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From an Architecture of Participation to a Structure for Nurturing Relationships

From an Architecture of Participation to a Structure for Nurturing Relationships. Swedish Teacher Trainees’ Informal Learning on Facebook. 120307 Fredrik Hanell, PhD student Library and Information Studies Lund University. Why is it a class of Swedish teacher trainees

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From an Architecture of Participation to a Structure for Nurturing Relationships

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  1. From an Architecture of Participation to a Structure for NurturingRelationships Swedish TeacherTrainees’ InformalLearning on Facebook 120307 Fredrik Hanell, PhD student Libraryand Information Studies Lund University

  2. Why is it a class of Swedish teacher trainees prefer to engage in learning practices on Facebook, rather than on the VLE they are supposed to use for their academic work?

  3. Mediationalmeans are not alwayscreated in order to facilitatemediated action. (Wertsch, 1998) Facebookwas not originallydeveloped to facilitatepractices of learning and collaboration.

  4. Previous research suggests Facebook has been of littleeducationaluse to date. (e.g. Hew, 2011; Madgeet al, 2009;Selwyn, 2009)

  5. However, somestudies highlight the educational potential of a tool that most students are using frequentlyand the possibilities to support new forms of communicationbetween students and teachers. (Lampeet al, 2011) Similarly, Gee(e.g. 2009) argues that schoolscan (and should) learnfrom computer games.

  6. Purpose To explorehow, and why, a class of Swedish teachertrainees use a Facebook group as an informalplatform for learningand communicationrelated to theireducation.

  7. Analyticalframework A socio-culturalperspectiveconsidering mediated action as the main analytical unit (Wertsch, 1998) The concept of distributedfunds of living knowledge (cf. Francis, 2010)

  8. Method An ethnographicallyinspiredmethod for data productionis adopted, including: participant observation, observationalnotesand textualand visual datacollectedand arranged thematically; semi-structuredinterviewsconductedwith selected participants

  9. Preliminaryresults Three main types of conversations are identified: • the bulletin board type (e.g. to find information about last-minute changes to schedule) • the study group type (study related questions) • the nurturing type

  10. The nurturing, personal element of conversation (including features such as Like and Comment) appearsto be important in the process of negotiatingunderstandingand credibility. In the Facebook group, an important part of being information literate is to know how to use the nurturing element.

  11. Facebook offers a structure for nurturing relationships vital whenestablishinga sustainablecode of reciprocationnecessaryfor learningpartnerships to function. (cf. Francis, 2010).

  12. Literature Francis, R. (2010). The decentring of the traditionaluniversity: the future of (self) education in virtuallyfiguredworlds. London: Routledge. Gee, J.P. (2009). Affinityspaces: From age of mythology to today’sschools, at http://www.jamespaulgee.com/node/5, accessed at 28 February 2012. Hew, K.F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27:2, 662-676. Lampe, C., Wohn, D.Y., Vitak, J., Ellison, N.B. & Wash, R. (2011). Student use of Facebook for organizingcollaborative classroomactivities. Computer-Supported Collaborative Learning, 6, 329-347. Madge, C., Meek, J., Wellens, J. & Hooley, T. (2009). Facebook, social integration and informallearning at university: ‘It is more for socialising and talking to friends about work than for actuallydoing work’. Learning, Media and Technology. 34:2, 141-155. Selwyn, N. (2009). Faceworking: exploring students’ education-relateduse of Facebook. Learning, Media and Technology, 34:2, 157-174. Wertsch, J. (1998). Mind as action. Oxford: Oxford University Press.

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