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Using social media to engage and develop the online learner in self-determined learning

Using social media to engage and develop the online learner in self-determined learning | Education | Scoop.it
(2014). Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology: Vol. 22, Special Issue - Riding Giants: How to innovate and educate ahead of the wave, 21635. doi: 10.3402/rlt.v22.21635

 

The paper argues for a heutagogical approach combined with using social media to develop cognitive and meta-cognitive abilities and job-related skills in students.
The study involved a surveying number of cohorts of distance educations students and in-depth interviews with a number of the students in a foundational course on distance education at the University of Maryland University College.
Findings suggest that some social media applications, notably e-portfolios, mind maps and Google Docs do contribute to the cognitive and meta-cognitive learning development of learners. Findings for other social media applications such as Twitter and Diigo are more ambiguous. However this not exclusively due to the use of social media, but rather to a combination of heutagogy and technology use.
More research is needed to understand whether familiarity with these applications do lead to students using them more extensively for learning and knowledge generation activity.
More research is also needed to understand the development of student competency and capability in the use of social media when they have used these as part of their learning and research activities.

I agree with the importance attached to the pedagogical dimensions by the author. This means that the use of technology is contextualised in a meaningful way, that would increase the changes of success in achieving learning outcomes.

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Scooped by Hugo Lotriet
Scoop.it!

Using social media to engage and develop the online learner in self-determined learning

Using social media to engage and develop the online learner in self-determined learning | Education | Scoop.it
(2014). Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology: Vol. 22, Special Issue - Riding Giants: How to innovate and educate ahead of the wave, 21635. doi: 10.3402/rlt.v22.21635

 

The paper argues for a heutagogical approach combined with using social media to develop cognitive and meta-cognitive abilities and job-related skills in students.
The study involved a surveying number of cohorts of distance educations students and in-depth interviews with a number of the students in a foundational course on distance education at the University of Maryland University College.
Findings suggest that some social media applications, notably e-portfolios, mind maps and Google Docs do contribute to the cognitive and meta-cognitive learning development of learners. Findings for other social media applications such as Twitter and Diigo are more ambiguous. However this not exclusively due to the use of social media, but rather to a combination of heutagogy and technology use.
More research is needed to understand whether familiarity with these applications do lead to students using them more extensively for learning and knowledge generation activity.
More research is also needed to understand the development of student competency and capability in the use of social media when they have used these as part of their learning and research activities.

I agree with the importance attached to the pedagogical dimensions by the author. This means that the use of technology is contextualised in a meaningful way, that would increase the changes of success in achieving learning outcomes.

more...
No comment yet.
Rescooped by Hugo Lotriet from Future of Learning: Self-determined Supported By Technology
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How to transform schools into Learning Organisations?

How to transform schools into Learning Organisations? | Education | Scoop.it
Schools nowadays are required to learn faster than ever before in order to deal effectively with the growing pressures of a rapidly changing environment. Many schools however, look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners.

In response, a growing body of scholars, educators and policy makers around the world is making the case that schools should be re-conceptualised as “learning organisations” that can react more quickly to changing external environments, embrace innovations in internal organisation, and ultimately improve student outcomes. Despite strong support for and the intuitive appeal of the school as a learning organisation, relatively little progress has been made in advancing the concept, either in research or practice. This lack of progress partly stems from a lack of clarity or common understanding of the school as learning organisation.

Via Edumorfosis, Lisa Marie Blaschke
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Carlos Fosca's curator insight, January 2, 2:32 PM

Aunque las recomendaciones se basen en un estudio desarrollado  por la OECD (2016) para escuelas, estas mismas pueden aplicarse también para Instituciones de educación superior como las Universidades. 

Ivon Prefontaine, PhD's curator insight, February 14, 7:15 PM
Schools, in and of themselves, are not learning organizations. It is the people within schools who are the organization and communal aspects. Peter Senge proposed schools as learning organizations two decades ago. I discovered the culture of school is one of isolation that people readily accepted. The key would be to bring people together on a regular basis and in a gradual way. We have too many managers and not enough leaders in schools.
John Rudkin's curator insight, March 5, 4:09 AM
A never ending debate....
Rescooped by Hugo Lotriet from Core Competencies for Distance Educators
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The changing skill set of the learning professional

The changing skill set of the learning professional | Education | Scoop.it
Skills define us. They are what make us useful and productive. They are the foundation of our achievements. On our death bed, it is ou

Via Ana Cristina Pratas, Lisa Marie Blaschke
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miracletrain 夢想驛站's curator insight, February 8, 2:04 AM
Skills define us. They are what make us useful and productive. They are the foundation of our achievements. On our death bed, it is our skills that we will reflect on with pride.
callooh's curator insight, February 11, 8:42 AM
The learning professional is at heart a generalist when it comes to skill sets (aka a jack/jill of all competencies)
Gemma Ballarín's curator insight, February 27, 3:54 AM
21st century teaching