Designing effective social learning

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Photo by yaph - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/8471827@N06 Created with Haiku Deck Designing effec*ve social learning Natalie Lafferty, University of Dundee Creating effective learning with new technology in the 21st century: the importance of educational theories AMEE Symposium 1 Sep 2014, Milano

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Slides from my presentation as part of the Creating effective learning with new technology in the 21st century: the importance of educational theories Symposium at AMEE 1 Sep 2014, Milano, Italy

Transcript of Designing effective social learning

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Designing  effec*ve  social  learning    Natalie  Lafferty,  University  of  Dundee    Creating effective learning with new technology in the 21st century: the importance of educational theories AMEE  Symposium  1  Sep  2014,  Milano  

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hDp://www.flickr.com/photos/cobannon/2983755589/  

Learning is social

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Communi*es  of  prac*ce  

Online  collabora*ve  learning  

Networked  learning  

Social  learning  

Connec*vism  

Rhizoma*c  learning  

SOCIAL  LEARNING  THEORIES  

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Communi*es  of  Prac*ce  Situated  learning  –  social  par*cipa*on  

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Old-­‐%mers    

Mature  prac*ce  

Newcomers  

to  Through:  -­‐  Engagement  -­‐  Interac*on  -­‐  Collabora*on  -­‐  learning  of  

knowledgeable  skills  

Periphery  

Social    Prac*ce  

Full  Par*cipa*on  

Situated  Learning  

Boundary  (flexible,  dynamic)  

LEGITIMATE  PERIPHERAL  PARTICIPATION  (LPP)  

Image  by  Annalisa  Manca  -­‐  @annalisamanca  -­‐  hDp://www.slideshare.net/annalisama/co-­‐p2014    

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COMPONENTS  OF  A  SOCIAL  THEORY  OF  LEARNING  

CONCEPTUAL  FRAMEWORK  -­‐  WENGER  

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http://www.flickr.com/photos/oceanflynn/6638184545/  

Social media supporting virtual CoPs"" http://www.connectivism.ca/about.html"

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   The  network  aspect  refers  to  the  set  of  rela*onships,        personal  interac*ons,  and  connec*ons  among        par*cipants,  viewed  as  a  set  of  nodes  and  links,        with  its  affordances  for  informa*on  flows  and      helpful  linkages.    

hDp://wenger-­‐trayner.com/resources/communi*es-­‐versus-­‐networks/  

   The  community  aspect  refers  to  the  development  of      a  shared  iden*ty  around  a  topic  that  represents  a      collec*ve  inten*on  –  however  tacit  and  distributed  –        to  steward  a  domain  of  knowledge  and  to  sustain      learning  about  it    

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Photo by jrhode - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/21959506@N00   Created with Haiku Deck  hDps://flic.kr/p/7R56DT  TOOLS  SUPPORTING  CONNECTIONS  &  DISCOURSE  

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CONSTELLATIONS  OF  OPEN  PRACTICES  &  NETWORKS  

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PERSONAL  LEARNING  NETWORKS  &  ENVIRONMENTS  

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“A  collec*ve  is  very  different  from  an  ordinary  community.  Where  communi*es  can  be  passive  (though  not  all  of  them  are  by  any  means),  collec*ves  cannot.  In  communi*es,  people  learn  in  order  to  belong.  In  a  collec*ve,  people  belong  in  order  to  learn.  Communi*es  derive  their  strength  from  crea*ng  a  sense  of  belonging,  while  collec*ves  derive  theirs  from  par*cipa*on.”    Douglas  Thomas  and  John  Seely  Brown  (2011)  

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A  LEARNING  THEORY  FOR  A  DIGITAL  AGE  -­‐  SIEMENS    

hDps://flic.kr/p/53FDyV  

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“MOOCs are inherently social …”"That depends on the MOOC …  

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cMOOCs" Connectivist  

xMOOCs" eXtension  

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#Rhizo14  -­‐  cMOOC  

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hDps://flic.kr/p/aCo7fm  

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Image  by  Dave  Gray  from  Flickr  -­‐  hDps://flic.kr/p/9Assl  

Learning  as  a  process  of  discourse,    collabora*on  and  knowledge  building  

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hDps://dundeepublichealth.wordpress.com/e-­‐coli-­‐o157/  

Interprofessional  -­‐  Medics  and  Vets  

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hDps://storify.com/lucyamee/an-­‐e-­‐coli-­‐outbreak-­‐o157  

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Is  there  evidence  of  learning?  Discourse  analysis  

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Higher  educa*on  delivers  social  learning    in  the  walled  garden  of  the  VLE/LMS    

Image  by  Simon  Gibson  from  Flickr  hDps://flic.kr/p/oaDytB  

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Image by Giulia Forsythe from Flickr https://flic.kr/p/bZe5HJ

Doctors  need  to  be  Lifelong  Learners  (LLLs)  

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Are we helping students to develop "The skills to be self-regulated LLLs?  

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TEACHERS  INDUCTING  LEARNERS  INTO    COMMUNITIES  OF  KNOWLEDGE  -­‐  #DUAgeing14  

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Natalie  Lafferty    Director  Technology  in  Learning  College  of  Medicine,  Den*stry  &  Nursing  University  of  Dundee    TwiDer  -­‐  @nlafferty  Email  –  [email protected]  Web  -­‐  hDp://about.me/nlafferty  

   Image  by    Lindsay  from  Flickr  hDps://flic.kr/p/966dWy