Self-Guided Social Media Training Manual 1...Self-Guided Social Media Training Manual 3Outline of...

Self-Guided Social Media Training Manual 1

Self-Guided Social Media Training Manual

Ronnie Adams, Makeisha Barnes, Kevin Hood, Katie La Pointe, Pleshetta Williams

AET/562 Social Media for Professional Learning

October 03, 2016

Dr. Sean Spear


Outline and Overview

Overview of Social Learning

Social Learning is the communing of people sharing purposeful information with the

intention to learn. This new wave of learning, while informal and abstract, can provide various

platforms to learn and share new information that allow end-users to communicate in real-time.

According to "Bandura - Social Learning Theory" (2016),” In social learning theory Albert

Bandura (1977) agrees with the behaviourist learning theories of classical conditioning and

operant conditioning. However, he adds two important ideas: Mediating processes occur between

stimuli & responses. Behavior is learned from the environment through the process of

observational learning.” (para. 1).

Overview of Social Media Tools

There are several types of social media tools that serve as a vehicle to communicate

information and lay a foundation of social learning that is lasting. Tools such as

Blogging,Microblogs, Communities and Wikis allow learners to share substantive information

and learn inan informal and abstract way. Blogging tools such as WordPress allow end-users to

create apublishing platform to express thoughts and opinions about specific topics. Some blog

applications offer statistical information to inform the author about successful and unsuccessful

blog posts. Microblogs such as Twitter serve as a more casual route for communication. Twitter

post are available immediately and makes for a great social tool for real-time communication.

Communities are available in social media tools such as Facebook, communities allow

end-users engage specific topics. Wikis allow end users to share knowledge, this social media

tool will allow users to update and share information. All four social learning elements play an

intricate role in social learning.


Outline of Main Elements of Manual

Moodle Learning Management System (LMS)

Moodle is a comprehensive learning management system. Moodle can be used in a

variety of ways including functions as an online management system or used to compare the

usage within traditional classroom settings. Moodle systems can also be customized for

practically any type of learning environment (Lasic, 2016).

1) Introduction

a) Learning Management System (LMS)

b) Customizable – scale to company needs

c) Adaptable – classroom or online management

2) Moodle philosophy of learning and online education

a) Student-centered

b) Social constructivist educational model

3) Moodle’s features

a) User-friendly – easy to maneuver

b) Malleable – supports different types of media and student interface

c) Encourages teamwork and allows for robust responses

4) Goals and outcomes

a) Provides examples of learning experiences within classroom, collaboration, project

management

b) Integrate multiple learning platforms, audiovisual, blogging, conferencing, etc.

c) Incorporate authentic assessments and timely feedback into the curriculum.

5) Moodle Illustrations


a) Mount Orange School (Moodle, n.d.)

b) Many universities around the world - Ex.: Open University, Great Britain

(Dougiamas, 2005).

c) Download courses from Moodle.net

Wikispaces

Wikispaces is an online social training platforms that can be used professionally and in

education. The goal of wikis is to develop the learner in a collaborative and interactive way in

many locations at once.

1) Introduction

a) Learning about Wikis

b) Customizing your learning or training platform.

c) Create the content and users to access the wikispace

2) Wikispace philosophy of learning and online education

a) Student-centered

b) Social constructivist educational model

c) Interactive

3) Wiki’s features

a) Collaborative for learners and instructor

b) Monitor students’ progress

c) Ability to differentiate the instruction to meet learners need


a) Interactive learning with classmates and material

b) Integrate multiple learning platforms, audiovisual, blogging, conferencing, etc.



5) Wikis Illustrations

a) Columbia University

b) Birmingham Public Schools

c) The Bridge Project

Blogs

Blogs a regularly updated website or web page, typically one run by an individual or

small group, that is written in an informal or conversational style. Blogs open up a wide arena for

instructors and students to share reflect, publish, improve skills, server others, own their own PD,

relate to students and share student work.

1) Introduction

a) Learning about Blogs

b ) Customizing your learning or training platform.

c) Create the content and users to access the Blogs

2) Blogs philosophy of learning and online education

a) Social Learning

b) Connectivism

c) Professional and educational influence

3) Blog features

a) Collaborative for learners and instructor

b) Owning ones on PD (Professional Development)

c) Ability to differentiate the instruction to meet learners need



a) Interactive learning with classmates and material

b) Integrate multiple learning platforms,audiovisual, blogging, conferencing, etc.


Twitter

Twitter is a microblog that allows users to communicate and collaborate in succinct posts

that must fall within a given character count. While largely social, Twitter has the capacity to

serve as a quick and efficient means of communication within businesses and among employees.

1) Introduction

a) Twitter as a social learning tool

b) Adapting Twitter to be work-friendly

2) Twitter philosophy of learning and online education

a) Collaborative

b) How to use Twitter for Social Learning

3) Twitter’s features

a) User-friendly – easy to maneuver

b) Promotes conversation and collaboration

c) Succinct sharing of information


a) Supplements learning by allowing easier collaboration

b) Promotes integration and sharing of varying ideas

c) Makes learning and communication more entertaining and accessible


Guide Objectives

The main objective of the learning manual is to create guidelines and understanding of

the tools to develop future trainings. The social platforms will create collaboration and

community among staff in one spot. In this manual each employee will be able to see a

breakdown of each tool that can be used in professional development. Staff will need to review

this manual prior to beginning each training in order to ensure all staff achieve the same level of

understanding to not hold up meeting the desired learning objectives. As new tools are

introduced or added the trainers will send new descriptions of each tool for staff to review and

understand prior to the upcoming training.

Audience

The targeted audience for this guide are those who are interested in engaging others in

training that integrates technology and social media tools to increase and improve learning at

deeper levels. While advanced users may benefit from the information provided in the manual, it

is geared toward those who are newly integrating social learning into formal and informal

trainings, most specifically in the field of education.

Areas of Discussion

In this manual we have discussed the Moodle Learning Management System and how it

works in the online classroom as well as the traditional classroom. Moodle is the comprehensive

learning management system. Wikispaces where also be discussed in this manual. Wikispaces is

an online training platform that can be used in a professional setting and educational setting. The

purpose of social learning was also discussed. Social learning is the sharing of valuable

information between peers. Social media tools such as Blogging, Microblogs, Communities and

Wikis are the tools that provide learners with the ability to share. Overall the main goal of this


manual is to provide the information for the intended audience those who are interested in

engaging others in training that incorporates technology and social media tools to increase and

improve learning at deeper levels. Specifically, those who are newly trying to transform their

professional or educational social learning into formal and informal trainings.

Annotated Bibliography

Beanneaser, J., Thavavel, V., & Jayaraj, J. (2016, January). Design of Open Content Social

Learning that Increases Learning Efficiency and Engagement Based on Open Pedagogy.

TOJET: The Turkish Online Journal of Educational Technology, 15(1), 20-32. Retrieved

from http://web.b.ebscohost.com.contentproxy.phoenix.edu/ehost/detail/detail?vid=

0&sid=23e49ce6-5491-4ade-b802-

7c9bf9cf4f5a%40sessionmgr2&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=112

207692&db=eue

The purpose of this article is to align the current availability of electronic tools with

pedagogical approaches for the intent of increasing social learning. It bases many of the

proposed strategies on the needs of the individual learner, including goals, interaction, and

engagement preferences. The research done explores traditional pedagogical strategies as well as

those that align with social learning and uses algorithms to detect patterns in learning behavior.

The article delves into the offline versus online processes to show the learning

engagement based off of two modules. For online learning, algorithms are used to detect patterns

to help build and “intelligent pedagogical learning engine” that is based on the specific

characteristics of the learner. The article is highly technical, but ultimately concluded that more

complex algorithms will be necessary to fully identify pedagogical approaches to social learning

that captures the patterns of peer groups.


Digital Influences: Social Learning Theory. (2014, May). Michael Goetzman, (), .

Retrieved from http://goetzman.co/blog/digital-influences-social-learning-theory/

This article describes the correlation in how individuals learn by way of observation,

behavior Modeling takes place after observation. Goetzman’s theory regarding Behavior

Modeling is exhibited in social media platforms such as Twitter, Snap Chat, and Facebook. End-

Users have the ability to capture images and post videos containing information about specific

ideologies such as news, politics, entertainment, economics, education, and fashion. It is

important to note that the role of reasoning is relevant to the adaptation of new behavior, if there

is a negative outcome from modeling a specific type of behavior individuals will be less inclined

to replicate the behavior.

Guy, R. (2012, July). The Use of Social Media for Academic Practice: A Review of Literature.

Kentucky Journal of Higher Education Policy and Practice, 1(2), 1-20. Retrieved from

http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1015&context=kjhepp

This author delved into social media as a tool that could be used both for teaching and

learning, noting that both students and instructors regularly use social media as a tool for

communication. It was also noted, however, that while there are many benefits to learning

through social media, such as more active participation and engagement, some criticize social

media as a limiting tool for learning based on factors such as security and pedagogical

limitations.

The idea of blended learning with social media was one of the most fascinating aspects of

this research. The article expounded a study that used Facebook as a resource to use in

conjunction with more traditional learning. This, of course, resonates with those who want to


utilize the facets of technology but who do not wish to abandon more traditional methods of

teaching and learning. This idea supports the notion of incorporating tools of social learning such

as blogs, wikis, miniblogs, and communities into a curriculum to enhance learning and promote

social learning.

Keep it Social: Using Social Learning Theory to Improve Instructional Strategies. (2015,

March). Designed to Learn, (), . Retrieved from http://lpd.nau.edu/keep-it-social/

This article depicts the very heart and essence of learning as learning requires social

interaction. There are a plethora of tools utilized with social learning such as pictures and videos,

these tools are used to convey information to learners. Common tools that can be utilized in the

traditional classroom setting, in addition to web-based learning are wiki sites. Wiki sites such as

Google Docs will allow learners to work collaboratively on projects and assignments.

This tool will allow real-time editing and restructuring of a document. Adobe Captivate is

another great tool to use for interactive videos between the instructor and the learner.

Kinshuk, Hui-Wen, H., Sampson, D., & Chen, N. (2013). Trends in educational technology

through the lens of the highly cited articles published in the journal of educational

technology and society. Journal of Educational Technology & Society, 16(2) Retrieved

from http://search.proquest.com/docview/1355669524?accountid=35812

This article discusses the emergence of the internet, World-Wide Web and advanced

technologies like mobile devices, sensor and location technologies have changed the way people

interact with each other, their lifestyle and almost every other aspect of life. According to

Kinshuk, Sampson and Chen research has shown that educational technology touched such

http://lpd.nau.edu/keep-it-social/

http://search.proquest.com/docview/1355669524?accountid=35812


advanced issues as intelligent tutoring, simulations, advanced learning management systems,

automatic assessment system and adaptive systems. When looking how technology has changed,

children do not even use the traditional computers to access the internet. With the proliferation of

the various tools used in our daily lives, it is not surprising that adults and students are now even

redesigning some “best-fit” resolutions for the specific needs of one’s needs and wants.

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How

Today's Higher Education Faculty Use Social Media. Retrieved from

http://files.eric.ed.gov/fulltext/ED535130.pdf

This article highlights how higher learning is affected using social media. Faculty

members use social media in many areas of their professional and personal lives. Social media is

changing how people learn. Instead of delivering content to employee’s social media engages

those employees to share information engaging them in conversation to increase student success.

This study was conducted to find out what impact social media had on learning and whether or

not social media should be used. There were some barriers and concerns they found in their

study. The main concerns were the lack of privacy and the level of integrity when social media is

introduced in the classroom. Lack of training for facilitators to use social media was another

significant concern to using social media with learners. But even with all of these barriers the

study found that faculty saw major value in using social media in the classroom. YouTube in

particular was found to be a very useful tool in the classroom.

Pappas, C. (2013). How to Use Wiki in the Classroom. Retrieved from

https://elearningindustry.com/how-to-use-wiki-in-the-classroom



This article defines a wiki and why teachers should use wikis in the classroom along with

the persuasive writing there is also a video to help make the point further to why teachers should

use wikis in the classroom. It provides three of the top wiki sites used by teachers along with tips

on using wikis in the classroom. It breaks down twelve activities the teacher could use in a wiki

classroom. It also has two videos the help to make the points listed above. The article also

provides readers the opportunity to make comments to the authors or other readers to continue

the discussion.

Regan, J.A.R.C., & Youn, E. J. (2008). PAST, PRESENT, AND FUTURE TRENDS IN

TEACHING CLINICAL SKILLS THROUGH WEB-BASED LEARNING

ENVIRONMENTS. Journal of Social Work Education, 44(2), 95-115. Retrieved from


This article discusses the recent developments for delivering distance education while

web based technology. Over the year’s distance education has grown tremendously using

programs such as interactive television and computer networks. The evolution of distance

education according to Regan and Young (1) print based materials supported by written

communication (2) Open broadcast b television or radio (3) Integrated multimedia approach with

learning materials designed for study at a distance, but with two-way communication mediated

by a third person (4) Newest developments information communication technologies and web-

based technology learning environments that allow for two- way interaction between the teacher

who originates the instruction and the students who are remote.



Stillman, J. (2012). HOW TO MAKE WIKIS PART OF YOUR TRAINING PROGRAM.

Retrieved from https://www.mindflash.com/blog/how-to-make-wikis-part-of-your-

training-program/

This article discusses the use of wikis in a social learning environment but the focus is

not just on classroom teaching but also on training for companies. The author provides a

definition for wikis and also persuades the reader to switch over to wikis now because the tool is

beginning to be used regularly to save cost and build community. The next part of the reading

begins to provide steps on how to create a wiki space and tips to ensure the space is used

correctly. The author also suggests another author who has created a list of resources to learn

more about wikis. The author ends with reminding the reader that the world is moving to more

collaborative training and away from formal training.

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How

Today's Higher Education Faculty Use Social Media. Retrieved from


This article highlights how higher learning is affected using social media. Faculty

member’s use social media in many areas of their professional and personal lives. Social media

is changing how people learn. Instead of delivering content to employee’s social media engages

those employees to share information engaging them in conversation to increase student success.

This study was conducted to find out what impact social media had on learning and whether or

not social media should be used. There were some barriers and concerns they found in their

study. The main concerns were the lack of privacy and the level of integrity when social media is

introduced in the classroom. Lack of training for facilitators to use social media was another



significant concern to using social media with learners. But even with all of these barriers the

study found that faculty saw major value in using social media in the classroom. YouTube in

particular was found to be a very useful tool in the classroom.

Zhao, F., & Kemp, L. (2013). Exploring individual, social and organizational effects on web 2.0-

based workplace learning: A research agenda for a systematic approach. Research in

Learning, 21, 1-16. Retrieved from http://dx.doi.org/10.3402/rlt.v21i0.19089

Zhao and Kemp (2013) share the results of their investigation into the potential benefits

of Web 2.0 technologies in the workplace. The theoretical basis of their research is based in

Social Exchange Theory (SET) and Social Capital Theory (SCT). Zhao and Kemp (2013)

discover a strong correlation between social media use in the workplace and self-interest and

self-fulfillment and other elements of individual self-efficacy and high performance.

Zhao and Kemp enumerate several potential learning benefits of web 2.0 technologies

such as professional information gathering through communities of practice (COP) or Social

Networks Sites (SNS) (p. 4). Blogs provided forums for discussion and reflection. Status updates

on SNS keep participants socially aware and current on events of importance and significance in

one’s field or in life. Wikis are used for encouraging collaboration on group projects, while

webcasts and podcasts are used for sharing content, ideas, and expertise.

Social Learning

Social learning has quickly established itself as a prominent tool in training and operation

in an organization. However, with the benefits of social learning also come the challenges.

According to Learning Solutions Magazine, the most common challenges associated with social


learning are productivity and efficiency; firewall, security, and bandwidth issues; intellectual

property issues; confidentiality; policies; and participation (or lack thereof) (Levy, 2008). The

best way for any organization to overcome these issues is to establish protocol before

implementing social learning as a business strategy. Having a clear understanding of the law,

establishing expectations of use, and clearly delineating the consequences associated with certain

behaviors will help curtail any challenges that could be brought on by social learning, whether

they be operational or ethical.

Organizational training can greatly benefit from social learning, engaging systems and

technologies to make training more efficient and task-specific. The level of importance in social

learning is largely dependent on the organization, its mission, and its needs; with that said, social

learning aligns with human nature and its incorporation as a learning tool can be beneficial on

both large and small scales.

Problem Solving through Social Learning

Social learning play an important role with addressing business problems. Organizations

can utilize various social media platforms to convey important information to consumers or

clients regarding products and services. For example, one of the most recent hurdles encountered

by Samsung was the debut of the Samsung Note 7. The release of the phone was disastrous as

the phone began to catch fire without warning. Samsung strategically utilized the social learning

to convey information to those affected by the phone malfunction, despite the business problem,

the organization is able to successfully implement a damage control initiative by utilizing social

media and social learning as the vehicle.


Employee Perception and Social Learning vs. Formal Training

Social learning can impact an employee’s perception of a business problem. For example,

the Samsung Note 7 debacle was a great way to inform, and educate employees as to how to

communicate effectively with those impacted. Reiteration of implementing great customer

service, in addition to acknowledging the customers for remaining loyal to the Samsung brand

are just a few of many ways social learning can impact an employee’s perception of a business

problem. An organization has the power and ability to frame the business problem by addressing

the issues, and developing a winning strategy to resolve the business problem.

The processes associated with problem-solving processes are similar as it relates to social

learning and formal training. The two methodologies can be effective synchronously, while they

are very different from the perspective in how the information is received they are both

rewarding for the bottom line. Formal training can include modules that incorporate social

learning, this is a winning strategy as learners can have exposure to both formal training and

social learning.

How does Social Learning affect and Organizations Goals and Objectives?

This are article states that Social Learning affects an organizations goals and objectives in

the scale on which we can be involved in a process of Social learning. It has greatly reduced

barriers that leaners have had to face in the past when applying social learning; with the

development of tools and social networks with sites like skype, google talk and mobile devices,

the level and scale at which we can be social has increased consistently and substantially. Social

learning is the relying on of social networks and interactions for help in searches giving meaning

to information. According to the Social business article “knowing” means to be connected:

knowledge is moving too quickly because learning can be considered simply a product that


comes at the end of a process. We need to connect to networks of information and “deposit”

knowledge in relationships rather than in our heads or in knowledge management systems.

What are The Indicators of Success when Assessing the Effectiveness of Social Learning?

This article suggests that while social learning approaches are increasingly being used in

development research, there is still a lack of robust evidence on the best methods for bringing

about social learning, and in what contexts it contributes to achieving development targets. When

determining the effectiveness of social learning there are four main areas that should be

considered.

1. Engagement: outreach to and involvement of individuals and groups, ideally including women,

youth and other marginalized groups. In the context of social learning, this allows the right

stakeholders to form better relationships and a more nuanced understanding of the issue,

enabling more effective co-learning.

2. Iterative learning: collective or group learning that occurs continuously or cyclically. In the

context of social learning, this ideally leads to looped learning. In looped learning, stakeholders

question the assumptions, norms and values underlying their framing of an issue and approach to

solving it.

3. Capacity development: the development of stakeholders' knowledge and skills. In the context of

social learning, the aim is to enabling them to engage more effectively and in a more informed

way in multi-directional, multi-party co-learning.

4. Challenging institutions: active questioning of institutional practices and values, potentially

leading to institutional change. In the context of social learning, stakeholders create an enabling

environment for social learning by identifying institutional opportunities and barriers and

working with key people to exploit/reduce these.


The article also states that in order to monitor the progress in these four areas considers

using: 1) process indicator-groups/individuals identified are engaged through appropriately

tailored means. 2) Intermediate outcome indicator- Engagement has led towards a change in

collective understanding of the problem solutions. 3) Empowerment of most vulnerable

beneficiaries (communities) including women and children.

Social Learning Tools

Moodle

Moodle is a complete learning management system. Moodle can be used as an online

management system or a companion to the traditional classroom. Moodle can also be customized

for virtually any type of learning environment (Lasic, 2016)

What makes Moodle so apropos to online facilitation is its emphasis on student-centered

learning and its social constructivism (Moodle Docs, 2012). Moodle champions knowledge

creation and innovation through discussion and collaboration. Moodle affords independent

learning opportunities while permitting robust facilitator feedback and scaffolding where

required. Moodle is designed for group learning and team projects as well as individualized

assignments. Moodle also integrates mobile learning into its framework (Moodle Docs, 2012).

According to Haythornwaite and Matthews (2011), the process of knowledge creation is not so

much one of performing defined learning activities, but motivation, application, transformation,

and re-framing (p. 33). In other words, it is the experience of interacting with one’s environment

that produces new and varied meanings for individuals.


Moodle’s Features

Moodle is a robust learning management system comparable to any major, commercial

platform such as Blackboard or its counterparts for which there are more than 500 according to

E-Learning Industry (2014). However, Moodle is an open-source platform, which is entirely free

and available to all. The interface is simple and easy to use and boast all of the features required

for meaningful social and ubiquitous learning (Moodle, 2016). Moodle can be scaled to meet the

needs of any learning environment. Its major and possibly only limitation is that it is

modularized and does not come complete out-of-the-box. (iSpring, 2015).

Moodle Learning Management Features

General Features (Moodle, 2016)

· Modern, easy to use interface

· Personalized dashboard

· Collaborative tools and activities

· All-in-one calendar

· Convenient file manager

· Simple and intuitive text editor

· Notifications and progress tracker

Administrative Features

· Customizable site design and layout

· Secure authentication and mass enrollment

· Multilingual capability

· Bulk course creation and easy backup

· Management of user roles and permissions


· Supports open standards

· High inter-operability

· Simple plug-in management

· Regular security updates

· Detailed reporting and error logs

Course Development and Management Features

· Direct learning paths

· Encourage collaboration

· Embedded external resources

· Multimedia integration

· Group management

· Marking flow

· In-line marking

· Peer assessment

· Integrated badges

· Outcomes and rubrics

· Security and privacy

Training Goals and Outcomes

1. Provide multiple learning experiences into the classroom, ubiquitous communication,

collaboration, project management, etc.

2. Integrate multiple learning platforms, video, blogging, conferencing, etc.

3. Integrate authentic assessments and timely feedback into the curriculum.


Examples of Moodle at work

1. Mount Orange School (Moodle, n.d.).

2. Various universities around the world – Ex: Open University, Great Britain (Dougiamas,

2005). Download courses from Moodle.net

Wikis

Another social learning tool is wikis, online communities created to share knowledge.

The most common wiki that most people have heard of is Wikipedia. The knowledge is grown

by the contributors of the site, and companies will use wikis to complete training or to update

processes. Companies will also use wikis to provide customer support online that is constantly

updated by users and employees to provide a higher level of customer service. Like most social

learning tools, wikis are not bound by geography. Wikis have been known to allow users to

collaborate on a problem to find a solution. Teachers will use Wikis spaces to create online

classrooms. In these classrooms teachers can monitor the collaboration on projects and writing,

view the social interactions in the classroom, keep the class organized either through individual

work or group projects, and most importantly monitor student learning to ensure standards are

being met. Teachers through viewing these different components of a classroom can adjust topics

in chat forums to get the class back on track and can provide 1 to 1 support for a student who

may not understand the material based on participation.

Benefits of Wikis

Easy to use

Student develop and improve communication skills inside a classroom setting while

using a computer.

Wiki provide opportunity for learners to be actively engaged.


Can be accessed anywhere in the world where there is an available internet connection.

Instructors can view any changes or activity of each learner.

Wikis are shells that can be developed by the instructor to meet the needs of the

classroom.

Wiki uses word documents, email and a social chat feature all in one to enhance the

environment.

Limitations of Wikis

Open access can leave an increase opportunity to access confidential material.

Computer based programs increase distractions for students to access other sites.

Need to improve the technology to print off of the wikispaces.

Wikispaces overtime can be come cluttered with all of the past information.

Example of organizational application on behalf of social learning with Wikis

Columbia University – using as an online extension of the classroom.

Birmingham Public Schools – used to engage collaboratively using 21st century

technology.

The BRIDGE project – Use the platform to have enhanced communication among staff.

UMASS Lowell – Use it as an online discussion board for students.

Blogs

Blogs a regularly updated website or web page, typically one run by an individual or

small group, that is written in an informal or conversational style. Blogs open up a wide arena for

instructors and students to share reflect, publish, improve skills, server others, own their own PD,

relate to students and share student work.


The first step to determining whether or not the tool being used is the fit for the learning

process. Blogging has the ability to enhance student’s self-awareness and processing concepts,

the use of a blog in the classroom can only be implemented when there are "concepts for students

to think through, various resources and content segments to process, or ideas to construct.

Blogs are also individual tools for learners. They also shift the students into analyzing and

synthesizing course materials....and with the appropriate planning curriculum. blogs can be used

to improve student writing, especially for developing skill in analysis and critique. “The blog

format is particularly useful for shorter, less formal, assignments. Blog platforms allow for

inclusion and display of multimedia, which may offer an advantage over paper submissions.

Blogs provide a means for student response to or discussion of outside-of-class readings that are

not adequately covered during class. They can be useful as a forum for group projects, or act as a

collaborative authoring tool for students to develop and present a group assignment or project.

Blogs can be a place where students reflect on readings, much as analog journaling was used as a

pedagogical tool in the past.” (II Library)

As bloggers, we grow our knowledge and learn new things each and every day.

Blogging stretches all kinds of mental muscles, and it affords limitless opportunities to expand

your knowledge. It’s incredible how much potential blogging has as a tool for education.

Instead of having the information fed to them, students are taking it and putting it down on paper

in their own words.They live the information instead of simply seeing it. This is huge in terms of

learning something for the long-term. Hands-on experience will always leave more of a lasting

impression than something that is simply a few questions on a test.


Twitter

Twitter is a microblog that allows users to communicate and collaborate in succinct posts

that must fall within a given character count. While largely social, Twitter has the capacity to

serve as a quick and efficient means of communication within businesses and among employees.

Introduction

While Twitter is often used as a personal, social media tool, it is also a miniblog that has

several uses in the workplace. It can be utilized as a means of communicating information

quickly and succinctly among employees and collaborating.

In order to adapt Twitter to be work-friendly, the most important steps that should be

taken are a clear policy and training. While this tool tends to be informal, it is imperative that

organizations ensure high quality of usage among employees.

Twitter philosophy of learning and online education

Twitter allows users to quickly communicate ideas or opinions on an infinite number of

topics. This is primarily done through a limited character sentence or two, but collaboration can

also occur through the use of pictures and short videos. As such, participants can engage in

conversations quickly and as efficiently as if they were in the same room.

Twitter’s features

Twitter is user-friendly and easy to maneuver. Users are only required to have minimal

typing skills and the knowledge of how to upload pictures and short videos. Tutorials are widely

available that can help a range of users (from beginning to advanced) navigate the world of

Twitter. While Twitter is not a system that engages users in detailed dialogue, the brevity of this

system encourages users to interact with others.

Goals and outcomes


Twitter is not intended for a user to give a thesis; it is a system that, by its very nature,

promotes collaboration and dialogue. Users are able to discuss, debate, and challenge ideas, and

when used professionally, Twitter has the potential to be a powerful collaborative tool for any

organization.

Addressing Business Issues and Strengthening Relationships through Social Learning

Allocating the correct resources and ensuring companies or schools have access to the

right technology is important to effectively using social learning. The most important resource is

time. If the technology is not up to date to handle social platforms quickly and effectively then

time has been wasted. If the social platform is never maintained or updated then the tool will not

be used correctly wasting time and money. Ensuring every employee has a computer, time and

an uninterrupted environment to utilize the social learning environment. Companies need to also

plan for time to be spent on interacting with the social learning environment and trainers will

need to be prepared to move the conversation forward.

Accountability is important to follow through on when a policy or usage is violated. It is

important for companies to front load employees or students with the expectations of the

expected use of social learning. Companies will need to have established progressive responses

to any violation or inappropriate use of technology. The trainer or instructor will need to monitor

all communication inside a learning environment.

Employees perceive hierarchy in an organization as leaders and followers. Most

employees follow the person with the power or the leader in normal hierarchy. In a social

learning environment every user is a contributor to a topic and information is shared. The


breaking down of the walls allows the user to contribute and absorb the information equally as

the next user.

Social learning environment fosters richer relationships among staff by growing

collectively. Each member of the team brings a different perspective on a topic or discussion that

moves the conversation along and allows the user to grow in knowledge on the subject based on

the knowledge of others in the company.


References

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