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EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media in MOOC Practice

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This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc. We’ll present some tools and discuss pros and cons. This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015. More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/ Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/

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EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media in MOOC Practice
Exploring EMMA: the use of social media in MOOC Practice Eleonora Panto, CSP, Italy @epanto This presentation is made starting from the EMMA webinar leaded by Deborah Arnold and Denis Guvenatam, Alexandra Maurice University of Burgundy, France @eumoocs #euMOOCs #ischiasummerschool
• Introductions • A MOOC design framework • Where social media sits in this framework • Concrete examples from two EMMA MOOCs • Sharing experience • Conclusions and advice
Social media activity for EMMA MOOCs is relevant for two kind of reasons: To increase number of followers, to attract more attention on specific subjects of different courses To create community learners and to activate informal learning, useful for a complete and rich learning experience,
HOW TO DESIGN A MOOC IN 9 EASY STAGES (G. SIEMENS) MOOC Topic, audience Find someone to teach with Determine Content Plan spaces of interaction Plan interactions (live, asynch) Plan *your* continued presence Learner creation (activities) Promote and share Iterate and improve http://fr.slideshare.net/gsiemens/designing-and-running-a-mooc
Purpose (EMMA examples) • Digital Culture and Writing, University of Burgundy – For students at risk • Cultural heritage, Social Innovation and New Citizenship, University of Naples Federico II – Marketing, reputation • Computer-assisted enquiry, Tallinn University – Filling gaps in the national curriculum
HOW TO DESIGN A MOOC IN 9 EASY STAGES (G. SIEMENS) MOOC Topic, audience Find someone to teach with Determine Content Plan spaces of interaction Plan interactions (live, asynch) Plan *your* continued presence Learner creation (activities) Promote and share Iterate and improve http://fr.slideshare.net/gsiemens/designing-and-running-a-mooc Social media
Even in a MOOC, Students Want to Belong A key finding of this research suggested that where teachers were able to foster a sense of belonging in their course, students reported greater enjoyment, reduced anxiety and were less inclined to withdraw from the course. http://www.socialsciencespace.com/2014/09/even-in-a-mooc-students-want-to-belong/
TEACHER Individual? Team? Previous experience •Online teaching •On camera •Social media Availability •Design stage •Production stage •‘Animation’ stage Role? •Content delivery •Interaction with participants Support? •Community manager •Distributed teams
In Connectivism, No One Can Hear You Scream…. (Brennan) http://www.hybridpedagogy.com/journal/in-connectivism-no-one-can-hear-you-scream-a- guide-to-understanding-the-mooc-novice/ “Not everyone knows how to be a node. Not everyone is comfortable with the type of chaos Connectivism asserts. Not everyone is a part of the network. Not everyone is a self-directed learner with advanced metacognition. Not everyone is already sufficiently an expert to thrive in a free-form environment. Not everyone thinks well enough of their ability to thrive in an environment where you need to think well of your ability to thrive. Learning to be a node in a cMOOC environment is hyper-demanding.
Learner activities in a MOOC Watch videos Read material Do quizzes Research information •Within the platform? •In wider social media? Share information and comment •Individually •Collaboratively •Where to publish? Produce artefacts Evaluation ? Certification
Why use social media in a MOOC? Knowledge in a MOOC is emergent and dependent on interaction with others Harness the power of social and participatory media to enable participants to communicate and collaborate through a variety of channels Use hashtags and curation tools to filter and aggregate Focus on personalisation and collective intelligence Dave Cormier, quoted by Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39, 1-17.
Which tools to use and why: pros and cons Social media tools specific to MOOC platform Well known public social media Open source equivalents of social media
Social media activities (#OWU) • Open Wine University #OWU University of Burgundy • Draw taste map of tongue • Make soil sausages • Meet-ups for wine-tasting • Sharing on social media and EMMA blogs
Facebook benefit (#OWU) • Interactions with learners (‘personal’ profile) • Personal tips for MOOC • Free chat Informal interactions
Social media activities (DCW) • Digital Culture and Writing University of Burgundy • Results of Internet Search • Discovery/advice about different tools • Share activities and advice • Organise live MOOC • Informal exchanges • Sharing on social media and EMMA blogs
Social media activities – Tweetchat A one off, synchrononous get-together for 1 hour: #MPSWchat or a regular rendez-vous: #EDENchat, #edchat 5 questions prepared in advance Main facilitator, supported by co- faciliators Q1 / A1 to identify flow, 1 question every 10 minutes Collected in Storify for later reference
Storify #EDENchat https://storify.com/EDEN20_Official/moocs- and-online-learning #MPSWchat https://storify.com/MoocMPSW/mpswchat1
Tweetchat – advantages Learning by doing Intensive practice, Demystify! Professional development Access, share and create new knowledge Motivation! Mutual follows, favourites, retweets Network Meet people with similar interests 21st century competencies Digital identity and agility, Critical thinking … …
Live MOOC: Digital Culture and Writing
Live MOOC: Digital Culture and Writing
Conditions for success Fit for purpose Objectives Activities Evaluation Learners at ease with social media Risks Questions of privacy Teachers at ease with social media Professional development Alternative strategies
Promote and share How to reach target audience Websites Blogs and social media MOOC lists MOOC aggregators Traditional media Conferences Word of mouth
In the context of MOOCs social media can be considered an interesting tool useful to activate the informal learning. Social media can enrich learning experience; through social platform like Facebook and Twitter or personal blog learners can keep in touch and interact to each other, can discuss of topic or an experience. IN MOOCs 4.0 Social media can help to create the social field that helps learners to connect to their deepest sources of intention and creativity.
The MOOCs evolution One-to-Many: Professor lecturing to a global audience One-to-One: Lecture plus individual or small-group exercises Many-to-Many: Massive decentralized peer-to-peer teaching. Many-to-One: Listening among learners as a vehicle for sensing one's highest future possibility through the eyes of others. http://www.huffingtonpost.com/otto-scharmer/mooc-40-the-next-revoluti_b_7209606.html
Critical literacies (Downes) These literacies encompass not only the skills related to comprehension and sense-making, but also the creative abilities that support criticism, construction and communication http://halfanhour.blogspot.it/2015/02/becoming-mooc.html Choice, chance, diversity and interactivity are what support learning in neural nets, not simple and static content. Cognitive dissonance is what creates learning experiences.
Further resources • Redeker, C., Ala-Mutka, K., Punie, Y. (2010) “Learning 2.0 – the Impact of Social Media on Learning in Europe”, JRC Technical Notes. ftp://ftp.jrc.es/pub/EURdoc/JRC56958.pdf • http://www.teachthought.com/technology/22-ways-to-use- twitter-for-learning-based-on-blooms-taxonomy/ • What resources do you know of? Share here and/or on Twitter #euMOOCs
Thank you!
Task • What social media tools would you like to use in your MOOC? • What are the main advantages of using social media? • What are the main challenges in using social media in this session?

More Related Content

EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media in MOOC Practice

  • 2. Exploring EMMA: the use of social media in MOOC Practice Eleonora Panto, CSP, Italy @epanto This presentation is made starting from the EMMA webinar leaded by Deborah Arnold and Denis Guvenatam, Alexandra Maurice University of Burgundy, France @eumoocs #euMOOCs #ischiasummerschool
  • 3. • Introductions • A MOOC design framework • Where social media sits in this framework • Concrete examples from two EMMA MOOCs • Sharing experience • Conclusions and advice
  • 4. Social media activity for EMMA MOOCs is relevant for two kind of reasons: To increase number of followers, to attract more attention on specific subjects of different courses To create community learners and to activate informal learning, useful for a complete and rich learning experience,
  • 5. HOW TO DESIGN A MOOC IN 9 EASY STAGES (G. SIEMENS) MOOC Topic, audience Find someone to teach with Determine Content Plan spaces of interaction Plan interactions (live, asynch) Plan *your* continued presence Learner creation (activities) Promote and share Iterate and improve http://fr.slideshare.net/gsiemens/designing-and-running-a-mooc
  • 6. Purpose (EMMA examples) • Digital Culture and Writing, University of Burgundy – For students at risk • Cultural heritage, Social Innovation and New Citizenship, University of Naples Federico II – Marketing, reputation • Computer-assisted enquiry, Tallinn University – Filling gaps in the national curriculum
  • 7. HOW TO DESIGN A MOOC IN 9 EASY STAGES (G. SIEMENS) MOOC Topic, audience Find someone to teach with Determine Content Plan spaces of interaction Plan interactions (live, asynch) Plan *your* continued presence Learner creation (activities) Promote and share Iterate and improve http://fr.slideshare.net/gsiemens/designing-and-running-a-mooc Social media
  • 8. Even in a MOOC, Students Want to Belong A key finding of this research suggested that where teachers were able to foster a sense of belonging in their course, students reported greater enjoyment, reduced anxiety and were less inclined to withdraw from the course. http://www.socialsciencespace.com/2014/09/even-in-a-mooc-students-want-to-belong/
  • 9. TEACHER Individual? Team? Previous experience •Online teaching •On camera •Social media Availability •Design stage •Production stage •‘Animation’ stage Role? •Content delivery •Interaction with participants Support? •Community manager •Distributed teams
  • 10. In Connectivism, No One Can Hear You Scream…. (Brennan) http://www.hybridpedagogy.com/journal/in-connectivism-no-one-can-hear-you-scream-a- guide-to-understanding-the-mooc-novice/ “Not everyone knows how to be a node. Not everyone is comfortable with the type of chaos Connectivism asserts. Not everyone is a part of the network. Not everyone is a self-directed learner with advanced metacognition. Not everyone is already sufficiently an expert to thrive in a free-form environment. Not everyone thinks well enough of their ability to thrive in an environment where you need to think well of your ability to thrive. Learning to be a node in a cMOOC environment is hyper-demanding.
  • 11. Learner activities in a MOOC Watch videos Read material Do quizzes Research information •Within the platform? •In wider social media? Share information and comment •Individually •Collaboratively •Where to publish? Produce artefacts Evaluation ? Certification
  • 12. Why use social media in a MOOC? Knowledge in a MOOC is emergent and dependent on interaction with others Harness the power of social and participatory media to enable participants to communicate and collaborate through a variety of channels Use hashtags and curation tools to filter and aggregate Focus on personalisation and collective intelligence Dave Cormier, quoted by Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39, 1-17.
  • 13. Which tools to use and why: pros and cons Social media tools specific to MOOC platform Well known public social media Open source equivalents of social media
  • 14. Social media activities (#OWU) • Open Wine University #OWU University of Burgundy • Draw taste map of tongue • Make soil sausages • Meet-ups for wine-tasting • Sharing on social media and EMMA blogs
  • 15. Facebook benefit (#OWU) • Interactions with learners (‘personal’ profile) • Personal tips for MOOC • Free chat Informal interactions
  • 16. Social media activities (DCW) • Digital Culture and Writing University of Burgundy • Results of Internet Search • Discovery/advice about different tools • Share activities and advice • Organise live MOOC • Informal exchanges • Sharing on social media and EMMA blogs
  • 17. Social media activities – Tweetchat A one off, synchrononous get-together for 1 hour: #MPSWchat or a regular rendez-vous: #EDENchat, #edchat 5 questions prepared in advance Main facilitator, supported by co- faciliators Q1 / A1 to identify flow, 1 question every 10 minutes Collected in Storify for later reference
  • 19. Tweetchat – advantages Learning by doing Intensive practice, Demystify! Professional development Access, share and create new knowledge Motivation! Mutual follows, favourites, retweets Network Meet people with similar interests 21st century competencies Digital identity and agility, Critical thinking … …
  • 20. Live MOOC: Digital Culture and Writing
  • 21. Live MOOC: Digital Culture and Writing
  • 22. Conditions for success Fit for purpose Objectives Activities Evaluation Learners at ease with social media Risks Questions of privacy Teachers at ease with social media Professional development Alternative strategies
  • 23. Promote and share How to reach target audience Websites Blogs and social media MOOC lists MOOC aggregators Traditional media Conferences Word of mouth
  • 24. In the context of MOOCs social media can be considered an interesting tool useful to activate the informal learning. Social media can enrich learning experience; through social platform like Facebook and Twitter or personal blog learners can keep in touch and interact to each other, can discuss of topic or an experience. IN MOOCs 4.0 Social media can help to create the social field that helps learners to connect to their deepest sources of intention and creativity.
  • 25. The MOOCs evolution One-to-Many: Professor lecturing to a global audience One-to-One: Lecture plus individual or small-group exercises Many-to-Many: Massive decentralized peer-to-peer teaching. Many-to-One: Listening among learners as a vehicle for sensing one's highest future possibility through the eyes of others. http://www.huffingtonpost.com/otto-scharmer/mooc-40-the-next-revoluti_b_7209606.html
  • 26. Critical literacies (Downes) These literacies encompass not only the skills related to comprehension and sense-making, but also the creative abilities that support criticism, construction and communication http://halfanhour.blogspot.it/2015/02/becoming-mooc.html Choice, chance, diversity and interactivity are what support learning in neural nets, not simple and static content. Cognitive dissonance is what creates learning experiences.
  • 27. Further resources • Redeker, C., Ala-Mutka, K., Punie, Y. (2010) “Learning 2.0 – the Impact of Social Media on Learning in Europe”, JRC Technical Notes. ftp://ftp.jrc.es/pub/EURdoc/JRC56958.pdf • http://www.teachthought.com/technology/22-ways-to-use- twitter-for-learning-based-on-blooms-taxonomy/ • What resources do you know of? Share here and/or on Twitter #euMOOCs
  • 29. Task • What social media tools would you like to use in your MOOC? • What are the main advantages of using social media? • What are the main challenges in using social media in this session?

Editor's Notes

  1. From the teacher point of view
  2. In the mooc Design, where social media fits? How to give sufficient visibility to learners
  3. Student engagement is directly connected with motivation. Learning process involves not only cognitive aspects, but also emotional aspects. Coursera meetup, peer learning, // hashatag.org - curation to filter and aggregate
  4. FB: massive, informal<> bubble effect; Twitter not massive, short content, experts; ELLG PLE /EDMODO, specific for learning. We make an internal survey. --- DISAPORA . Gnv.io, ump.io
  5. Time and availabity / community mangers
  6. Reinforce community; use a specific hashatg. Find a cofacilitator, serendipity effet,
  7. Reference in the fielld
  8. FRAMAPAD – A tool for collaborative writing like googledoc but open sources MOPAD Live events for creating a sense of community
  9. It’s a scaffolding activity, trace the conversation
  10. Planning use of social media If something goes wrong it will amplify What about creating a community of emma teachers for sharing comments and tipis
  11. MOOC 1.0 - One-to-Many: Professor lecturing to a global audience MOOC 2.0 - One-to-One: Lecture plus individual or small-group exercises  MOOC 3.0 - Many-to-Many: Massive decentralized peer-to-peer teaching.  MOOC 4.0 - Many-to-One: Deep listening among learners as a vehicle for sensing one's highest future possibility through the eyes of others.