Individual (learner)embedded network

position

Three overlapping and mutually constituting dimensions

MOTIVATION

INVESTMENT

LEARNER-CENTRED

Mediated/Articuted through INTERACTION via RELATIONSHIPS

and ROLES

RELATIONSHIPS

ROLES

Individual <-> Content

Individual <-> Tools

Individual <-> Others (people)

Individual asLEARNER

Individual as FACILITATOR

Individual as CONTRIBUTOR

Learner <-> Learner

Learner <-> Facilitator

Facilitator <-> Learner

Contritutor <-> Contributor

Self-direction

Democtratic learning

Flattening of “the academy”Teacher becomes facilitator

Relevance, acceptability

Relevance, acceptability

Technology & pedagogy matched to tasks & skills

Preferences / Organic usage

Transactional “sphere”

Expression

Personalization

Accountability

Role diversity (even within the same connected environment)

Feedback

Network embeddedness

High/Low engagement

Pedagogical embeddedness

Authenticity; real-world relevance

In�uence

Support

Skill/Knowledge developmentConnection

Social capital

Resource Access

Autonomy

e.g. peer mentor

e.g. Community of Practice

Return on Investment

Learning Skills development

Knowledge acquisition

Inclusion

Skills development facilitated; guidance provided

Participation(Co-)Contribution/creation of learning content

(Co-)Contribution/creation of learning content

Job skills; professional development

e.g. peer feedback, formative feedback, direct feedback from tool

Expression

Inclusion, participation

(Co-)Contribution/creation of learning content

Resource access “rights”

Collaboration

e.g. Individual may take on multiple roles

Learning tasks accomplished with technology that were previously inconceivable

SEE: “MOTIVATION”

SOCIAL MEDIA USE IN HIGHER EDUCATION

(MAIS 701)ResearchBackground

Research Review

Emerging Conceptual Model

Social media (social software) & social system relationships(Dron, Anderson)

CONCEPTUAL FRAMEWORKS

GroupsNetsSetsCollectives

“Hard” Media “Soft” Media

Social Network / Social Network Analysis

Digital EcosystemEcological Cognition Framework

Communicative Ecology

Human-Computer Interaction

SAMR (Puentedura)

SubstitutionAugmentation

Modi�cationRede�nition

THEORIES

Connectivism(Siemens, Downes)

Constructivist Approaches(Dewey, Montessori, Piaget, Vygotsky)

SCOT (Social Construction of Technology)(Bijker, Pinch, Mackenzie, Wajcman)

Actor-Network Theory (ANT)(Latour, Callon, Law)

Activity Theory

Kharkov School(Leont'ev, Vygotsky, Luria)

Scandinavian School(Engeström, Nardi, Kuuttii, Verenikina)

Cultural-historical Psychology(Vygotsky, Luria)

Cognitivism(Piaget, Vygotsky)

Behaviourist Approaches

Behaviourism(Pavlov, Watson, Thorndike, Skinner, Vygotsky)

Social Learning Theory(Vygotsky, Bandura)

SOCIOLOGICAL APPROAHCESAction Theory(Parsons, Weber)

(Tönnies)GemeinschaftGesellschaft

ECOLOGICAL APPROAHCES

Media Ecology(M. McLuhan, E. McLuhan, Postman, Innis)

Conservation Ecology,Traditional Ecological Knowledge (TEK)(Ingold, Berkes)

Environmental EmbeddednessResource CommonsOpen Access

ANTHROPOLOGICAL APPROACHESEthnography (Australian Aborigines):Reciprocity/Renunciation asprinciples of social organization(DH Turner)

SYSTEMS THEORY

General Systems Theory,Open & Closed SystemsBertalan�y

Soft Systems MethodologyCheckland

Transactional Distance(Moore)teacher-teacher interaction

teacher-content interactioncontent-content interaction(Anderson & Garrison)

learner-content interactionlearner-instructor interactionlearner-learner interaction

structure (design)dialogue (interaction)

Community of Inquiry (CoI)(Garrison, Anderson)

Dimensions of interaction:social presencecognitive presenceteaching presence

Immediacy(Woods & Baker)

Surface vs Deep LearningGarrison & Cleveland-Innes

Distrbuted Cognition(Hutchins)

Self-determination Theory(Ryan, Deci, Vallerand)

Innate psychological needs (in learning contexts):

CompetenceRelatednessAutonomy

Networked Learning(Illich, Wegner, Ravenscroft)

Technology integration inteaching and learning

TPACK(Mishra & Koehler)

Technological KnowledgePedalogical KnowledgeContent Knowledge

Technological Pedagogical KnowledgeTechnological Content KnowledgePedagogical Content Knowledge

<-- Intersects <--

Enhancement

Transformation

(Interface) Design Principles - ”Design of Everyday Things”(Norman)

Visibility Feedback Constraints Mapping Consistency A�ordance

Connectionism(Downes)

General Learning Theories

Technology-mediated Learning Theories

PSYCHOLOGICAL APPROACHES

Individual is unit of analysis

Collective/system is unit of analysis

ex. sca�olding

ex. zone of proximal development

Distance / Online Learning

COGNITIVE SCIENCE APPROACHES

INCLUSION criteria will be informed by relationship/role factors and the dimensions of interaction (described above)

Preliminary Observationsre: study quality

SEARCH STRATEGY

EBSCO (Education Research Complete)

Yield: 1,489 unique sources

Google Scholar

Yield*: 906 unique resources*An internal Google Scholar error prevented access to half of the ~2000 sources returned

TOTAL: 2,395

1. Many have low subject numbers, Few are su�ciently powered.

5. Many with qualitative data incorporate content analysis, phenomenology or case study. Some incorporate mixed methods. None so far identi�ed incorporate rounded theory.

4. Few consider academic outcomes such as grades.

3. Many based on subjective factors, such as preferences or self- report of improved engagement.

2. Few incorporate experimental / controlled design.

6. Few represent novel research.

Social Media (Social Software)

Search terms:social media + higher education(and various iterations)

TECHNOLOGICAL ADVANCES Web 2.0

“Social software is organic and self-organizing, underpinned by dynamics that parallel natural processes. It is evolutionary, replicating the successful and diminishing or killing the unsuccessful. It is stigmergic: signs left in the environment communicate with others who leave further signs in the environment. It has an emergent structure, formed from bottom-up control rather than top-down design.” (Dron, J. (2006). Social software and the emergence of control. Advanced Learning Technologies. IEEEE Conference IEEE; pg. 2.)