THE ROLE OF SOCIAL MEDIA IN

CREATING AN AUTONOMOUS

PERSONAL LEARNING ENVIRONMENT

Christopher Pang

Christian Chia

Nanyang Polytechnic, Singapore

Startling Statistics

1. Facebook

1.65 billion registered users worldwide (Q1 2016)

In Singapore – 5.5 million population;

3.8 million registered users

2. Weibo

600 million registered users

60.2 million daily active users

Outline

1. Pedagogical Shifts

2. Definition

Personal Learning Environment (PLE)

Learner Autonomy (LA)

3. Using Social Media to foster autonomous PLE

4. Conceptual Framework & Methodology

6. Conclusion

Pedagogical Shifts

1

Growing concern that CMS/LMS used to deliver elearning,

make learning less personal

Used for content dissemination or as a depository

Lacks personalisation; not student-centric

2

Growing use of social media in higher education

Empower student-centric learning

Preferred by generation next

Marra & Jonassen, 2001; Oliver, 2001; McLoughlin, 2007

Research Purpose

Share a framework which guides

instructors on using social media

to promote personalised learning

and learner autonomy

Personal Learning Environment (PLE)

Key Pedagogical Characteristics

Self-directed creators/organisers of content

Learning content ‘infinite’

Socially involved, and use of social software (media)

Key Pedagogical Differences

Not just a virtual learning environment

Diverse learning environments

Linked to informal learning, lifelong learning

Martindale & Dowdy, 2010; Dabbagh & Kitsantas, 2012; Schaffert and Hilzensauer, 2008)

Learner Autonomy (LA)

Key Pedagogical Characteristics

Capacity to take charge and control over one’s learning

Capable of setting objectives, selecting content and methods

Define learning pace, time and place

Key Pedagogical Differences

Less reliant on instructors

Proactive in learning

Learn beyond classroom instruction

Benson, 2013; Benson, 1997; Holec, 1981; Cotterall, 1995

Social Media in Higher Education

Key Pedagogical Characteristics

Increasingly used to support and complement learning and

teaching

Participatory culture

Key Pedagogical Differences

Develop distinct online identity

Interaction with and contribution to virtual communities

User-generated, user-driven topics

Smith & Caruso, 2010; Rosmala, 2012; Tess, 2013; Dabbagh & Reo, 2011

Convergence

Learner

Autonomy

Personal

Learning

Environment

Social Media

An Autonomous PLE Activated by Social Media

Key Pedagogical Characteristics

Commonalities between PLE and LA synergistically

Personalised learning promotes autonomy

Use of social software to move beyond LMS

Key Pedagogical Differences

Community helps build curriculum

Self-organises, self-informed, self-seeking

Freedom to learn in a social space

Dalsgaard, 2006; Anderson, 2008; McGloughlin and Lee, 2010

Conceptual Framework

Methodology

Systematic Review

Case Studies

Technical and Vocational Education and Training Context

Thrusts

Social Media: Levels of Interactivity

PLE: Degree of Freedom

LA: Degree of Control

Conceptual Framework Interactivity Personalisation Autonomy Attributes

Level 1 Completing

Organise learning by preferences

Take responsibility for learning

Use of personal tools to set learning goals, plan learning and complete tasks

Level 2 Connecting

Customise learning through interaction

Exercise learner control

Use of social tools to interact with peers, share content, peer review of assignments

Level 3 Collaborating

Generate unique learning experiences

Take ownership of learning

Use of social tools to complete projects in virtual teams through collaborative editing

Level 4 Co-creating

Design diverse learning experiences

Show learner proficiency

Use of social tools to co-create new learning content through assembling and constructing with peers and instructors

Level 1 - Completing

Use of personal tools Plan learning

Level 2 - Connecting

Use of social tools to interact

Level 3 - Collaborating

Use of social tools to complete projects in virtual teams

Use of Achievement Badges

Level 4 – Co-creating

Use of social tools to co-create new learning content

Conclusion

The case for using social media in an APLE

APLE needs integrated use of social media

Learners today prefer to use technology to meet their needs

and preferences rather than let instructors prescribe their

learning with predetermined and prepackaged content

Conceptual framework was developed to guide instructors to

optimise learning in a technology mediated learning

environment.