Self-Guided Social Media Training Manual 1
Self-Guided Social Media Training Manual
Ronnie Adams, Makeisha Barnes, Kevin Hood, Katie La Pointe, Pleshetta Williams
AET/562 Social Media for Professional Learning
October 03, 2016
Dr. Sean Spear
Self-Guided Social Media Training Manual 2
Outline and Overview
Overview of Social Learning
Social Learning is the communing of people sharing purposeful information with the
intention to learn. This new wave of learning, while informal and abstract, can provide various
platforms to learn and share new information that allow end-users to communicate in real-time.
According to "Bandura - Social Learning Theory" (2016),” In social learning theory Albert
Bandura (1977) agrees with the behaviourist learning theories of classical conditioning and
operant conditioning. However, he adds two important ideas: Mediating processes occur between
stimuli & responses. Behavior is learned from the environment through the process of
observational learning.” (para. 1).
Overview of Social Media Tools
There are several types of social media tools that serve as a vehicle to communicate
information and lay a foundation of social learning that is lasting. Tools such as
Blogging,Microblogs, Communities and Wikis allow learners to share substantive information
and learn inan informal and abstract way. Blogging tools such as WordPress allow end-users to
create apublishing platform to express thoughts and opinions about specific topics. Some blog
applications offer statistical information to inform the author about successful and unsuccessful
blog posts. Microblogs such as Twitter serve as a more casual route for communication. Twitter
post are available immediately and makes for a great social tool for real-time communication.
Communities are available in social media tools such as Facebook, communities allow
end-users engage specific topics. Wikis allow end users to share knowledge, this social media
tool will allow users to update and share information. All four social learning elements play an
intricate role in social learning.
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Outline of Main Elements of Manual
Moodle Learning Management System (LMS)
Moodle is a comprehensive learning management system. Moodle can be used in a
variety of ways including functions as an online management system or used to compare the
usage within traditional classroom settings. Moodle systems can also be customized for
practically any type of learning environment (Lasic, 2016).
1) Introduction
a) Learning Management System (LMS)
b) Customizable – scale to company needs
c) Adaptable – classroom or online management
2) Moodle philosophy of learning and online education
a) Student-centered
b) Social constructivist educational model
3) Moodle’s features
a) User-friendly – easy to maneuver
b) Malleable – supports different types of media and student interface
c) Encourages teamwork and allows for robust responses
4) Goals and outcomes
a) Provides examples of learning experiences within classroom, collaboration, project
management
b) Integrate multiple learning platforms, audiovisual, blogging, conferencing, etc.
c) Incorporate authentic assessments and timely feedback into the curriculum.
5) Moodle Illustrations
Self-Guided Social Media Training Manual 4
a) Mount Orange School (Moodle, n.d.)
b) Many universities around the world - Ex.: Open University, Great Britain
(Dougiamas, 2005).
c) Download courses from Moodle.net
Wikispaces
Wikispaces is an online social training platforms that can be used professionally and in
education. The goal of wikis is to develop the learner in a collaborative and interactive way in
many locations at once.
1) Introduction
a) Learning about Wikis
b) Customizing your learning or training platform.
c) Create the content and users to access the wikispace
2) Wikispace philosophy of learning and online education
a) Student-centered
b) Social constructivist educational model
c) Interactive
3) Wiki’s features
a) Collaborative for learners and instructor
b) Monitor students’ progress
c) Ability to differentiate the instruction to meet learners need
4) Goals and outcomes
a) Interactive learning with classmates and material
b) Integrate multiple learning platforms, audiovisual, blogging, conferencing, etc.
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c) Incorporate authentic assessments and timely feedback into the curriculum.
5) Wikis Illustrations
a) Columbia University
b) Birmingham Public Schools
c) The Bridge Project
Blogs
Blogs a regularly updated website or web page, typically one run by an individual or
small group, that is written in an informal or conversational style. Blogs open up a wide arena for
instructors and students to share reflect, publish, improve skills, server others, own their own PD,
relate to students and share student work.
1) Introduction
a) Learning about Blogs
b ) Customizing your learning or training platform.
c) Create the content and users to access the Blogs
2) Blogs philosophy of learning and online education
a) Social Learning
b) Connectivism
c) Professional and educational influence
3) Blog features
a) Collaborative for learners and instructor
b) Owning ones on PD (Professional Development)
c) Ability to differentiate the instruction to meet learners need
4) Goals and outcomes
Self-Guided Social Media Training Manual 6
a) Interactive learning with classmates and material
b) Integrate multiple learning platforms,audiovisual, blogging, conferencing, etc.
c) Incorporate authentic assessments and timely feedback into the curriculum.
Twitter is a microblog that allows users to communicate and collaborate in succinct posts
that must fall within a given character count. While largely social, Twitter has the capacity to
serve as a quick and efficient means of communication within businesses and among employees.
1) Introduction
a) Twitter as a social learning tool
b) Adapting Twitter to be work-friendly
2) Twitter philosophy of learning and online education
a) Collaborative
b) How to use Twitter for Social Learning
3) Twitter’s features
a) User-friendly – easy to maneuver
b) Promotes conversation and collaboration
c) Succinct sharing of information
4) Goals and outcomes
a) Supplements learning by allowing easier collaboration
b) Promotes integration and sharing of varying ideas
c) Makes learning and communication more entertaining and accessible
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Guide Objectives
The main objective of the learning manual is to create guidelines and understanding of
the tools to develop future trainings. The social platforms will create collaboration and
community among staff in one spot. In this manual each employee will be able to see a
breakdown of each tool that can be used in professional development. Staff will need to review
this manual prior to beginning each training in order to ensure all staff achieve the same level of
understanding to not hold up meeting the desired learning objectives. As new tools are
introduced or added the trainers will send new descriptions of each tool for staff to review and
understand prior to the upcoming training.
Audience
The targeted audience for this guide are those who are interested in engaging others in
training that integrates technology and social media tools to increase and improve learning at
deeper levels. While advanced users may benefit from the information provided in the manual, it
is geared toward those who are newly integrating social learning into formal and informal
trainings, most specifically in the field of education.
Areas of Discussion
In this manual we have discussed the Moodle Learning Management System and how it
works in the online classroom as well as the traditional classroom. Moodle is the comprehensive
learning management system. Wikispaces where also be discussed in this manual. Wikispaces is
an online training platform that can be used in a professional setting and educational setting. The
purpose of social learning was also discussed. Social learning is the sharing of valuable
information between peers. Social media tools such as Blogging, Microblogs, Communities and
Wikis are the tools that provide learners with the ability to share. Overall the main goal of this
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manual is to provide the information for the intended audience those who are interested in
engaging others in training that incorporates technology and social media tools to increase and
improve learning at deeper levels. Specifically, those who are newly trying to transform their
professional or educational social learning into formal and informal trainings.
Annotated Bibliography
Beanneaser, J., Thavavel, V., & Jayaraj, J. (2016, January). Design of Open Content Social
Learning that Increases Learning Efficiency and Engagement Based on Open Pedagogy.
TOJET: The Turkish Online Journal of Educational Technology, 15(1), 20-32. Retrieved
from http://web.b.ebscohost.com.contentproxy.phoenix.edu/ehost/detail/detail?vid=
0&sid=23e49ce6-5491-4ade-b802-
7c9bf9cf4f5a%40sessionmgr2&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=112
207692&db=eue
The purpose of this article is to align the current availability of electronic tools with
pedagogical approaches for the intent of increasing social learning. It bases many of the
proposed strategies on the needs of the individual learner, including goals, interaction, and
engagement preferences. The research done explores traditional pedagogical strategies as well as
those that align with social learning and uses algorithms to detect patterns in learning behavior.
The article delves into the offline versus online processes to show the learning
engagement based off of two modules. For online learning, algorithms are used to detect patterns
to help build and “intelligent pedagogical learning engine” that is based on the specific
characteristics of the learner. The article is highly technical, but ultimately concluded that more
complex algorithms will be necessary to fully identify pedagogical approaches to social learning
that captures the patterns of peer groups.
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Digital Influences: Social Learning Theory. (2014, May). Michael Goetzman, (), .
Retrieved from http://goetzman.co/blog/digital-influences-social-learning-theory/
This article describes the correlation in how individuals learn by way of observation,
behavior Modeling takes place after observation. Goetzman’s theory regarding Behavior
Modeling is exhibited in social media platforms such as Twitter, Snap Chat, and Facebook. End-
Users have the ability to capture images and post videos containing information about specific
ideologies such as news, politics, entertainment, economics, education, and fashion. It is
important to note that the role of reasoning is relevant to the adaptation of new behavior, if there
is a negative outcome from modeling a specific type of behavior individuals will be less inclined
to replicate the behavior.
Guy, R. (2012, July). The Use of Social Media for Academic Practice: A Review of Literature.
Kentucky Journal of Higher Education Policy and Practice, 1(2), 1-20. Retrieved from
http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1015&context=kjhepp
This author delved into social media as a tool that could be used both for teaching and
learning, noting that both students and instructors regularly use social media as a tool for
communication. It was also noted, however, that while there are many benefits to learning
through social media, such as more active participation and engagement, some criticize social
media as a limiting tool for learning based on factors such as security and pedagogical
limitations.
The idea of blended learning with social media was one of the most fascinating aspects of
this research. The article expounded a study that used Facebook as a resource to use in
conjunction with more traditional learning. This, of course, resonates with those who want to
Self-Guided Social Media Training Manual 10
utilize the facets of technology but who do not wish to abandon more traditional methods of
teaching and learning. This idea supports the notion of incorporating tools of social learning such
as blogs, wikis, miniblogs, and communities into a curriculum to enhance learning and promote
social learning.
Keep it Social: Using Social Learning Theory to Improve Instructional Strategies. (2015,
March). Designed to Learn, (), . Retrieved from http://lpd.nau.edu/keep-it-social/
This article depicts the very heart and essence of learning as learning requires social
interaction. There are a plethora of tools utilized with social learning such as pictures and videos,
these tools are used to convey information to learners. Common tools that can be utilized in the
traditional classroom setting, in addition to web-based learning are wiki sites. Wiki sites such as
Google Docs will allow learners to work collaboratively on projects and assignments.
This tool will allow real-time editing and restructuring of a document. Adobe Captivate is
another great tool to use for interactive videos between the instructor and the learner.
Kinshuk, Hui-Wen, H., Sampson, D., & Chen, N. (2013). Trends in educational technology
through the lens of the highly cited articles published in the journal of educational
technology and society. Journal of Educational Technology & Society, 16(2) Retrieved
from http://search.proquest.com/docview/1355669524?accountid=35812
This article discusses the emergence of the internet, World-Wide Web and advanced
technologies like mobile devices, sensor and location technologies have changed the way people
interact with each other, their lifestyle and almost every other aspect of life. According to
Kinshuk, Sampson and Chen research has shown that educational technology touched such
Self-Guided Social Media Training Manual 11
advanced issues as intelligent tutoring, simulations, advanced learning management systems,
automatic assessment system and adaptive systems. When looking how technology has changed,
children do not even use the traditional computers to access the internet. With the proliferation of
the various tools used in our daily lives, it is not surprising that adults and students are now even
redesigning some “best-fit” resolutions for the specific needs of one’s needs and wants.
Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How
Today's Higher Education Faculty Use Social Media. Retrieved from
http://files.eric.ed.gov/fulltext/ED535130.pdf
This article highlights how higher learning is affected using social media. Faculty
members use social media in many areas of their professional and personal lives. Social media is
changing how people learn. Instead of delivering content to employee’s social media engages
those employees to share information engaging them in conversation to increase student success.
This study was conducted to find out what impact social media had on learning and whether or
not social media should be used. There were some barriers and concerns they found in their
study. The main concerns were the lack of privacy and the level of integrity when social media is
introduced in the classroom. Lack of training for facilitators to use social media was another
significant concern to using social media with learners. But even with all of these barriers the
study found that faculty saw major value in using social media in the classroom. YouTube in
particular was found to be a very useful tool in the classroom.
Pappas, C. (2013). How to Use Wiki in the Classroom. Retrieved from
https://elearningindustry.com/how-to-use-wiki-in-the-classroom
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This article defines a wiki and why teachers should use wikis in the classroom along with
the persuasive writing there is also a video to help make the point further to why teachers should
use wikis in the classroom. It provides three of the top wiki sites used by teachers along with tips
on using wikis in the classroom. It breaks down twelve activities the teacher could use in a wiki
classroom. It also has two videos the help to make the points listed above. The article also
provides readers the opportunity to make comments to the authors or other readers to continue
the discussion.
Regan, J.A.R.C., & Youn, E. J. (2008). PAST, PRESENT, AND FUTURE TRENDS IN
TEACHING CLINICAL SKILLS THROUGH WEB-BASED LEARNING
ENVIRONMENTS. Journal of Social Work Education, 44(2), 95-115. Retrieved from
http://search.proquest.com/docview/209787272?accountid=35812
This article discusses the recent developments for delivering distance education while
web based technology. Over the year’s distance education has grown tremendously using
programs such as interactive television and computer networks. The evolution of distance
education according to Regan and Young (1) print based materials supported by written
communication (2) Open broadcast b television or radio (3) Integrated multimedia approach with
learning materials designed for study at a distance, but with two-way communication mediated
by a third person (4) Newest developments information communication technologies and web-
based technology learning environments that allow for two- way interaction between the teacher
who originates the instruction and the students who are remote.
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Stillman, J. (2012). HOW TO MAKE WIKIS PART OF YOUR TRAINING PROGRAM.
Retrieved from https://www.mindflash.com/blog/how-to-make-wikis-part-of-your-
training-program/
This article discusses the use of wikis in a social learning environment but the focus is
not just on classroom teaching but also on training for companies. The author provides a
definition for wikis and also persuades the reader to switch over to wikis now because the tool is
beginning to be used regularly to save cost and build community. The next part of the reading
begins to provide steps on how to create a wiki space and tips to ensure the space is used
correctly. The author also suggests another author who has created a list of resources to learn
more about wikis. The author ends with reminding the reader that the world is moving to more
collaborative training and away from formal training.
Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How
Today's Higher Education Faculty Use Social Media. Retrieved from
http://files.eric.ed.gov/fulltext/ED535130.pdf
This article highlights how higher learning is affected using social media. Faculty
member’s use social media in many areas of their professional and personal lives. Social media
is changing how people learn. Instead of delivering content to employee’s social media engages
those employees to share information engaging them in conversation to increase student success.
This study was conducted to find out what impact social media had on learning and whether or
not social media should be used. There were some barriers and concerns they found in their
study. The main concerns were the lack of privacy and the level of integrity when social media is
introduced in the classroom. Lack of training for facilitators to use social media was another
Self-Guided Social Media Training Manual 14
significant concern to using social media with learners. But even with all of these barriers the
study found that faculty saw major value in using social media in the classroom. YouTube in
particular was found to be a very useful tool in the classroom.
Zhao, F., & Kemp, L. (2013). Exploring individual, social and organizational effects on web 2.0-
based workplace learning: A research agenda for a systematic approach. Research in
Learning, 21, 1-16. Retrieved from http://dx.doi.org/10.3402/rlt.v21i0.19089
Zhao and Kemp (2013) share the results of their investigation into the potential benefits
of Web 2.0 technologies in the workplace. The theoretical basis of their research is based in
Social Exchange Theory (SET) and Social Capital Theory (SCT). Zhao and Kemp (2013)
discover a strong correlation between social media use in the workplace and self-interest and
self-fulfillment and other elements of individual self-efficacy and high performance.
Zhao and Kemp enumerate several potential learning benefits of web 2.0 technologies
such as professional information gathering through communities of practice (COP) or Social
Networks Sites (SNS) (p. 4). Blogs provided forums for discussion and reflection. Status updates
on SNS keep participants socially aware and current on events of importance and significance in
one’s field or in life. Wikis are used for encouraging collaboration on group projects, while
webcasts and podcasts are used for sharing content, ideas, and expertise.
Social Learning
Social learning has quickly established itself as a prominent tool in training and operation
in an organization. However, with the benefits of social learning also come the challenges.
According to Learning Solutions Magazine, the most common challenges associated with social
Self-Guided Social Media Training Manual 15
learning are productivity and efficiency; firewall, security, and bandwidth issues; intellectual
property issues; confidentiality; policies; and participation (or lack thereof) (Levy, 2008). The
best way for any organization to overcome these issues is to establish protocol before
implementing social learning as a business strategy. Having a clear understanding of the law,
establishing expectations of use, and clearly delineating the consequences associated with certain
behaviors will help curtail any challenges that could be brought on by social learning, whether
they be operational or ethical.
Organizational training can greatly benefit from social learning, engaging systems and
technologies to make training more efficient and task-specific. The level of importance in social
learning is largely dependent on the organization, its mission, and its needs; with that said, social
learning aligns with human nature and its incorporation as a learning tool can be beneficial on
both large and small scales.
Problem Solving through Social Learning
Social learning play an important role with addressing business problems. Organizations
can utilize various social media platforms to convey important information to consumers or
clients regarding products and services. For example, one of the most recent hurdles encountered
by Samsung was the debut of the Samsung Note 7. The release of the phone was disastrous as
the phone began to catch fire without warning. Samsung strategically utilized the social learning
to convey information to those affected by the phone malfunction, despite the business problem,
the organization is able to successfully implement a damage control initiative by utilizing social
media and social learning as the vehicle.
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Employee Perception and Social Learning vs. Formal Training
Social learning can impact an employee’s perception of a business problem. For example,
the Samsung Note 7 debacle was a great way to inform, and educate employees as to how to
communicate effectively with those impacted. Reiteration of implementing great customer
service, in addition to acknowledging the customers for remaining loyal to the Samsung brand
are just a few of many ways social learning can impact an employee’s perception of a business
problem. An organization has the power and ability to frame the business problem by addressing
the issues, and developing a winning strategy to resolve the business problem.
The processes associated with problem-solving processes are similar as it relates to social
learning and formal training. The two methodologies can be effective synchronously, while they
are very different from the perspective in how the information is received they are both
rewarding for the bottom line. Formal training can include modules that incorporate social
learning, this is a winning strategy as learners can have exposure to both formal training and
social learning.
How does Social Learning affect and Organizations Goals and Objectives?
This are article states that Social Learning affects an organizations goals and objectives in
the scale on which we can be involved in a process of Social learning. It has greatly reduced
barriers that leaners have had to face in the past when applying social learning; with the
development of tools and social networks with sites like skype, google talk and mobile devices,
the level and scale at which we can be social has increased consistently and substantially. Social
learning is the relying on of social networks and interactions for help in searches giving meaning
to information. According to the Social business article “knowing” means to be connected:
knowledge is moving too quickly because learning can be considered simply a product that
Self-Guided Social Media Training Manual 17
comes at the end of a process. We need to connect to networks of information and “deposit”
knowledge in relationships rather than in our heads or in knowledge management systems.
What are The Indicators of Success when Assessing the Effectiveness of Social Learning?
This article suggests that while social learning approaches are increasingly being used in
development research, there is still a lack of robust evidence on the best methods for bringing
about social learning, and in what contexts it contributes to achieving development targets. When
determining the effectiveness of social learning there are four main areas that should be
considered.
1. Engagement: outreach to and involvement of individuals and groups, ideally including women,
youth and other marginalized groups. In the context of social learning, this allows the right
stakeholders to form better relationships and a more nuanced understanding of the issue,
enabling more effective co-learning.
2. Iterative learning: collective or group learning that occurs continuously or cyclically. In the
context of social learning, this ideally leads to looped learning. In looped learning, stakeholders
question the assumptions, norms and values underlying their framing of an issue and approach to
solving it.
3. Capacity development: the development of stakeholders' knowledge and skills. In the context of
social learning, the aim is to enabling them to engage more effectively and in a more informed
way in multi-directional, multi-party co-learning.
4. Challenging institutions: active questioning of institutional practices and values, potentially
leading to institutional change. In the context of social learning, stakeholders create an enabling
environment for social learning by identifying institutional opportunities and barriers and
working with key people to exploit/reduce these.
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The article also states that in order to monitor the progress in these four areas considers
using: 1) process indicator-groups/individuals identified are engaged through appropriately
tailored means. 2) Intermediate outcome indicator- Engagement has led towards a change in
collective understanding of the problem solutions. 3) Empowerment of most vulnerable
beneficiaries (communities) including women and children.
Social Learning Tools
Moodle
Moodle is a complete learning management system. Moodle can be used as an online
management system or a companion to the traditional classroom. Moodle can also be customized
for virtually any type of learning environment (Lasic, 2016)
What makes Moodle so apropos to online facilitation is its emphasis on student-centered
learning and its social constructivism (Moodle Docs, 2012). Moodle champions knowledge
creation and innovation through discussion and collaboration. Moodle affords independent
learning opportunities while permitting robust facilitator feedback and scaffolding where
required. Moodle is designed for group learning and team projects as well as individualized
assignments. Moodle also integrates mobile learning into its framework (Moodle Docs, 2012).
According to Haythornwaite and Matthews (2011), the process of knowledge creation is not so
much one of performing defined learning activities, but motivation, application, transformation,
and re-framing (p. 33). In other words, it is the experience of interacting with one’s environment
that produces new and varied meanings for individuals.
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Moodle’s Features
Moodle is a robust learning management system comparable to any major, commercial
platform such as Blackboard or its counterparts for which there are more than 500 according to
E-Learning Industry (2014). However, Moodle is an open-source platform, which is entirely free
and available to all. The interface is simple and easy to use and boast all of the features required
for meaningful social and ubiquitous learning (Moodle, 2016). Moodle can be scaled to meet the
needs of any learning environment. Its major and possibly only limitation is that it is
modularized and does not come complete out-of-the-box. (iSpring, 2015).
Moodle Learning Management Features
General Features (Moodle, 2016)
· Modern, easy to use interface
· Personalized dashboard
· Collaborative tools and activities
· All-in-one calendar
· Convenient file manager
· Simple and intuitive text editor
· Notifications and progress tracker
Administrative Features
· Customizable site design and layout
· Secure authentication and mass enrollment
· Multilingual capability
· Bulk course creation and easy backup
· Management of user roles and permissions
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· Supports open standards
· High inter-operability
· Simple plug-in management
· Regular security updates
· Detailed reporting and error logs
Course Development and Management Features
· Direct learning paths
· Encourage collaboration
· Embedded external resources
· Multimedia integration
· Group management
· Marking flow
· In-line marking
· Peer assessment
· Integrated badges
· Outcomes and rubrics
· Security and privacy
Training Goals and Outcomes
1. Provide multiple learning experiences into the classroom, ubiquitous communication,
collaboration, project management, etc.
2. Integrate multiple learning platforms, video, blogging, conferencing, etc.
3. Integrate authentic assessments and timely feedback into the curriculum.
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Examples of Moodle at work
1. Mount Orange School (Moodle, n.d.).
2. Various universities around the world – Ex: Open University, Great Britain (Dougiamas,
2005). Download courses from Moodle.net
Wikis
Another social learning tool is wikis, online communities created to share knowledge.
The most common wiki that most people have heard of is Wikipedia. The knowledge is grown
by the contributors of the site, and companies will use wikis to complete training or to update
processes. Companies will also use wikis to provide customer support online that is constantly
updated by users and employees to provide a higher level of customer service. Like most social
learning tools, wikis are not bound by geography. Wikis have been known to allow users to
collaborate on a problem to find a solution. Teachers will use Wikis spaces to create online
classrooms. In these classrooms teachers can monitor the collaboration on projects and writing,
view the social interactions in the classroom, keep the class organized either through individual
work or group projects, and most importantly monitor student learning to ensure standards are
being met. Teachers through viewing these different components of a classroom can adjust topics
in chat forums to get the class back on track and can provide 1 to 1 support for a student who
may not understand the material based on participation.
Benefits of Wikis
Easy to use
Student develop and improve communication skills inside a classroom setting while
using a computer.
Wiki provide opportunity for learners to be actively engaged.
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Can be accessed anywhere in the world where there is an available internet connection.
Instructors can view any changes or activity of each learner.
Wikis are shells that can be developed by the instructor to meet the needs of the
classroom.
Wiki uses word documents, email and a social chat feature all in one to enhance the
environment.
Limitations of Wikis
Open access can leave an increase opportunity to access confidential material.
Computer based programs increase distractions for students to access other sites.
Need to improve the technology to print off of the wikispaces.
Wikispaces overtime can be come cluttered with all of the past information.
Example of organizational application on behalf of social learning with Wikis
Columbia University – using as an online extension of the classroom.
Birmingham Public Schools – used to engage collaboratively using 21st century
technology.
The BRIDGE project – Use the platform to have enhanced communication among staff.
UMASS Lowell – Use it as an online discussion board for students.
Blogs
Blogs a regularly updated website or web page, typically one run by an individual or
small group, that is written in an informal or conversational style. Blogs open up a wide arena for
instructors and students to share reflect, publish, improve skills, server others, own their own PD,
relate to students and share student work.
Self-Guided Social Media Training Manual 23
The first step to determining whether or not the tool being used is the fit for the learning
process. Blogging has the ability to enhance student’s self-awareness and processing concepts,
the use of a blog in the classroom can only be implemented when there are "concepts for students
to think through, various resources and content segments to process, or ideas to construct.
Blogs are also individual tools for learners. They also shift the students into analyzing and
synthesizing course materials....and with the appropriate planning curriculum. blogs can be used
to improve student writing, especially for developing skill in analysis and critique. “The blog
format is particularly useful for shorter, less formal, assignments. Blog platforms allow for
inclusion and display of multimedia, which may offer an advantage over paper submissions.
Blogs provide a means for student response to or discussion of outside-of-class readings that are
not adequately covered during class. They can be useful as a forum for group projects, or act as a
collaborative authoring tool for students to develop and present a group assignment or project.
Blogs can be a place where students reflect on readings, much as analog journaling was used as a
pedagogical tool in the past.” (II Library)
As bloggers, we grow our knowledge and learn new things each and every day.
Blogging stretches all kinds of mental muscles, and it affords limitless opportunities to expand
your knowledge. It’s incredible how much potential blogging has as a tool for education.
Instead of having the information fed to them, students are taking it and putting it down on paper
in their own words.They live the information instead of simply seeing it. This is huge in terms of
learning something for the long-term. Hands-on experience will always leave more of a lasting
impression than something that is simply a few questions on a test.
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Twitter is a microblog that allows users to communicate and collaborate in succinct posts
that must fall within a given character count. While largely social, Twitter has the capacity to
serve as a quick and efficient means of communication within businesses and among employees.
Introduction
While Twitter is often used as a personal, social media tool, it is also a miniblog that has
several uses in the workplace. It can be utilized as a means of communicating information
quickly and succinctly among employees and collaborating.
In order to adapt Twitter to be work-friendly, the most important steps that should be
taken are a clear policy and training. While this tool tends to be informal, it is imperative that
organizations ensure high quality of usage among employees.
Twitter philosophy of learning and online education
Twitter allows users to quickly communicate ideas or opinions on an infinite number of
topics. This is primarily done through a limited character sentence or two, but collaboration can
also occur through the use of pictures and short videos. As such, participants can engage in
conversations quickly and as efficiently as if they were in the same room.
Twitter’s features
Twitter is user-friendly and easy to maneuver. Users are only required to have minimal
typing skills and the knowledge of how to upload pictures and short videos. Tutorials are widely
available that can help a range of users (from beginning to advanced) navigate the world of
Twitter. While Twitter is not a system that engages users in detailed dialogue, the brevity of this
system encourages users to interact with others.
Goals and outcomes
Self-Guided Social Media Training Manual 25
Twitter is not intended for a user to give a thesis; it is a system that, by its very nature,
promotes collaboration and dialogue. Users are able to discuss, debate, and challenge ideas, and
when used professionally, Twitter has the potential to be a powerful collaborative tool for any
organization.
Addressing Business Issues and Strengthening Relationships through Social Learning
Allocating the correct resources and ensuring companies or schools have access to the
right technology is important to effectively using social learning. The most important resource is
time. If the technology is not up to date to handle social platforms quickly and effectively then
time has been wasted. If the social platform is never maintained or updated then the tool will not
be used correctly wasting time and money. Ensuring every employee has a computer, time and
an uninterrupted environment to utilize the social learning environment. Companies need to also
plan for time to be spent on interacting with the social learning environment and trainers will
need to be prepared to move the conversation forward.
Accountability is important to follow through on when a policy or usage is violated. It is
important for companies to front load employees or students with the expectations of the
expected use of social learning. Companies will need to have established progressive responses
to any violation or inappropriate use of technology. The trainer or instructor will need to monitor
all communication inside a learning environment.
Employees perceive hierarchy in an organization as leaders and followers. Most
employees follow the person with the power or the leader in normal hierarchy. In a social
learning environment every user is a contributor to a topic and information is shared. The
Self-Guided Social Media Training Manual 26
breaking down of the walls allows the user to contribute and absorb the information equally as
the next user.
Social learning environment fosters richer relationships among staff by growing
collectively. Each member of the team brings a different perspective on a topic or discussion that
moves the conversation along and allows the user to grow in knowledge on the subject based on
the knowledge of others in the company.
Self-Guided Social Media Training Manual 27
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