Facebook: Distraction or Learning Tool

From EdTech 2017

Transcript

1. Facebook: Distraction or learning tool? Peter Windle Centre for Technology Enhanced Learning Waterford Institute of Technology
2. Peter Windle • eLearning Development Officer Waterford Institute of Technology • Past Experience • Digital Strategist at RIKON • RTÉ Radio’s Webmaster • Web development companies • Tech Start-ups • 18 years working part-time in Radio pwindle@wit.ie
3. Media Consumption Habits • 80%+ of 15-35 year olds • 74% of Facebookers in Ireland use it daily • People spend 5.5 hours on Facebook per week • Many students experience FOMO • The On Demand Generation
4. Facebook As A Learning Management System • Ubiquitous content platform • It has cannibalised the conversation prism • Get course material into their content diet • Student Centred Learning • Bring content to the student
5. Facebook Drawbacks • No Analytics On Groups • Challenges around • Administration • Logging • proof of access • Proof of communications between students • No Helpdesk • IP - Facebook has the right to transfer, license and use your content royalty-free • Facebook changes.
6. Using Facebook Group Using a Facebook Group instead of a personal or brand page: • Walled Garden • Reach • Notifications • Facebook Video • Control Who Joins • Control Who Posts • Bulk Enrol By Email Address
7. Content Types
8. Facebook Live (Synchronous/Asynchronous)
9. Facebook Poll
10. Share Documents and Update Revisions
11. Share Videos
12. Posting MP3s • Third party tool required to convert MP3 audio to MP4 video before posting on Facebook
13. Post Many Different Types Of Content
14. Share Links and Files in Google Docs
15. Share Files From Dropbox
16. Third Party Apps For Assessment
17. Students Sharing Course Related Content
18. Threaded Discussions
19. Proof Of Concept Introduction to Radio Broadcasting & Presenting
20. Introduction to Radio Broadcasting & Presenting • This Level 6 Certificate Course is an introduction to radio broadcasting and presenting jointly developed and delivered by WIT, WLR FM and Beat 102-103. • The Certificate in Radio Broadcasting and Presenting was traditionally delivered on Wednesday nights from 7pm - 9.30pm over 12 weeks • Redesigned for delivery in a blended mode • Taking a flipped classroom approach • Facebook as the main LMS • Enrolled CTEL colleagues
21. By the end of the module, the student will be able to: Apply Apply legal and ethical guidelines relating to broadcast media; Present Present speech content in a live and recorded radio setting; Record and edit Record and edit audio material for radio broadcast; Research and prepare Research and prepare scripts and running orders for radio broadcasts;
22. Traditional Course Schedule • Week 1: Introduction to Course • Week 2: Introduction to the Studio & Presentation • Week 3: Recording & Editing 1 • Week 4: Recording & Editing 2 • Week 5: Speech Presentation & Interviewing. • Week 6: News & Scriptwriting • Week 7: Music Programming • Week 8: Vox Pop Feedback. Working on demos ideas. • Week 9: Production & Regulatory. • Week 10: Practise & Listening • Week 11: Practise & Listening • Week 12:Listening Party! • Four assignments
23. Blended & Flipped Course Structure • Two one hour face 2 face classes • Two one hour face 2 face workshops • Three one hour synchronous online classes • Fifteen 10 minute asynchronous videos • PowerPoint presentations shared before the class • 10 Assignments
24. WEEK 1 • Sharing Introduction Face 2 Face session notes
25. Week 1 Activity • Share the post class activity
26. Week 2: Pre Synchronous Online Class • Share the notes ahead of the class
27. Week 2: Facebook Live Synchronous Online Class
28. Week 3: Workshop delivered F2F & on Facebook Live
29. Constructive Alignment between delivery on Facebook and Assessment • 15% for Facebook group posts • 15% for Facebook group comments and feedback • 20% for final project • 5% for reflective statement • 45% for assignments and quizs (9 activities x 5%)
30. Style Guide Naming conventions for posts with week numbers and content types • WEEK 1: Introduction • WEEK 1 Activity: Tell us about your favourite radio show • WEEK 2 Pre-class: From Mouth To Ear • WEEK 2 Activity: Test from today’s class
31. Pedagogy
32. Facebook As a Community of Practice A community of practice (CoP) refers to groups of learners who have similar goals, build a sense of personal and professional identity and develop a common purpose and collective responsibility (Lave & Wenger, 1991).
33. Facebook and The Zone Of Proximal Devleopment The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers
34. Connectivism
35. What I Can Do With Help From Others What I Can Do What I Can’t Do
36. What Peer1 Can Do What Peer2 Can Do What Peer3 Can Do What Peer4 Can Do What Peer5 Can Do What Peer6 Can Do What Peer7 Can Do What Peer8 Can Do What The Group Can Do What I Can Do What I Can’t Do
37. What Peer1 Can Do What Peer2 Can Do What Peer3 Can Do What Peer4 Can Do What Peer5 Can Do What Peer6 Can Do What Peer7 Can Do What Peer8 Can Do What I Can Do What I Can’t Do What I Can Do With Help From The Group
38. What Peer1 Can Do What Peer2 Can Do What Peer3 Can Do What Peer4 Can Do What Peer5 Can Do What Peer6 Can Do What Peer7 Can Do What Peer8 Can Do What I Can Do What I Can’t Do What The Group Can Do With Help From Each Other
39. Security & Privacy Settings
40. Directory of Group Members
41. Personal Privacy
42. Step 1: See What Your Public Profile Looks Like • See what others see on your profile page • On your profile page click the three dots in the bottom right corner of your cover photo. In the dropdown menu that appears, click “View as.” • Information, like your name, current profile picture and cover photo, will always be viewable by strangers. • You can determine who sees other kinds of content..
43. Step 2: Decide Who Can See Your Posts • During Step 1 you may discover you’ve inadvertently been sharing posts with everyone on Facebook. • Every time you make a post, Facebook gives you the chance to quickly decide which audience to share it with. • Options are “Only Me,” “Friends,” and “Public”
45. Step 3: Make Yourself Harder to Find
46. Step 4: Get Rid of Intrusive Apps
47. Implications
48. Facebook Content Facebook wants you to spend as much time as possible on the site. • Facebook picks, and orders the content you see from thousands of posts to make you laugh, cry, smile, like, share and comment https://labs.rs
49. Interacting with content influences preferences
50. Relevancy Score
51. Prediction Algorithm
52. Sorting Algorithm
53. Students engaging in course material influences their content diet
54. It’s not a secret…
55. Related Material on Student’s Newsfeed
56. “Being enrolled in this course is bringing relevant content to me, supporting and expanding beyond the original goal”
57. Conclusion
58. Facebook: Distraction or learning tool? • Facebook as a LMS • Content Types Available • Underpinning Learning Theories • Security and Privacy Issues • Proof Of Concept • Content Diet Influence • Critical Reflections https://www.facebook.com/witctel/
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