I thought I'd take a break from the CMS sessions and catch this session on implementing and assessing social networks for teaching and learning. The presenter (Diane Sieber) is using a combination of MediaWiki, SharePoint, GoogleSites, Google Apps, and Ning. She is exploring the impact of these tools in blended learning courses - which other research shows have more of a sense of community than traditional or distance education courses. Class sizes vary between 12 and 150 students.
Results from students: peer editing of student work, more frequent access to the instructor, and instructor-written contextual descriptions of content were all rated as unimportant. However, students did rate increased peer interaction and peer-written contextual descriptions as useful. Other important features: ease of use (syntax, intuitive commands, search, quick start) especially if the interface is similar to something like Facebook, customizable interface per student, commonly-established rules of engagement (social contract) which is created every semester for a sense of ownership (covers things like texting in class, can be amended by a 2/3 vote), periodic instructor feedback, and frequent peer feedback. Google Sites and Ning scored well on these tasks.
[SP = SharePoint, MW = MediaWiki, GS = Google Suite, N = Ning]
Assignments that can't be done in another medium such as anchored collaboration (discussion with links and collaborative editing) were very useful. Other ideas: hot pages where students can recommend books/movies to each other to help them practice using the environment. Peer reactions to instructor and other students' points of view. All of this was pretty easy in Mediawiki and Ning compared to the other tools.
[SP = SharePoint, MW = MediaWiki, GS = Google Suite, N = Ning]
Additional social effects: Students developed more consideration for others when writing for their peers (or the public, I would imagine), students gave more sources for what they were posting, grading was more fair since the instructor could track changes and see who contributed what, the online environment helped increase the in-class engagement since students had already been thinking about a topic and writing about their opinions.
Learning outcomes: topics discussed online were 19% more likely to be explained successfully on a final exam than topics discussed in class. At the beginning of the class, 71% had concerns about the online environment, but by the end, 76% rated the online environment as necessary or very important to learning. Students requested that the course remain online after the course was finished and over 1/3 of students continued to interact in the online course space.
Best practices:
Another question about using Facebook: she says no, students have requested that she not use Facebook. Students see it as an artificial attempt to be cool. It's a social space, not an educational space. However, Ning has similar features and interface plus it scored very well in all of the questions that she asked her students.
Orientation takes about 1 class for introducing the tool and other times for reinforcement and introducing new features. Also, you need a space set aside to describe how you do things like add your pictured, edit your own comments, and then ideas for creative uses of the tool, which may not be related to the course.
Overall, a very interesting session. I'll have to post the recording and the charts that she used here when I get a chance.
Results from students: peer editing of student work, more frequent access to the instructor, and instructor-written contextual descriptions of content were all rated as unimportant. However, students did rate increased peer interaction and peer-written contextual descriptions as useful. Other important features: ease of use (syntax, intuitive commands, search, quick start) especially if the interface is similar to something like Facebook, customizable interface per student, commonly-established rules of engagement (social contract) which is created every semester for a sense of ownership (covers things like texting in class, can be amended by a 2/3 vote), periodic instructor feedback, and frequent peer feedback. Google Sites and Ning scored well on these tasks.
[SP = SharePoint, MW = MediaWiki, GS = Google Suite, N = Ning]
Assignments that can't be done in another medium such as anchored collaboration (discussion with links and collaborative editing) were very useful. Other ideas: hot pages where students can recommend books/movies to each other to help them practice using the environment. Peer reactions to instructor and other students' points of view. All of this was pretty easy in Mediawiki and Ning compared to the other tools.
[SP = SharePoint, MW = MediaWiki, GS = Google Suite, N = Ning]
Additional social effects: Students developed more consideration for others when writing for their peers (or the public, I would imagine), students gave more sources for what they were posting, grading was more fair since the instructor could track changes and see who contributed what, the online environment helped increase the in-class engagement since students had already been thinking about a topic and writing about their opinions.
Learning outcomes: topics discussed online were 19% more likely to be explained successfully on a final exam than topics discussed in class. At the beginning of the class, 71% had concerns about the online environment, but by the end, 76% rated the online environment as necessary or very important to learning. Students requested that the course remain online after the course was finished and over 1/3 of students continued to interact in the online course space.
Best practices:
- Establish common goals and a culture of collaboration
- Seed the content before opening the space
- Orientation is required
- Start with an opening activity: personal pages and hotlists (non-course discussion)
- Allow a variety of forms for handing in assignments
- Instructor must contribute content at least every 3 days
- Expert reviews - bring in external people to review class projects
- Allow self-forming group project and informal collaboration spaces
Another question about using Facebook: she says no, students have requested that she not use Facebook. Students see it as an artificial attempt to be cool. It's a social space, not an educational space. However, Ning has similar features and interface plus it scored very well in all of the questions that she asked her students.
Orientation takes about 1 class for introducing the tool and other times for reinforcement and introducing new features. Also, you need a space set aside to describe how you do things like add your pictured, edit your own comments, and then ideas for creative uses of the tool, which may not be related to the course.
Overall, a very interesting session. I'll have to post the recording and the charts that she used here when I get a chance.
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