Toward a Radically Critical Media Education : A case on Wiki pedagogical Integration
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Transcript of Toward a Radically Critical Media Education : A case on Wiki pedagogical Integration
MEDEA Webinar, 18.10.2012 1
Toward a Radically Critical Media Education: A Case of Wiki Pedagogical Integration in Greece
Marianna Vivitsou PhD Scholar, Researcher
CICERO Learning, University of Helsinki
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Networked Sociality: Virtue or Vice? • “So what exactly are teens _doing_ on
MySpace? Simple: they're hanging out….. This is important in the development of a social worldview.” danah boyd, 2006 – SNSs profile grounded within the context of
offline friends & contacts (boyd, 2006; Zhao et al., 2008)
– Social presence sustained through ‘catching-up’ technologies (comments, status updates etc) (Miller, 2011)
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On the other hand… Collaborative Learning requires• Common goals & joint efforts toward problem
solving situations (Rochelle & Teasley 1995) • And negotiation targeting shared meaning,
cognitive field, knowledge (Nystrand 1986, Rogoff 1990; and others)
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The Challenges• In what ways
– student networked sociality manifests ?– students approach collaboration ? – Teacher blended presence develops ?
Dimitris
Marianna
Alexandros
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School BREAK migrates @Sch.I.P.
• Wiki technical functionalities allow for: – Combination of Collaboration…
• Collaborative content development • Editing & Commenting individually or not
– With Sociality: Creation & maintenance of pages • personal & of general interest
– + Visual element embeddedness • images & videos
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Individual + Collective = (Sum)?
188 members (178S : 10T)
100 pages (52 : 48PP, 38S)
Plethora of Media
• 121 active (118S : 3T)• 26 admins (20S : 6T)
• 12 parent (environment, School, Web tools etc.)
• 31 sub-topics• 09 child-pages
• images, videos, other
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Most Visited Pages
Main page (V=8094, C=589)
‘If I were the Education
Minister’ (V=1709, C=83)
‘Topics’ (V=1413, C=39)
‘A School with a Difference:
Between Now and the Future’
(V=935, C=54).
socialization
argumentation
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Personal Pages
From the self to the external world
Visual Arts, Music, Flirting,
Friendship, Current news,
Obesity, Books & reading…
Profiles
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The Study: Participants & Methods
• Qualitative Approach and Statistical analysis (SPSS) of quantitative data (questionnaires)
• Content Analysis – Questionnaire open-ended items– Student contributions
• page edits, comments
Male Female
School 1 23 38 61
School 2 31 43 74
School 3 10 15 25
64 96 160
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Active participation/week
102 107
628
443
553
706
343
10
185200 186
175
133
427
706
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Student perspective shifts
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Αρχικό Ύστερο
Ομάδα συνεργατών
Χώρος ανάπτυξης νέων υπεύθυνωνανθρώπων
Χώρος ανταλλαγής ιδεών
Στήριγμα – εφόδιο για το μέλλον
School as a Space for :
Collaboration
Personality growth
Idea exchange
Life Enhancement
Q1 Q2
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Traditional School in DoubtΑρχικό Ύστερο
Schooling & Skill Development Mean St. dev. Mean St. dev.
Oral Communication 8,16 2,02 3,48 2,12
Written Communication 7,75 2,09 3,59 2,16
Internet Use 6,88 2,65 4,09 2,13
Willingness to Learn 6,39 3,00 3,41 2,03
Q1 Q2
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@Social Virtual Space for…• Dialogue development • Collaboration & creativity boost; active participation (even for less
‘sociable’ students) • Peer learning & support; cognitive & meta-cognitive development • Student leadership & initiative • Emotion expressiveness • Real life requirements (“our parents will not always be able to
support us”): Self-efficacy, self-esteem • Collective thinking; understanding the ‘otherness’ (“we needed to
function not only as individuals but also as a team, and we did..”, “we managed to ‘see’ the other students’ perspective”
• Looking at reality Critically (“It would be great if the teachers allowed more space for us…” «Agree... The majority of the teachers… are restrictive… we can’t grow wings to fly away”»
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The Difference• Networked Sociality & Content development
– Internet & services as Tools for Learning• Global perspective of the local, the regional, the
national – The Self, the Other, the Community
• Human relations – Negotiation, Conflict management
• (Shared) Knowledge (Co-)Construction
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The School of the Future
Blends• Virtuality & Actuality• Synchronous &
@synchronous acts
Reconsiders Student-Teacher Roles • asymmetry reviewed• multiple actor
involvement
Negotiates curricular
specifications
Enhances Student & Teacher Mobility
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Connective technologies as…
• Vehicles of educational change toward the School of the Future. In this space, content emerges out of the learners’ definitions of own needs in an on-going negotiation process.
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Toward a Radically Critical Media Education
• founded upon the principles of democratic, communitarian, global citizenship
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Mari@nna Vivitsou • Contact: [email protected]
Thank You for Your Attention!
Presentation based on: Vivitsou, Μ., Konetas, D., Gkikas, Αl., Kotoulas, V. (2009). From Social Networking to Web-based Collaborative Learning in Lower Secondary Education: A Case Study. In Proceedings 1st Conference Educational Sciences, University of Athens. Athens, 28-31 May 2009.