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Social Networking for Learning Communities

Social Networking for Learning Communities. Social Networking for Learning Communities: Using e-portfolios, blogs, wikis, pod-casts, and other internet based tools for foundation art instruction. Social Networking: Overview.

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Social Networking for Learning Communities

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  1. Social Networking for Learning Communities

  2. Social Networking for Learning Communities: Using e-portfolios, blogs, wikis, pod-casts, and other internet based tools for foundation art instruction

  3. Social Networking: Overview This talk provides key definitions, an overview of available technologies, actual experiences from the field, demonstrations, and theoretical perspectives on the use (and potential abuse) of Social Networking applications, strategies, and culture.

  4. Social Networking: Guiding Questions • How is Social Networking software defined? • What new opportunities (and challenges) does this technology present to educators? • What technology is used...and when? • What “digital eco-system” will emerge? • What social interactions are desired? • Is a code of conduct or “netiquette” needed? • How has this technology been harnassed in particular for foundation art instruction? • How can I find a “fit” between social networking and my own approach to foundation art teaching?

  5. Social Networking: Definition Social Networking software enables people to rendezvous, connect or collaborate through computer-mediated communication, and to form online communities.

  6. Social Networking: Definitions Broadly conceived, Social Networking encompasses older media such as mailing lists and Usenet, but more recently it has come to be associated with software genres such as blogs and wikis and the new interactions enabled by such hardware as ipods, wireless laptops, and cellphones. Social Networking does not refer to a single type of software or hardware, but rather to the use of modes of computer-mediated communication that result in community formation. Individuals form online communities by combining one-to-one (e.g., email and instant messaging), one-to-many (Web pages and blogs), and many-to-many (wikis) communication modes. In many online communities, real life meetings become part of the communication repertoire. The more specific term collaborative software applies to cooperative work systems (e.g., monkeyboards, groupware, internet forums)

  7. Social Networking: Opportunities In the foundation art studio, these new technologies have considerable potential for : • Peer to Peer Interaction (e.g., email, texting, discussion boards, blogs), • Collaborative Problem Solving (e.g., online team invesigations, blogs), • Electronic Records (e-portfolios in .html pages, blogs, or online video formats), • Connecting with Communities beyond the immediate art classroom (blogs, wikis, podcasts). • exploring “Interaction and Process” rather than static “products” (Kallish)

  8. Social Networking: Peer to Peer Interaction(e.g., email, texting, discussion boards, blogs)

  9. Social Networking: Opportunities collaborative problem solving • Online Team Investigations • Discussion Boards • Blogs

  10. Social Networking: Online Team Investigations Student designed page for three person research project on Motion Capture

  11. Social Networking: Peer to Peer Interaction Facebook and other social networks like MySpace have transformed the social lives of teenagers in many ways, and that includes how they make the transition from high school to college. Hundreds of colleges have their own Class of 2011 groups on Facebook. They are generally not formally affiliated with the universities and are begun by students who want to connect with classmates months before they set foot on campus. New York Times, March 21, 2007 Monique Yin, a senior at North Haven High School in Connecticut, started a talk group for other incoming New York University freshmen on the FacebookWeb site. See http://www.facebook.com

  12. Social Networking: Peer to Peer Interaction http://www.facebook.com

  13. Social Networking: Opportunities Electronic Records (e-portfolios in .html pages, blogs, or online video formats), • FATE Blog • Not a ephemeral critique of work but a permanent public archive of a running commentary. • MySpace, facebook, Flikr (opportunities for online portfolios and archives...) Differences to online portfolio?? • Minus: something stupid when you’re 20 comes back to haunt you when you are 35.

  14. Social Networking: e-Portfolios Gogumeister’s photos on flickr are just one of this artist’s “collections” on line. http://www.flickr.com

  15. Social Networking: Opportunities Connecting with communities beyond the immediate art classroom (blogs, wikis, podcasts). Definition of wiki—Hawaiian word. Style of group communication. Self-generating...maintains itself (wikis) Sort of an egalatarian sort of thing. Online collaborative/cooperative learning Where podcasts are generally canned (pre-recorded), Youtube provides for immediate feedback from a larger community outside of the class. Not heirarchical. Everyone is a creator, publisher, and consumer of the information. Many to many.

  16. Social Networking: Opportunities exploring “interaction and process” rather than static “products” (Kallish) The shift to non-linear, multi-modal, and flexible structures demands a new pedagogy.

  17. your studio course as an iPod: providing variety, student-centered approaches and enthusiasm for maintaining student engagement and fostering creativity in the millennial generation adrienne r. schwarte, maryville college FATE 2007 Milwaukee Institute of Art and Design

  18. characteristics of a millennial student needs • social connectivity • instant gratification • involvement in decision making • recognition and respect • entitlement

  19. characteristics of a millennial student abilities • proficiency in multi-tasking • cooperative group processing • achievement oriented

  20. challenges for teaching a millennial student • social connectivity = attention issues • instant gratification = rely on current and multimodal communication resources • involvement in decision making = restructuring the classroom activities • recognition and respect = explaining roles • entitlement = balancing classroom dynamics and instructor rank • proficiency in multi-tasking & cooperative group processing = harness this ability in course structure • achievement oriented = provide course activities that facilitate this as a goal

  21. meeting millennial challenges in the classroom: the iPod method provide variety/pluralism • variety of playlists with all genres of music what challenges it meets: social connectivity and proficiency in multi-tasking PLAYLISTS my top rated discussion demonstration on the go

  22. meeting millennial challenges in the classroom: the iPod method fast forward, rewind, create on the go playlists, and make a top rated list: • don’t be afraid to create an “on the go,” playlist. be prepared to deviate from your course syllabus to meet the needs of the students, add or delete content as the course progresses and listen to the students to make modifications. what challenges it meets: involvement in decision making, instant gratification and recognition and respect PLAYLISTS my top rated discussion demonstration on the go

  23. meeting millennial challenges in the classroom: the iPod method let students make playlists: create student-centered approaches • make students take responsibility for their own education. They should prepare course content, give presentations, seek feedback from the instructor and their peers and foster their own creativity. what challenges it meets: cooperative group processing, involvement in decision making, recognition and respect and entitlement PLAYLISTS my top rated discussion demonstration on the go

  24. meeting millennial challenges in the classroom: the iPod method download the “song of the week” and really listen to it: • keeping engagement high involves a level of enthusiasm from the instructor. Keep abreast of what your students care about, both socially, politically, aesthetically and visually. what challenges it meets: recognition and respect, and entitlement and social connectivity PLAYLISTS my top rated lecture demonstration on the go

  25. from the classroom: the iPod method at work let students make playlists and provide variety/pluralism: • use social learning software such as Blackboard or blogs to communicate through discussion boards, links to research, etc. (facilitates peer to peer communication and student to faculty communication) • capitalize on resources such as e-portfolios and STUART to share visual content, create course content, and communicate with other art studio students globally which increases creativity and fosters deeper learninghttp://www.saatchi-gallery.co.uk/stuart

  26. from the classroom: the iPod method at work fast forward, rewind, create “on the go playlists,” and make a top rated list: create projects in the classroom with “real-world” applicability and make known to students their role in this process. Use multiple methods for the same activities such as try a new critiquing method and get student feedback. PROJECT LEAD, FALL 2006

  27. from the classroom: the iPod method at work CARL GOMBERT, ARTIST WEBSITE, SPRING 2006

  28. from the classroom: the iPod method at work download the song of the week and really listen to it: • Using cell phones (with video and camera capabilities) and text messaging to communicate creative ideas and critiquing work other methods? Student Poster Design Concept, Fall 2006

  29. references • Freidman, P. and Alley, R. (1984). Learning/Teaching Styles: Applying the Principles. Theory and Practice 23(1): 77-81. • Kowalchuk, E. (1999). Recognizing and Using Higher Order Approaches to Teaching Art. Art Education 52(6), 13-18. • Marks, H. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle and High School Years. American Educational Research Journal 37(1): 153-184. • Meet the Future: It’s your kids (2000). Fortune, Retrieved June 10, 2006, from Infotrac database. • Raines, C (2003). Managing Millennials in Connecting Generations: The Sourcebook, Berkley, CA: Crisp Publications. • Tucker, P (2006). Teaching the Millennial Generation. The Futurist 40(3): 7.

  30. Social Networking Collective Intelligencing thru WikiLove Kjellgren Alkire Arizona State University Tempe, AZ

  31. Social Networking: Wikis • Technically, Wikis are: • Simple-to-use (even for neophytes) • Web-based, hypertext-friendly • Collaborative authoring systems Kjellgren Alkire, Arizona State University

  32. Social Networking: Wikis • Pedagogically, a Wiki can be: • an extension of sketchbooks/journals • a multiplier of class discussions, critiques • a Collaborative/Cooperative Learning laboratory • “It’s a shared online chalkboard, always available to every student, always recording every entry.” Kjellgren Alkire, Arizona State University

  33. Social Networking- wikipedia on wikis

  34. Social Networking- wiki discussion talk

  35. Social Networking- wiki editing talk

  36. Social Networking- wiki editing talk

  37. Social Networking: Wikis Internationally, Wikis are garnering high praise for their inherent flexibility in the classroom. http://www.wikisym.org/ Research is underway regarding specific outcomes of Wiki learning environments. One of the most compelling projects investigating the role of Wikis in the classroom and nontraditional learning environments is from a pair of Aussies: Axel Bruns, Sal Humphreys. "Wikis in Teaching and Assessment - The M Cyclopedia Project.”. Kjellgren Alkire, Arizona State University

  38. Social Networking- wikisym.org

  39. Social Networking: Wikis • Wikis allow: • Students to mark over/edit each other’s work • Documentation of participatory contributions • Possibilities for digital graffiti • Editing and viewing controlled by facilitator • Text-heavy collaborative instruction • A community-built narrative/article Kjellgren Alkire, Arizona State University

  40. Social Networking: Wikis Disadvantages of Wikis in Art Foundations: -Limited capability for image manipulations -Young students empowered with public media -Anti-hierarchical platform encourages groupthink -Engaged technology means more instructor work -Student involvement risks actual learning …As astute educators, you can see the enormous risks inherent in this software and its applications for learning. Its potential to subvert the current system cannot be overstated. We must preserve the norm! Kjellgren Alkire, Arizona State University

  41. Social Networking: Wikis With proper institutional and technical support, an instructor with average digital aptitude could facilitate a significant component of a foundations course within the framework of a wiki. Several servers support wiki structures for free. Many educational institutions find interest in wikis through their instructional support. http://www.wikispaces.com/ http://pbwiki.com/ http://www.wikihow.com/Main-Page Kjelgren Alkire, Arizona State University

  42. Social Networking- pbwiki.com

  43. Social Networking- wikihow.com

  44. Social Networking- wikispaces.com

  45. Podcasting in the Arts Pamela Adkinson Arizona State University

  46. Pod-casting uses an XML-based technology called RSS, or Really Simple Syndication. http://www.geeksouth.com

  47. Tech talk......... Hardware Microphone (built in or portable) MP3 device (i-pod, cell phone) Computer Software i-Tunes (mac or PC) (free)Audacity (free) Garage Band (mac) Skype (free) Files supported include: .m4a, .mp3, .mov, .mp4, .m4v, and .pdf.

  48. Become Familiar with Pod-casts http://www.apple.com/itunes/store/podcasts.html 1. Download i-Tunes latest version for Mac or PC 2. Select Pod-casts 3. Select episode and “Subscribe”

  49. Listen to pods during class to discuss current news, artists or events

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