ELSEELSE; ; #socialmedia #socialmedia learning models of learning models of CROS CROS & & WikiWikiQualsQuals

Violeta Maria Serbu CROS & Violeta Maria Serbu CROS & @FredGarnett London Knowledge @FredGarnett London Knowledge LabLabBucharest, Romania, 26 April 2013

OverviewOverview

Analytic Context Analytic Context

Some aspects of the CROS ‘alternative Some aspects of the CROS ‘alternative university’university’

Some aspects of the WikiSome aspects of the WikiQuals Quals learning modellearning model

Comparison of CROS & WikiComparison of CROS & WikiQualsQualsSocial phenomenaSocial phenomenaLearning EnvironmentLearning EnvironmentSet of ToolsSet of Tools

ConclusionConclusion

CROS/CROS/WQ; WQ; Analytic Analytic ContextContext

The participatory nature of the Internet The participatory nature of the Internet allows a “new culture of learning” (Seely allows a “new culture of learning” (Seely Brown)Brown)

““E-learning could be a highly disruptive E-learning could be a highly disruptive technology of education” (Laurillard) astechnology of education” (Laurillard) as

““E-learning is a complex set of social E-learning is a complex set of social practices” (Haythornthwaite) practices” (Haythornthwaite)

CROS & WikiQuals are both “complex CROS & WikiQuals are both “complex social practices” with new learning modelssocial practices” with new learning models

CROS Alternative CROS Alternative UniversityUniversity

Student-centred model of HE in RomaniaStudent-centred model of HE in Romania

Community of practice (Wenger) based Community of practice (Wenger) based starting with NGO Human Resources workersstarting with NGO Human Resources workers

Learning experiences, individual support, Learning experiences, individual support, social learning, practical learning; which social learning, practical learning; which evolveevolve

Learning architects design the learning Learning architects design the learning support & resources, e.g. ‘My Learning Tribe’support & resources, e.g. ‘My Learning Tribe’

Uses open access social media tools Uses open access social media tools

WikiWikiQualsQuals Project Project

Activity-based, ‘learning is doing’ modelActivity-based, ‘learning is doing’ model

Based on Emergent Learning Model looking Based on Emergent Learning Model looking at new models of at new models of post-hoc post-hoc accreditationaccreditation

Sqolars are a “disenfranchised group of Sqolars are a “disenfranchised group of non-consumers” using “emergent non-consumers” using “emergent technologies”technologies”

Each Sqolar builds their own unique Each Sqolar builds their own unique personal learning network (PLN) personal learning network (PLN)

QR codes provide “real-time” accreditationQR codes provide “real-time” accreditation

CROS/WCROS/WQ; Q; ComparisonsComparisons

1. As Social Phenomena1. As Social Phenomena

CROS; begins with professional practice as CROS; begins with professional practice as Human Resource Professionals in NGOs Human Resource Professionals in NGOs

CROS; Learning model re-inforces quality of CROS; Learning model re-inforces quality of professional practice & group identityprofessional practice & group identity

WWQ; Q; emerged from UK student occupations emerged from UK student occupations and the alternative University Project (2011)and the alternative University Project (2011)

WWQ; Q; self-organised self-organised “community of scholars”“community of scholars”

CROS/WCROS/WQ; Q; ComparisonsComparisons

2. As Learning Environment2. As Learning Environment

CROS; student-centred learning networkCROS; student-centred learning network

CROS; community of practice as a CROS; community of practice as a structured ‘e-learning social network’ structured ‘e-learning social network’ (Downes)(Downes)

WWQ; Q; learner-centred rhizomatic learninglearner-centred rhizomatic learning

WWQ; Q; discontinuous networks with shared discontinuous networks with shared but unrelated learning experiencesbut unrelated learning experiences

CROS/WCROS/WQ; Q; ComparisonsComparisons

3. As a Set of Tools3. As a Set of Tools

CROS; from shared social media (Facebook, CROS; from shared social media (Facebook, NING) to defined Google ‘cloud’ NING) to defined Google ‘cloud’ suite suite of toolsof tools

CROS; process supported by technical teamCROS; process supported by technical team

WWQ; Q; Personal Learning Networks with self-Personal Learning Networks with self-defined use of tools reflecting learners needsdefined use of tools reflecting learners needs

WWQ; Q; ‘We are Rhizomatic’ (Cormier) ‘We are Rhizomatic’ (Cormier) unsupported personal use of social mediaunsupported personal use of social media

CROS/WCROS/WQ; Q; ConclusionsConclusions

The nature of the social phenomena defining The nature of the social phenomena defining WWQQ & CROS shapes their learning & CROS shapes their learning

Learning environments based on social media Learning environments based on social media learning tools reflect each learning process learning tools reflect each learning process

CROS; self-organised learning approach with CROS; self-organised learning approach with work focuswork focus; ; social media enables collegialitysocial media enables collegiality

WWQQ; is a ‘community of Sqolars’; technologies ; is a ‘community of Sqolars’; technologies used to end their learning disenfranchisementused to end their learning disenfranchisement

CROS/WCROS/WQ; Q; ResourcesResources

CROS Alternative UniversityCROS Alternative University;;

http://www.universitateaalternativa.ro www.universitateaalternativa.ro

Serbu, V. 2013. Functions of Social Media in Higher Serbu, V. 2013. Functions of Social Media in Higher Education: A Case StudyEducation: A Case Study

WikiWikiQuals Quals ProjectProject;;

http://wikiquals.wordpress.com/about

Garnett, F. and Ecclesfield, N., 2009 Emergent Garnett, F. and Ecclesfield, N., 2009 Emergent Learning ModelLearning Model