWchat
or a regular rendez-vous: #EDENchat,
#edchat
5 questions prepared in
advance
Main facilitator, supported by co-faciliators
Q1 / A1 to identify flow, 1 question
every 10 minutes
Collected in Storify for later
reference
Storify#EDENchat
https://storify.com/EDEN20_Official/moocs-and-online-learning
#MPSWchat https://storify.com/MoocMPSW/mpswchat1
Tweetchat – advantages
Learning by doing Intensive practice, Demystify!
Professional development Access, share and create new knowledge
Motivation! Mutual follows, favourites, retweets
Network Meet people with similar interests
21st century competencies Digital identity and agility, Critical thinking
… …
Live MOOC: Digital Culture and Writing
Live MOOC: Digital Culture and Writing
Conditions for success
Fit for purpos
e
ObjectivesActivitiesEvaluation
Learners at ease
with social media
RisksQuestions of privacy
Teachers at ease
with social media
Professional developmentAlternative strategies
Promote and share
In the context of MOOCs social media can be considered an interesting tool useful to activate the informal learning.
Social media can enrich learning experience; through social platform like Facebook and Twitter or personal blog
learners can keep in touch and interact to each other, can discuss of topic or an experience.
IN MOOCs 4.0 Social media can help to create the social field that helps learners to connect to their deepest sources of
intention and creativity.
The MOOCs evolution
One-to-Many:Professor lecturing to a global audience
One-to-One:Lecture plus individual or small-group exercises
Many-to-Many: Massive decentralized peer-to-peer teaching.
Many-to-One:Listening among learners as a vehicle for sensing one's highest future possibility through the eyes of others.
http://www.huffingtonpost.com/otto-scharmer/mooc-40-the-next-revoluti_b_7209606.html
Critical literacies (Downes)These literacies encompass not only the skills related to comprehension and sense-making, but also the creative abilities that support criticism, construction and communication
http://halfanhour.blogspot.it/2015/02/becoming-mooc.html
Choice, chance, diversity and interactivity are what support learning in neural nets, not simple and static content. Cognitive dissonance is what creates learning experiences.
Further resources
• Redeker, C., Ala-Mutka, K., Punie, Y. (2010) “Learning 2.0 – the Impact of Social Media on Learning in Europe”, JRC Technical Notes. ftp://ftp.jrc.es/pub/EURdoc/JRC56958.pdf
• http://www.teachthought.com/technology/22-ways-to-use-twitter-for-learning-based-on-blooms-taxonomy/
• What resources do you know of? Share here and/or on Twitter #euMOOCs
Thank you!
Task
• What social media tools would you like to use in your MOOC?
• What are the main advantages of using social media?
• What are the main challenges in using social media in this session?