e-Learning Forum Asia 2011 Nanyang Technological University - PDF document

e-Learning Forum Asia 2011 Nanyang Technological University Singapore Title: Understanding the Sustaining Attributes of Social Networking: Input to New Learning Paradigm By: DR. ANGELO C. MADULI Head, Teaching and Educational Development Taylor’s University (Malaysia) Abstract: The higher education at this point in time is characterized by inclusiveness and engagement. Considering the changes happening in the entire ecology of learning, educators are forced to find new ways of designing and delivering the learning experience they think will work. An example of this is the utilization of the social networking tools as extension of the learning environment. Reflecting on the sustaining attributes of social networking as a platform of engagement and knowing new things, learning institutions may learn from it by creating new ways of designing and delivering their learning services. This paper attempts to present rumination on the positive attributes of social networking and its potential contribution in shaping a new paradigm of learning. Background Case: In 2008, a new senior lecturer from a neighboring country joined the faculty of education of a state university in a country characterized by significant level of diversity. The first assignment given to him was to handle a course in leadership in education to fourteen (14) students coming from different academic programs and cultural backgrounds. The course is a requirement to all students taking degrees related to teaching. The class is composed of six (6) students from the TESL program, four (4) from the science faculty, two (2) from the language department, and another two (2) from the teacher education program. During the first two meetings, the lecturer tried his best to discuss the course objectives and gave the prescribed course outline and requirements to the students. Initial readings and class activities were sent to the students through their university e-mail addresses. The lecturer expected that by doing so, the students will be attending the third meeting prepared and ready to participate. His first question for the day was thrown with so much enthusiasm. However, he received a cold response from the students, their faces painted with so much confusion. When the lecturer inquired if they received the materials through their university e-mail, the reply was a big NO. The students reluctantly mentioned that no one is using the university e-mail. The poor lecturer was left with no option but to resend the materials through the students’ personal e-mail addresses. The next two meetings became a burden to the lecturer. He facilitated the class with a “testing -the- waters” scenario and a “wait -and- see” attitude . The students were in a quandary whether to continue attending the class or drop the course while they still can. The lecturer realized that there was a need to change the learning environment and the learning climate in the class. Eventually, the lecturer was able to identify the major issues in the class: not all students were comfortable with the English language as the medium of instruction and they were not used to a foreign lecturer. Therefore, the interaction and engagement were very limited. But not until a simple conversation that triggered the shift from less engagement to a ACMaduli (2011) 1

more engaging session . A student mentioned that she visited the lecturer’s Facebook account and found out that he has two lovely daughters. The lecturer picked up from that conversation and asked the students whether all of them have accounts in Facebook. The lecturer declared a specific time for informal forum which served as an opportunity to clarify course-related concerns. It started with just one (1) hour, then later extended to three (3); almost three (3) times a week between 8:00 to 10:00 p.m. The learning climate eventually changed. The students became more participative and motivated, taking initiatives to assume various roles in various activities. The Facebook became the non-threatening platform to engage one another, a neutral ground wherein everybody is a learner (or shall we put it in the language of the social networking tool, a “friend”). Eventually, it also served as the class bulletin board for announcements and assignments. The thread of discussions became the instrument to enhance understanding and learning. The students ’ engaging participation resulted in a very encouraging student performance outcome . From the students’ feedback, it was their most engaging class ever and the first time they did not think of the grade or marks, but the learning experience they got from each learning encounter. Learning Points from the Case Based on the reflective learning experience of the lecturer, the following major learning points were posited as follows: - Learning is a process, not an outcome - Learners navigate their learning process - Sensitivity and attention to students ’ affective conditions are significant to learning facilitation - Learning is happening within a social context - The l ecturer’s role is to create the opportunity and the possibility for students to learn - Learning environment should be characterized by trust and respect The most remarkable contribution of this experience was the ability of the lecturer to identify and attend to a challenging scenario and be able to utilize the most available, practical, but relevant tool to make the learning experience more effective. The lecturer somehow made a big leap by taking the risk of setting aside his academic status or personality in order to create a worthwhile learning climate and experience. By exploring and using the social networking platform, he knew all along that he is giving up a large portion of his control in the entire process. However, because of the element of trust and respect he was able to establish, he somehow managed to transcend the use of the tool into an extended learning space which provided them the opportunity to experience the true value of connectedness, interaction, and engagement. Understanding the Learning Ecology and the Learner John Seely Brown (2000), who made extensive works in the area of human knowledge, used ecology as a metaphor to describe the environment for learning. In his article, Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn, he mentioned ACMaduli (2011) 2

that “An ecology is basi cally an open, complex adaptive system comprising elements that are dynamic and interdependent. One of the things that make an ecology so powerful and adaptable to new contexts is its diversity.” Extending this concept, he further mentioned the following characteristics of learning ecology: - a collection of overlapping communities of interest - cross pollinating with each other - constantly evolving - largely self-organizing Understanding the characteristics shared by Brown will give us a glimpse of what should we be aware of when we involve ourselves in the learning process of another individual. Creating the most conducive learning environment, which includes the learning climate, will surely set the stage for a more engaging and interesting learning process. Brown’s learning ecology calls for a diversity of learning options for the students. It is an environment characterized by openness, interaction, engagement, and interdependence. Furthermore, understanding how the learner operates within the learning ecology will provide the lecturer or the learning facilitator an upper hand to manage and guide the learning process. The facilitator’s guidance will become more significant and relevant when it provides the appropriate approaches and methods that will best support the needs, interests, and objectives of the learner. In his discussion paper, An Ecology of Learning and the Role of eLearning in the Learning Environment , Arthur Richardson (2002) says, “The challenge of developing a learning ecology is to define and create an environment that balances the many resources and methods people may apply to their learning.” He shared a very interesting matrix which identifies the foundational model for holistic learning environment. He combines the major elements with Knud Illeris (1995) ways of how people accomplish learning. Figure 1. Learning Ecology ACMaduli (2011) 3