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Mutual momentum

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MrHowardScott75

This document summarizes research on using a social network site to support blended learning in an English GCSE resit program. Data was collected over two years from four student groups using the site to supplement classroom activities. The summary describes: 1) How the teacher mediated tools and discussions to guide students' learning and development. 2) How students' engagement and participation increased over time as informal uses of the site built a supportive community and students gained confidence in sharing work. 3) Suggestions for future uses of networks to organize student work, integrate refugee students, and facilitate collaboration between educational institutions.

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Howard Scott PhD candidate in Technology Enhanced Learning University of Hull howardscott75@hotmail.com @howardscott75 https://play.kahoot.it/#/k/57df1fd2-4782-4fec-a35f-3a09712095ab https://www.polleverywhere.com/free_text_polls/2qYptQjfF90zLrq “All communities are networks, but not all networks are communities.” Etienne Wenger
 Two year data collection of four separate groups (Population. 100+ students) of FE English GCSE re-sit  Data drawn from social network site blended between mobile and classroom activity  Data used to create analysis of learner affordances and continuum of engagement of participation:  An Anatomy of a Social Network in a fixed period mapped Learner’s mobile experiences (posts, communication types) Situated Mobility: case study
Activity Theory • The teacher mediates tools and signs towards objects, via pedagogy as artifact • Artifacts include language, questions, discussions, signs: push notifications that act on the Zone of Proximal Development
1. Sustained mobility - orientation 2. Situated and habitual residence Agency of individual 3. Community endeavour 4. Self-determination and self- efficacy
Offline augments the online  Early F2f group work in lessons and collaborative tasks  Directed online role tasks for completion of offline activity – co-authoring and collaborative editing  Blended instruction – grand tour of a network  Informal uses, framed in lifeworld discourse, teacher modelling humour, posting of multimodal responses  Make the affective effective as the cohesive binding of a community  Make bite-sized targets continually clear to support goals
Goal-directed Momentum  Frequency of ‘posts’ (quantity) increases based on activities re-purposed through the online network:  Where the teacher blends activities to classroom meetings, the community independently:  Constructed affective support  Made intrapersonal organisation normal habitus  Shared resources and gave feedback  Congregated peers (from HEUs to LEUs) to outcomes  Object (for teacher): that frequency increases resident orientation and quality of ‘posts’ improving learning experience and affordances
Interventions community responses ENHANCED ENGAGEMENTAgent Momentum of use Blended use ‘Post work here’ ‘Open-publishing’ ‘Polls/surveys’ More orientation to space in ‘first’ instance; more mobile access; more proactive students sharing own resources ‘increased confidence’; community support (among adults) Direct Messages for feedback - * ‘Limited response’ – muted communications Open questions in discussion threads Limited reflection– sustained by more engaged, prominently adults Collaborative work Increases participation; ensures some engagement thresholds are met (first post) Participation Threshold
Future design operations  Designation of roles to support community interchange  Use of networks for student plenaries – reorganisation and synthesis of personal schema to community  Integrating refugee students – distributed knowledge curated and assimilated to central hub  Use of networks as learning-bridge between institutions/sector (schools to colleges, colleges to university)  However, we must be careful that in an age of economic austerity, these online experiences do not seek to overcome offline, f2f teaching. They augment, but do not substitute.
Joe: ...even if you did post something that weren’t the best, I started getting a bit less self-conscious, you know. Like, at first you’re like, “Oh, I want to make sure this is spot-on. We’re going to post this on Edmodo.” But after a while, you’re like… you could write something pretty quick and just put it up, you know, if you just had a quick minute. I guess we started getting less self-conscious. … Polly: It helped me implement other people's ideas and gauge the level that was expected of me…Carlene: I view it as a base, a sort of textbook to start studying… Jane: some students would post things that aren’t relevant to the course…still writing using abbreviations. I saw people using it in the wrong way… Craig: I’m using it for a certain reason...for a great purpose that will help me in the future, as opposed to having a laugh on the internet for 5 minutes…Dan: Facebook is like, proper social. I think there’s about five or six of the class that I’ve got on Facebook. But I could literally be talking to them on Edmodo ten minutes before talking about work and be on Facebook talking about something totally different.
Blended Case Study 1 - Glogster Mobile/external Classroom/internal Edmodo network Data collection: Observational research Surveys Vox pops Roles/Skills: Organising Delegating Selecting Meaning-making Uploading Posting Labelling Explaining Post – sharing – commenting Teacher: Provides feedback Uses polls to construct knowledge and generate summaries; questions to challenge assumptions, build arguments and draw conclusions
Blended Case Study 2 – collaborative editing Teacher role: Collaborative activity Edmodo network Provides: - Resources - Organises groups - Provides framework of prior knowledge (techniques) - Assessment rubric Student skills: - Selecting - Co-authoring - Checking - Editing/decision- making - Synthesising - Posting Students: Publishing – sharing – commenting – reading – peer assessing - evaluate Teacher: Provides feedback Challenges grading Assesses
Community sharing membership Inclusivity Social discourse Informal Lifeworld disclosures Affective disclosures Peer-support Network sustained engagement to objects orientation agency repurposing decoding language confidence building publication technical skills submitting /receiving feedback

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Mutual momentum

  • 1. Howard Scott PhD candidate in Technology Enhanced Learning University of Hull howardscott75@hotmail.com @howardscott75 https://play.kahoot.it/#/k/57df1fd2-4782-4fec-a35f-3a09712095ab https://www.polleverywhere.com/free_text_polls/2qYptQjfF90zLrq “All communities are networks, but not all networks are communities.” Etienne Wenger
  • 2.  Two year data collection of four separate groups (Population. 100+ students) of FE English GCSE re-sit  Data drawn from social network site blended between mobile and classroom activity  Data used to create analysis of learner affordances and continuum of engagement of participation:  An Anatomy of a Social Network in a fixed period mapped Learner’s mobile experiences (posts, communication types) Situated Mobility: case study
  • 3. Activity Theory • The teacher mediates tools and signs towards objects, via pedagogy as artifact • Artifacts include language, questions, discussions, signs: push notifications that act on the Zone of Proximal Development
  • 4. 1. Sustained mobility - orientation 2. Situated and habitual residence Agency of individual 3. Community endeavour 4. Self-determination and self- efficacy
  • 5. Offline augments the online  Early F2f group work in lessons and collaborative tasks  Directed online role tasks for completion of offline activity – co-authoring and collaborative editing  Blended instruction – grand tour of a network  Informal uses, framed in lifeworld discourse, teacher modelling humour, posting of multimodal responses  Make the affective effective as the cohesive binding of a community  Make bite-sized targets continually clear to support goals
  • 6. Goal-directed Momentum  Frequency of ‘posts’ (quantity) increases based on activities re-purposed through the online network:  Where the teacher blends activities to classroom meetings, the community independently:  Constructed affective support  Made intrapersonal organisation normal habitus  Shared resources and gave feedback  Congregated peers (from HEUs to LEUs) to outcomes  Object (for teacher): that frequency increases resident orientation and quality of ‘posts’ improving learning experience and affordances
  • 7. Interventions community responses ENHANCED ENGAGEMENTAgent Momentum of use Blended use ‘Post work here’ ‘Open-publishing’ ‘Polls/surveys’ More orientation to space in ‘first’ instance; more mobile access; more proactive students sharing own resources ‘increased confidence’; community support (among adults) Direct Messages for feedback - * ‘Limited response’ – muted communications Open questions in discussion threads Limited reflection– sustained by more engaged, prominently adults Collaborative work Increases participation; ensures some engagement thresholds are met (first post) Participation Threshold
  • 8. Future design operations  Designation of roles to support community interchange  Use of networks for student plenaries – reorganisation and synthesis of personal schema to community  Integrating refugee students – distributed knowledge curated and assimilated to central hub  Use of networks as learning-bridge between institutions/sector (schools to colleges, colleges to university)  However, we must be careful that in an age of economic austerity, these online experiences do not seek to overcome offline, f2f teaching. They augment, but do not substitute.
  • 9. Joe: ...even if you did post something that weren’t the best, I started getting a bit less self-conscious, you know. Like, at first you’re like, “Oh, I want to make sure this is spot-on. We’re going to post this on Edmodo.” But after a while, you’re like… you could write something pretty quick and just put it up, you know, if you just had a quick minute. I guess we started getting less self-conscious. … Polly: It helped me implement other people's ideas and gauge the level that was expected of me…Carlene: I view it as a base, a sort of textbook to start studying… Jane: some students would post things that aren’t relevant to the course…still writing using abbreviations. I saw people using it in the wrong way… Craig: I’m using it for a certain reason...for a great purpose that will help me in the future, as opposed to having a laugh on the internet for 5 minutes…Dan: Facebook is like, proper social. I think there’s about five or six of the class that I’ve got on Facebook. But I could literally be talking to them on Edmodo ten minutes before talking about work and be on Facebook talking about something totally different.
  • 10. Blended Case Study 1 - Glogster Mobile/external Classroom/internal Edmodo network Data collection: Observational research Surveys Vox pops Roles/Skills: Organising Delegating Selecting Meaning-making Uploading Posting Labelling Explaining Post – sharing – commenting Teacher: Provides feedback Uses polls to construct knowledge and generate summaries; questions to challenge assumptions, build arguments and draw conclusions
  • 11. Blended Case Study 2 – collaborative editing Teacher role: Collaborative activity Edmodo network Provides: - Resources - Organises groups - Provides framework of prior knowledge (techniques) - Assessment rubric Student skills: - Selecting - Co-authoring - Checking - Editing/decision- making - Synthesising - Posting Students: Publishing – sharing – commenting – reading – peer assessing - evaluate Teacher: Provides feedback Challenges grading Assesses
  • 12. Community sharing membership Inclusivity Social discourse Informal Lifeworld disclosures Affective disclosures Peer-support Network sustained engagement to objects orientation agency repurposing decoding language confidence building publication technical skills submitting /receiving feedback

Editor's Notes

  1. Activity Theory, as a lens of activity, based on use of online networks Social Networks are disparate, fragmented and distributed A network used to situate activity within has a central context: purposeful activity, which with the right interventions implemented draws momentum to objects Online networks as an open arena in which learning experiences move from individual to social Use Edmodo, rather than a VLE as an affinity space it is contextualised to the curriculum and the construction of community, and Edmodo rather than Facebook, as it is focused with less extraneous material and congregates identity to an academic context
  2. Discussion threads - regulating remote participation – inculcating reflection 2. Ownership of ecology – peer-support – resource sharing Peer-support, sharing resources, affective support and Navigation and negotiation of objects
  3. To get the best from online experiences, exploiting contexts from network, a rendering and re-purposing needs to be achieved During the course of study there were incidence where I arrived at the classroom and the students would already be in the workshop on Edmodo on PCs or on their phones discussing the lessons and study experiences
  4. Momentum particularly profound in spikes in activity as assessments approached, suggesting object orientated behaviour
  5. Promoted by web 2.0 affordances: visibility, sharing, discourse, collaboration and publishing Discussion threads Blended Interventions Open Publishing Quotes
  6. 1. How to draw lurkers in from the periphery? 2. Can we build and design community? 3. What does tech provide that it takes away? 4. Is it inclusive or exclusive? Is engagement real learning?