Building Institutional Capacity for the Use of Social Media the Use - PDF document

Building Institutional Capacity for the Use of Social Media Carmel McNaught Building Institutional Capacity for the Use of Social Media the Use of Social Media Creative commons license 1 2 eLearning Forum Asia 2011, NTU Singapore 1

Building Institutional Capacity for the Use of Social Media Essence and detail … • Core principles are transferrable. • Details? Maybe or maybe not … McNaught, C., Lam, P., Kwok, M., & Ho, E. C. L. (in press). Building institutional capacity for the use of social media. In B. White, I. King & P. Tsang (Eds.). Social-media tools and platforms in learning environments: Present and future. Heidelberg: Springer. http://tinyurl.com/2flmbwh 3 Outline • Changing educational context in HK g g • Complexity of innovation and change J + S + CC(3) • A small study at CUHK • The way forward: Evolution or revolution? • Institutional strategies • Ss are probably well-disposed  4 eLearning Forum Asia 2011, NTU Singapore 2

Building Institutional Capacity for the Use of Social Media Our education systems, especially in HK, are changing! … in deep and fundamental ways 5 http://londoncoder.files.wordpress.com/2007/12/iceberg.jpg Web 3.0 ? “the smart read-write Mobile Web” interconnected published content user generated content http://web2.socialcomputingmagazine.com/ 2010 …??? eLearning Forum Asia 2011, NTU Singapore 3

Building Institutional Capacity for the Use of Social Media Old New 9 years basic 9 years basic 6 years primary + 3 years junior education, education, secondary government-funded government-funded Most students enter senior 4 years 3 years System is '2+2' with two secondary; government- senior senior public examinations funded; one final secondary secondary examination in year 12 Students can enter post- A range of post-sec. E&T A total of 40-50% of students secondary education and receive post-sec. E&T; much - vocational, professional training (post-sec. E&T) is self-financed & liberal arts earlier than year 12 3 years 4 years 8 government-funded HEIs 8 government-funded HEIs undergraduate undergraduate undergraduate undergraduate for ~18% of school-leavers f 18% f h l l for ~18% of school-leavers f 18% f h l l degree degree Range of postgraduate options 3 –> 4 but 4 ≠ 3 + 1 7 Assume no attrition No. in 3-year programme = X3 2012 No. in 4-year programme = X4 Year 2009 2010 2011 2012 2013 2014 2015 Year 1 Year 1 X3 X3 X3 X3 X3 X3 X3 + X4 X3 + X4 X4 X4 X4 X4 X4 X4 Ss Year 2 X3 X3 X3 X3 + X4 X4 X4 Ss Year 3 X3 X3 X3 X3 + X4 X4 Ss Year 4 X4 Ss Ss Extra year for broadening – language, General Education, experiential learning, capstones, etc. 8 eLearning Forum Asia 2011, NTU Singapore 4

Building Institutional Capacity for the Use of Social Media Complexity! Progress report. December 2006 “The Education Reform is a mammoth and complex th d l task. Reform proposals spanned across areas which are interrelated. Adjustments in one area may have significant impact on other areas impact on other areas. Changes will inevitably give rise to anxiety, difficulties and challenges.” http://barrykade.files.wordpress.com/2009/11/complexity1.jpg 9 Innovation and change J + S + CC(3) 10 eLearning Forum Asia 2011, NTU Singapore 5

Building Institutional Capacity for the Use of Social Media The J-curve • Things get worse b f before they get better! h b ! Productivity/ Value/ Value/ Return http://tiny.cc/Etd1b Time 11 The S-curve Innovation Growth Maturity y n Level of adoption Time 12 After Couros (2003) eLearning Forum Asia 2011, NTU Singapore 6

Building Institutional Capacity for the Use of Social Media CC(3): Three-stage DATA conceptual-change model 1 Evidence of the need for 1. Evidence of the need for change 2. Confronting the situation – in a face-saving way 3. Reconstruction of a new approach PEOPLE 13 Understanding the drivers McNaught & Lam (2009) Drivers for coordinated & Drivers for laissez-faire Factor supported T&L approach Internal Internal External External Internal Internal External External 1. Senior Evidence of External Culture of a Good external institutional quality audit traditional F2F rankings management research university Internal External Internal External Changing Changing University Frenetic city 2. Time student profile curriculum research life (2012) ( ) Internal External Internal External Local support OBAs to T&L Peer groups in Benchmarking 3. Ts’ in HK departments within the decisions Change in (Research in discipline about change promotion T&L as too policy ‘soft’) 14 eLearning Forum Asia 2011, NTU Singapore 7

Building Institutional Capacity for the Use of Social Media Source of cases for this study • CUHK’s annual ‘innovations in innovations in teaching and learning’ conference. Commonly called the Expo http://www.cuhk.edu.h htt // hk d h k/elearning/expo 15 2007 (n=2) 2008 (n=6) 2009 (n=7) N=13; two Ts appear in two Expo events in different years. Interviewed Teachers A to H . ELE: ‘English language education’ 1. Teachers and students used existing social media as T&L resources * Readings from social- * T used YouTube videos media sites in class ( linguistics ) ( Biology ) ( Bi l ) 2. Teachers created resources and shared them * T gave further advice in blogs and on twitter * T recorded ( Teacher E – information podcasts Restricted literacy ) ( ELE ) * T provides learning objects ( ELE ) * T * T used a wiki to d iki * T * T created digital stories d di i l i communicate with for sharing ( Teacher A – professionals and students ELE ) ( Teacher A – ELE ) * Podcast lectures were Open * Wikis as collaborative created and made tools ( Teacher D – accessible to public engineering ) ( Teacher F – law ) 16 eLearning Forum Asia 2011, NTU Singapore 8

Building Institutional Capacity for the Use of Social Media 3. Students created resources and shared them * Ss shared learning portfolios ( Teacher B – * Cases were created by biochemistry ) Ss and shared ( Teacher * Ss shared video- G – pharmacy ) ) G Restricted recorded presentations * Ss’ thoughts were kept ( Teacher C – ELE ) in a wiki/ Twitter/ * Ss shared thoughts in Facebook ( Teacher H – blogs ( physical tutor training ) education ) * Ss created digital Ss created digital Open stories that were made public ( Teacher A – ELE ) 17 Interview findings: Advantages • Motivating • Sharing with a wider audience Sharing with a wider audience, professionally and internationally • Engaging – more ‘time on task’ • Facilitating student–student collaboration • Convenience in managing materials (e.g. Convenience in managing materials (e.g. sharing, tagging) • A fashionable thing to do! (It is HK, after all!) 18 eLearning Forum Asia 2011, NTU Singapore 9

Building Institutional Capacity for the Use of Social Media Interview findings: Disadvantages • Investment of time and energy for Ts gy ( Ts in category 3 overall more +ve ) • Additional workload for Ss (in some cases) • Ts want additional support and resources • Fairness in grading if assessable • Ss ( & Ts! ) shy to share in a public way • Evaluation of actual learning benefits difficult 19 Decision point! • Do we take a pragmatic approach, providing approach, providing limited support to teachers who ask for more service ? http://members.fortunecity.com/nrbq1/gal6crossroads.jpg • Or a proactive approach where we more actively sell the benefits of using more innovative technologies ? Evolution vs Revolution ? 20 eLearning Forum Asia 2011, NTU Singapore 10

Building Institutional Capacity for the Use of Social Media Implications for ‘learning designs’ • Bringing technology Student learning needs and pedagogy together d d t th Aims/ desired reflection learning outcomes Content/ Feedback for Learning fundamental evaluation activities concepts Assessment Actual learning outcomes Lockyer, Bennett, Agostinho, & Harper (2009) 21 Integration of a 1. Online diagnostic range of tools that testing/ examination of ELearning Strategy students' learning seem appropriate preferences for blended learning 1. Student (2009) learning needs 2. Aims/ desired reflection 4. E.g. online learning discussions, quizzes, outcomes games, simulations, debates, roleplays, etc. 3. Media-enriched 3. Content/ 6. Feedback 4. Learning explanations, fundamental activities for evaluation animations concepts 5. Assessment 5. E.g. online peer reviews, tests, wikis 6&7. Reflective for collaboration spaces, e.g. blogs, ePortfolios 7. Actual learning outcomes 22 eLearning Forum Asia 2011, NTU Singapore 11