Social Web/Knowledge Building Presentation
Download as PPTX, PDF0 likes379 views
This document summarizes a case study on using social web technologies in an online course. The 3-week course was developed using Ning, Blogger, Wetpaint, and other social media tools. 41 participants from various levels and generations engaged in knowledge sharing through discussion forums, wikis, and comments. The study found that social media promotes collaborative knowledge building but design needs to be simple. Not all learners found social media appealing, and adoption may take time across generations. The study discusses implications for instructional design practices.
![Participant ContributionsTo me, social networks are fine for those who want to use them. I've never used one, nor have I the desire to use it. I am very leery about putting any personal information, pictures, etc., about my family or myself on the internet for the whole world to see. I will use e-mails to keep in touch with friends and business associates that I wish or need to communicate with. [The organization] has implemented various restrictions on how to access or use AOL and other personal web addresses. They do not allow access to any types of social networks, or blogs [unless work or (organization) approved], etc. for fear of compromising network security as well as the possible transmission of viruses. I am very "old school" when it comes to using social networks like Facebook, MySpace and others! These represent "different strokes for different folks!So many naysayers! I use Flickr, Facebook, del.icio.us, Good Reads, and a few other social networking sites. They're a great resource for connecting to people and sharing helpful information. For example, I can see pictures from a picnic through a friend's Flickr stream, or see what they're reading via Good Reads. I should note that all these sites have customizable privacy settings. Reading some of the posts above, I think such is a generational thing. I'm in my 20s, and such sites have become second nature. They're not scary, nor are the unintuitive.[Knowledge Building Discourse][Knowledge Building Discourse]](https://image.slidesharecdn.com/presentation70810-100707202552-phpapp01/85/Social-Web-Knowledge-Building-Presentation-16-320.jpg)
![Participant ContributionsThis article from "The Atlantic" ("Is Google Making Us Stupid?"is not specifically related to this course but I think that you may find it interesting as it relates to how people are changing how they approach reading and information gathering because of our heavy use of internet resources.[Constructive Use of Authoritative Resources ]Btw, once in a while I run across and collect some interesting articles in the Post's Federal pages about govt web 2.0. One in Oct last year about the State Dept's idea of establishing its own public blog and another in Jan 08 "Agencies Share Information By Taking a Page from Wikipedia.[Constructive Use of Authoritative Resources ]Govt Exec Magazine had a recent article about Web2.0 in the Federal Gov't. http://www.govexec.com/features/0708-01/0708-01s2.htm) The end of the article has three points about adopting web 2.0 technologies.[Constructive Use of Authoritative Resources ]I came across this neat RSS feed. It conveniently lists a large variety of websites for every purpose. Check it out: http://www.allmyfaves.com[Constructive Use of Authoritative Resources ]](https://image.slidesharecdn.com/presentation70810-100707202552-phpapp01/85/Social-Web-Knowledge-Building-Presentation-17-320.jpg)
![Participant ContributionsSpeaking of that, I find it curious that the guides cited suggested using notes but not an exact transcript. Doing so would serve two purposes: 1) getting the podcast right; and 2) having a transcript ready for 508 purposes.[Improvable Ideas]But I think the real impediment holding [the organization] back from using a blog is the dynamic, real-time nature of blogging. Most bloggers (at least the ones I read) post regularly and often (at least once a day, many post several times each hour). There is something of a conversational feel between the blogger and his or her readers and other bloggers. This makes blogs dynamic, but it also means that sometimes the first post is wrong or has faulty information. While thats an accepted part of the blogging universe, [the organization] would never be able to accept a system that is accepting of error and updates on a real-time basis. Every post would have to go through so many layers of review and editing that the information would be old news before it ever went public. [Real Ideas, Authentic Problems]](https://image.slidesharecdn.com/presentation70810-100707202552-phpapp01/85/Social-Web-Knowledge-Building-Presentation-18-320.jpg)
![Participant ContributionsThis class pushed me to explore actually using a few things that I had "conversational knowledge" of, but hadn't used or thought much about how to use in a work setting. I have some new ideas, and have definitely learned a little about other people here that I wouldn't have without this course. [Community and Collaboration]Robert, I don't know if anyone else feels the same way, but I was wondering if these sites can be made available to us even after the course is "officially" over. It would be great if we could return to continue discussions, readings, post materials, share thoughts, get help, etc.[Legacy]](https://image.slidesharecdn.com/presentation70810-100707202552-phpapp01/85/Social-Web-Knowledge-Building-Presentation-19-320.jpg)
More Related Content
What's hot (20)
Similar to Social Web/Knowledge Building Presentation (20)
Recently uploaded (20)
Social Web/Knowledge Building Presentation
- 1. The Social Web and Instruction: A Case StudyRobert JordanThe Pennsylvania State University
- 2. Social Web and Instructional DesignOne of the most recent technological advancements involves the learner gaining ability to control the content. And the learners themselves are able to make enhancements through Web 2.0 technologies such as wikis, blogs, and other social networking platforms.Source: American Society of Training and Development (ASTD) 2008 State of the Industry Report (pg. 7)
- 3. The Social Web DefinedThe Social Web is currently used to describe how people socialize or interact with each other throughout the World Wide Web. Such people are brought together through a variety of shared interests. There are different ways in which people want to socialize on the Web today. The first kind of socializing is typified by "people focus" websites such as Bebo, Facebook, and Myspace.... The second kind of socializing is typified by a sort of "hobby focus" websites. For example, if one is interested in photography and wants to share this with like-minded people, then there are photography websites such as Flickr, Kodak Gallery and Photobucket.Source: Wikipedia entry on Social Web
- 4. Social Web: Web 2.0 ApplicationsSocial networksBlogsWikisRSS feeds and readersSocial bookmarkingMultimedia and file sharingPodcastsMash-up applications
- 5. Why the Social Web?Learning environment affordances:Constructivist knowledge buildingCollaborationLearning communitiesVirtual practice spaceOngoing learningMany applications available at no cost
- 6. Case Study: Online CourseWeb 2.0: Building knowledge in the workplaceEntirely online learning environmentThree week in durationDeveloped using the Social Web
- 7. Study Setting and ParticipantsOrganization of 5,000 in Washington, D.C.41 total participants (40 consented)All levels of the organization representedCross-generational participation
- 8. The Learning EnvironmentSocial Network: NingBlog: Blogger, SharePoint, and WordpressWiki: Wetpaint and SharePointRSS: Google ReaderBookmarks: de.licio.usFile sharing: 際際滷SharePodcasts: .mp3 files
- 9. Ning Comment Wall Example
- 10. Ning Discussion Forum Example
- 12. Conceptual FrameworkKnowledge BuildingSocial WebLearningEnvironmentPractice SpaceLegacyCollaboration/Community
- 13. Knowledge Building ConceptsKnowledge Building DiscourseKnowledgeBuildingScardamalia(2002)Constructive Use of Authoritative ResourcesRise AboveReal Ideas, Authentic ProblemsImprovable Ideas
- 15. Case Study MethodUnit of Analysis: The case itself (Stake, 1995)Units of Observation: Participant interaction and course artifactsCodes assigned based on the conceptual frameworkUnpacking and analysis of themes
- 16. Participant ContributionsTo me, social networks are fine for those who want to use them. I've never used one, nor have I the desire to use it. I am very leery about putting any personal information, pictures, etc., about my family or myself on the internet for the whole world to see. I will use e-mails to keep in touch with friends and business associates that I wish or need to communicate with. [The organization] has implemented various restrictions on how to access or use AOL and other personal web addresses. They do not allow access to any types of social networks, or blogs [unless work or (organization) approved], etc. for fear of compromising network security as well as the possible transmission of viruses. I am very "old school" when it comes to using social networks like Facebook, MySpace and others! These represent "different strokes for different folks!So many naysayers! I use Flickr, Facebook, del.icio.us, Good Reads, and a few other social networking sites. They're a great resource for connecting to people and sharing helpful information. For example, I can see pictures from a picnic through a friend's Flickr stream, or see what they're reading via Good Reads. I should note that all these sites have customizable privacy settings. Reading some of the posts above, I think such is a generational thing. I'm in my 20s, and such sites have become second nature. They're not scary, nor are the unintuitive.[Knowledge Building Discourse][Knowledge Building Discourse]
- 17. Participant ContributionsThis article from "The Atlantic" ("Is Google Making Us Stupid?"is not specifically related to this course but I think that you may find it interesting as it relates to how people are changing how they approach reading and information gathering because of our heavy use of internet resources.[Constructive Use of Authoritative Resources ]Btw, once in a while I run across and collect some interesting articles in the Post's Federal pages about govt web 2.0. One in Oct last year about the State Dept's idea of establishing its own public blog and another in Jan 08 "Agencies Share Information By Taking a Page from Wikipedia.[Constructive Use of Authoritative Resources ]Govt Exec Magazine had a recent article about Web2.0 in the Federal Gov't. http://www.govexec.com/features/0708-01/0708-01s2.htm) The end of the article has three points about adopting web 2.0 technologies.[Constructive Use of Authoritative Resources ]I came across this neat RSS feed. It conveniently lists a large variety of websites for every purpose. Check it out: http://www.allmyfaves.com[Constructive Use of Authoritative Resources ]
- 18. Participant ContributionsSpeaking of that, I find it curious that the guides cited suggested using notes but not an exact transcript. Doing so would serve two purposes: 1) getting the podcast right; and 2) having a transcript ready for 508 purposes.[Improvable Ideas]But I think the real impediment holding [the organization] back from using a blog is the dynamic, real-time nature of blogging. Most bloggers (at least the ones I read) post regularly and often (at least once a day, many post several times each hour). There is something of a conversational feel between the blogger and his or her readers and other bloggers. This makes blogs dynamic, but it also means that sometimes the first post is wrong or has faulty information. While thats an accepted part of the blogging universe, [the organization] would never be able to accept a system that is accepting of error and updates on a real-time basis. Every post would have to go through so many layers of review and editing that the information would be old news before it ever went public. [Real Ideas, Authentic Problems]
- 19. Participant ContributionsThis class pushed me to explore actually using a few things that I had "conversational knowledge" of, but hadn't used or thought much about how to use in a work setting. I have some new ideas, and have definitely learned a little about other people here that I wouldn't have without this course. [Community and Collaboration]Robert, I don't know if anyone else feels the same way, but I was wondering if these sites can be made available to us even after the course is "officially" over. It would be great if we could return to continue discussions, readings, post materials, share thoughts, get help, etc.[Legacy]
- 20. Study FindingsThemes include:Social Web promotes collaborative knowledge buildingDesign should be simple and not overwhelm learnersAppeal may not be universal or cross-generationalAdoption and diffusion may take time
- 21. DiscussionFormal versus informal learning Learning communitiesPerformance supportImplications for ISD
- 22. Thank you!Robert JordanEmail: raj152@psu.eduLinkedIn: http://www.linkedin.com/in/robertjordan
Editor's Notes
- #20: There were two examples of the other concepts found in the conceptual framework for the case study. Practice space, the other concept, was found in the course wiki, which I had shown earlier.
- #21: Here are the major themes I saw as a result of analyzing what went on in the case. First, based on the coding I did I saw a great deal of evidence of knowledge building among participants within the social network especially. The most common knowledge building concepts that I saw were knowledge building discourse and constructive use of authoritative resources. The Social Web and the Web 2.0 applications that comprise it can serve as an engine for knowledge building sharing.I did observe that some learners might have had too many different applications thrown at them at once. My intent was at immersion in the applications, but for many of the participants these were new ideas and concepts. Some participants expressed these sentiments directly in the course, while in other cases it was based on indirect observations and my own sense as an experienced designer and online instructor. I did provide scaffolds and resources, but I still feel that a little more simplicity in the design and scope of the course might have been useful. One thing I know many people did not like was bouncing back and forth between various applications.I sensed the participants for the most part appreciated what the Social Web could do in the workplace in terms of collaboration, but there was a bit of skepticism as well. More than one participant expressed concern about privacy issues and whether there was data security and policy implications. Some believed that there use of the Social Web was not a good substitute for face-to-face collaboration. While there were no clear-cut generational differences in overall participation that I observed, some dialogue between participants hinted at it. It is clear as with most innovations, there is a need for time and the necessity for an adoption and diffusion plan to introduce people to these technologies and the power they have.
- #22: I have always believed that while these technologies can be incorporated in online training as well as a component of face-to-face training, their real value may lie in their informal use in online communities-of-practice or learning communities. To me, these applications are informal in their value nature, best used on the fly. There are many online applications where the Social Web might be used to spur and foster community that appeal to all generations. I also see a lot of potential value as their use in performance support. For instance, social bookmarks or RSS feeds may be shared across groups and users expanding what is found on the Web and adding to collective knowledge. As an instructional designer, the Social Web excites me because it brings it all together. How to make use of them requires planning and strategy. Many are seeing the opportunities.