Using facebook to support informal and social enquiry-based learning
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This document discusses using Facebook to enhance inquiry-based learning through expanding face-to-face learning conversations digitally. It suggests that Facebook can support three types of learning conversations: self-reflection through internal discussions, peer-to-peer collaboration by sharing and giving feedback on projects online, and student-tutor apprenticeships with quicker feedback and more open discussions between students and lecturers. Student responses indicate that Facebook has helped enhance their interactions with peers and lecturers by providing a digital classroom that blurs boundaries between academic and social engagement.
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![self [internal]
reflection
(facebook) enhances students engagement in learning activities
of an academic and social nature on-and off-campus, by blurring
the boundaries between students academic and social lives
Ivala and Gachago (2010).
peer to peer [horizontal]
collaboration
And has it [facebook] also helped in your interaction with
fellow students?
STUDENT D2: Yes it has. No, yes definitely. It definitely has.
STUDENT G1: I think a large part of it (is) ... interactivity... you
can upload a project or like post an idea and then people in our
class could in this like electronic environment give feedback on
it.
STUDENT A2: For me it feels like we are still in a class and we
are interacting, ja.
STUDENT B2: Its just a digital way. Digital classroom.
student-tutor [vertical]
apprenticeship
Do you feel it [facebook] enhances the interactions with your
Lecturer?
STUDENTS: Yes.
STUDENT G: Definitely.
STUDENT C2: Yeah quick feedback thats what I like, thats
where it comes in.
STUDENT A2: Its just like an open discussion, they are open to...
STUDENT C2: Its like they [the lecturers] stand with us.
STUDENT C2: And I think this is actually like making us gain
confidence in our work, because actually you know where you
are heading to and what is required from you.](https://image.slidesharecdn.com/facebook-140716190801-phpapp01/85/Using-facebook-to-support-informal-and-social-enquiry-based-learning-3-320.jpg)
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This document discusses integrating social media into the classroom to move beyond traditional walls. It encourages participants to discuss the social media platforms they use personally and professionally, as well as how to better engage students through social media. Potential pitfalls of using social media in teaching are also addressed. Participants are invited to join social media groups on Facebook, Twitter and WhatsApp to continue the conversation on engaging students through social platforms.The use of ICTs to facilitate work integrated learning in engineering educati...
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
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This document discusses the integration of information and communication technologies (ICTs) in work-integrated learning (WIL) for engineering education, emphasizing the collaboration between academic and industry experiences. It introduces a part-time blended learning program in architecture aimed at enhancing student engagement while addressing the challenges faced in traditional educational models. Key themes include the need for diverse pedagogical approaches, the importance of creating authentic learning environments, and the role of technology in facilitating effective learning experiences.STAND 29 May_JMorkel
STAND 29 May_JMorkelSTADIO Higher Education
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The document discusses the integration of socially engaged pedagogies in art and design education, highlighting the work of the 'stand' group at Cape Peninsula University of Technology. It emphasizes the importance of authentic learning experiences across different contextsworkplace, campus, and communityand the role of collaborative projects in fostering responsible architectural practice among students. Additionally, it explores the use of blended learning approaches to address educational needs and promote accessibility in architectural education.Storytime: using digital stories for learning
Storytime: using digital stories for learningSTADIO Higher Education
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The document discusses the use of digital storytelling in a first-year architectural design program, noting that students with limited experience successfully articulated conceptual designs through multimedia. However, they struggled with abstract themes and technology selection, highlighting the need for better guidance. While learning outcomes were met, the document emphasizes the importance of making the learning process more explicit and allowing for creative autonomy.SASEE ICT Workshop Port Elizabeth, South Africa, 11 November 2014
SASEE ICT Workshop Port Elizabeth, South Africa, 11 November 2014 STADIO Higher Education
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This document discusses technology-mediated teaching and learning in engineering. It provides an overview of current trends in education, including inquiry-based, problem-based, and collaborative learning. Various technologies that can support these approaches are mentioned, such as QR codes, social media, and digital storytelling. The document encourages participants to discuss and share ideas about implementing these technologies in their teaching to achieve learner-centered goals.Jolanda Morkel's SLAM a the 2014 CPUT Teaching and Technology Day
Jolanda Morkel's SLAM a the 2014 CPUT Teaching and Technology DaySTADIO Higher Education
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This document discusses using different technologies for teaching and learning, including scanning QR codes for field trips, tagging on Facebook for social learning, telling digital stories using Cowbird and Photostory, and prompting questioning using Cognician and Oppia. It also promotes the ed.ted.com website for creating free lessons using TED Talks in an easy 1-2-3 process.Modern Interpretation of the Cape Vernacular: Oude Libertas, Stellenbosch, So...
Modern Interpretation of the Cape Vernacular: Oude Libertas, Stellenbosch, So...STADIO Higher Education
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The document discusses the Oude Libertas Complex in Stellenbosch, designed by Frederick in 2007. It provides a modern interpretation of Cape Vernacular architecture through elements like thick white walls, deep splayed window reveals, shutters, and pergolas inspired by a stylized Cape Dutch farmstead. The complex emphasizes the importance of context in design through its use of space-defining elements in the landscape and a Mediterranean wall architecture approach.A part-time blended architectural programme: OpenArchitecture as case study
A part-time blended architectural programme: OpenArchitecture as case studySTADIO Higher Education
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The document describes OpenArchitecture, a part-time blended learning program for architectural studies in South Africa. It provides mentoring in offices, online courses, and occasional face-to-face meetings. The program aims to address staffing shortages and serve non-traditional students. Its first program is a two-year part-time degree in architectural technology in collaboration with Cape Peninsula University of Technology.Scanning, Tagging, Telling and Prompting: Using technology to mediate enquiry...
Scanning, Tagging, Telling and Prompting: Using technology to mediate enquiry...STADIO Higher Education
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The document provides information about an elearning update conference that will take place from July 21-23, 2014 in Johannesburg, South Africa. It discusses inquiry-based learning, where questioning and wondering are encouraged, and provides several links related to the conference website and inquiry-based learning resources. The document concludes by thanking the reader and including additional links.Orientation programme: Walkabout photos
Orientation programme: Walkabout photosSTADIO Higher Education
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QR codes can be used to enhance learning by providing digital content that students can access through scanning codes placed in physical locations or materials. This allows the integration of digital and physical resources to create discovery-based learning experiences. Educators can strategically place QR codes throughout their classroom, campus, or learning materials to link to videos, websites, documents or other online content relevant to what students are exploring.Design learning goes online: The role of ICT in Architecture Education
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
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This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.Using QR codes to guide learning through discovery
Using QR codes to guide learning through discoverySTADIO Higher Education
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The document summarizes an orientation activity for first year interior design and architectural technology students. The activity involves students being divided into groups and going on a walkabout route through Cape Town to observe various buildings. Students are required to stop at 5 buildings marked on the map - the Castle of Good Hope, Cape Town City Hall, St George's Cathedral, Koopmans-De Wet House, and Cape Town Convention Centre. At each location, students must answer questions by scanning QR codes and submitting their responses and photographs the next day. The purpose is for students to practice observation, analysis and critical reflection skills important for their studies.Corona Chronicles: Connected co-learning and co-teaching in online and blende...
Corona Chronicles: Connected co-learning and co-teaching in online and blende...STADIO Higher Education
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much more than a mooc: celebrating a breakthrough in architecture education
much more than a mooc: celebrating a breakthrough in architecture education STADIO Higher Education
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The use of ICTs to facilitate work integrated learning in engineering educati...
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
油
Modern Interpretation of the Cape Vernacular: Oude Libertas, Stellenbosch, So...
Modern Interpretation of the Cape Vernacular: Oude Libertas, Stellenbosch, So...STADIO Higher Education
油
Scanning, Tagging, Telling and Prompting: Using technology to mediate enquiry...
Scanning, Tagging, Telling and Prompting: Using technology to mediate enquiry...STADIO Higher Education
油
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Using facebook to support informal and social enquiry-based learning
- 1. the use of facebook to support enquiry-based learning Jolanda Morkel (morkelj@cput.ac.za @Jolanda_Morkel) HELTASA conference Stellenbosch 28 30 November 2012 To understand how the use of facebook might enhance the learning conversation by expanding the face to face studio beyond the physical environment. digital physical
- 2. learning conversations self REFLECTION peer to peer COLLABORATION student-tutor APPRENTICESHIP face to face conversation relies on using gestures/ drawing/ speech project-based studio learning Learning is the relationships between people Smith 2003 Students learn through various interactions mediated through drawing, speech and gestures, in a process known as the critique or crit (Lymer 2010). Knowledge is constructed, based on a range of conversations (Pask 1976 in Laurillard 2008, Laurillard 2009, 2012), dialogues (Osborne et al 2007) or arguments (Hasirici & Demirkan 2007) with themselves, their peers and educators.
- 3. self [internal] reflection (facebook) enhances students engagement in learning activities of an academic and social nature on-and off-campus, by blurring the boundaries between students academic and social lives Ivala and Gachago (2010). peer to peer [horizontal] collaboration And has it [facebook] also helped in your interaction with fellow students? STUDENT D2: Yes it has. No, yes definitely. It definitely has. STUDENT G1: I think a large part of it (is) ... interactivity... you can upload a project or like post an idea and then people in our class could in this like electronic environment give feedback on it. STUDENT A2: For me it feels like we are still in a class and we are interacting, ja. STUDENT B2: Its just a digital way. Digital classroom. student-tutor [vertical] apprenticeship Do you feel it [facebook] enhances the interactions with your Lecturer? STUDENTS: Yes. STUDENT G: Definitely. STUDENT C2: Yeah quick feedback thats what I like, thats where it comes in. STUDENT A2: Its just like an open discussion, they are open to... STUDENT C2: Its like they [the lecturers] stand with us. STUDENT C2: And I think this is actually like making us gain confidence in our work, because actually you know where you are heading to and what is required from you.
- 4. synchronous group critique using facebook: 90 min/ 190 utterances asynchronous social engagement using facebook