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WHAT’S OUR BACKGROUND?


Our Quest….

• Develop e‐learning

• Wanted to integrate new tools successfully

• Set out to learn more

• Results of different tools


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Hypothesis

Social Media can be a beneficial learning tool if used

correctly.


WHAT TERMS DO WE NEED TO KNOW?


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Social Networking Defined

Social networking is the process by which individuals form specific groups and keep increasing the groups inform specific groups and keep increasing the groups in size over time by sharing and interaction.


Social Networking • Social networking happens everywhere:

• Schools

• Workplace

• Places of worship

• Online

• Social Networking online has become very l


popular

Source: The Nielsen Company

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Social Media Defined

Social media is a term used for the tools, instruments, and platforms that we use to publish, The tools include blogs, wikis, podcasts, sites to share photos and bookmarksinstruments, and platforms that we use to publish, interact, and share content online.share photos, and bookmarks.


Social Media Video


Source: YouTube

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Social Networking vs. Social MediaSocial Media Social Networking

• Way to transmit or share • An act of engagement information

• A format or tool used to interact

M i ROI i diffi lt

• Interacting and communication with others

E i t ROI


• Measuring ROI is difficult

• Multi/diverse users

• Easier to measure ROI based on traffic to site

• Usually users with a common interest

Learning Environments

Formal

• Planned

• Structured

• Learning setting

Informal


• Unstructured

• Exploration

• Not necessarily in a learning setting

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Bringing it All Together What is best

for the learner?

What tools should be used?

What will have the

most impact?


What environment

is best?

Where do we begin?

WHAT DID WE DO?


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Purpose of the Research

• How can learning be formalized in an informal ?manner?

• How can we ensure success?

• What should be avoided?

• What tools should be used…and when?


• FRIENDS OR OPPONENTS?

The Research Project

Two Studies, Same Topics

Kemp and Backward Design Models

Two Formats, Same Survey

CD‐ROM and Social Network


CD‐ROM and Social Network

Similar Audience Profiles

Half ISD Background, Same Technology Proficiency Levels

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Formal Learning Environment

• CD‐ROM

O ti l di ti– Operational directions

– E‐learning modules covering each topic

– Stated learning objectives

– Built‐in quizzing


Informal Learning Environment

• Social GO

L i it– Learning community

– YouTube videos, online articles, and discussion forums

– Invitations sent to participants


– Profiles created

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CD‐ROM Observations

• Completed quickly

• Participants comfortable with the format

– Relatively no questions asked for clarification


Learning Community Observations

• Activity was initially slow, gradually gained

momentum

• Clarification needed by many

• Varying levels of involvement

• Lower activity levels from those without an


ISD background

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Research Project FindingsSurvey

CD‐ROM S

y


Learning Community

Survey

Research Project Findings cont’d

“I liked that it was a structured presentation in both cases… It

“Content was easy to read on the screen; not too much information

CD‐ROM Format

Inexperienced ISD Participants

Experienced ISD Participants

“I felt like it was super easy to use

pwould have been better to have applied the model to an actual

training scenario versus just being quizzed on the topics.”

“I feel like this learning activity incorporated several senses that are instrumental to learning…the more

was presented at a time. The instructions can be made clearer in

the future.”


p yand follow along with. Very user

friendly.”

gsenses you can incorporate into

learning, the more it is retained ; I felt like this did a good job of that!”

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Research Project Findings cont’d

“I have had one very good experience with such a community, but in general

“I liked ways to reach out to other IDs about some of the challenges we face professionally I was more interested in

Learning Community Format

Inexperienced ISD Participants

Experienced ISD Participants

“I didn't like that there was no f i f ti I h d t t

y, gthey don't work very well unless they are actively facilitated so that participants are invested. Community building takes a lot of time and effort.”

“I had a very difficult time finding

professionally. I was more interested in knowing the challenges my colleagues faced than learning about a new theory in instructional design.”


forcing function. I had no test or objectives to gauge my efforts. Motivation was very difficult.”

y gvideos and articles and knowing what I

should do next.”

Research Project Findingscont’d

Strongly Agree

CD‐ROM: Now Knowledgeable on the Models

Strongly Agree

Social GO: Now Knowledgeable on the Models

0% 20% 40% 60% 80%

Strongly Disagree

Disagree

Neutral

Agree

0% 10% 20% 30% 40%

Strongly Disagree

Disagree

Neutral

Agree

Social GO: Gained Knowledge Beyond the Models

CD‐ROM: Gained Knowledge Beyond the Models


0% 10% 20% 30% 40% 50% 60%

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

0% 10% 20% 30% 40% 50%

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

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Research Project Findingscont’d

Agree

Strongly Agree

Social GO: Would Participate in Similar Activities with Learning Method Again

Agree

Strongly Agree

CD‐ROM: Would Participate in Similar Activities with Learning Method Again

0% 10% 20% 30% 40% 50% 60%

Strongly Disagree

Disagree

Neutral

Agree

0% 10% 20% 30% 40% 50% 60% 70%

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

CD‐ROM: User Friendly

Strongly Agree

Social GO: User Friendly


0% 10% 20% 30% 40% 50% 60% 70%

Strongly Disagree

Disagree

Neutral

Agree

0% 10% 20% 30% 40% 50% 60%

Strongly Disagree

Disagree

Neutral

Agree

Takeaways

• CD‐ROM

– Clear directions and explanation needed

– Inexperienced like quizzing/testing

– Comfortable with straightforward format


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Takeaways cont’d

• Learning CommunityClear directions and explanation needed– Clear directions and explanation needed

– Facilitation plan and activity necessary

– Difficult to motivate and maintain engagement

– Interactivity among others is appreciated but difficult to foster

• Interaction preferred over formalized learning topics


– Layout needs to be reviewed and thoroughly considered

– Inexperienced apprehensive

Learning environments and social media can be friends with terms and conditions!

Concluding Thoughts

friends…with terms and conditions!

Inform‐ing

Benefits

Collabor‐ation

Develop‐ment

NetworkProblem Solving

Cost


HOWEVER the proper steps must be taken!

Shared Learning Instant

UpdatesTracking

Mass Distribu‐tion

Cost Savings

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HOW SHOULD THESE TOOLSHOW SHOULD THESE TOOLS BE USED IN FORMAL

LEARNING ENVIRONMENTS?



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Assess

•Conduct a needs assessment•Determine what they want•Understand the audience and what will suit their needs

• Identify what will drive usage and motivate

•Consider costs and resources


Consider costs and resources• Identify how to infuse it into the culture

Cater

•Find the best tools for your purpose•Design so both the individual and the organization benefits•Don’t overgeneralize—variances exist based on skill sets, positions, and what they need to know•Integrate it into “part of the job” to overcome apprehension


pp•Can’t be a stand‐alone•Pull the pieces that are right for your group•Integrate different medias

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Execute

•Pilot with a group of interested individuals

•Consider integrating what your pilot group develops

• Stagger your rollout•Try different approaches as


needed—don’t become overly invested in one approach

HOW CAN THIS APPROACH BE USED?


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Gain Momentum

• Gauge current usage

• Start small and grow

• Expand your tools and usage once culture has adapted

T itt

Learning Community


YouTube Video

Discussion Forum

Twittery

Examples

• Wikis for meeting support

• Google docs for SME development

• Wimba Classroom for project

• Skype for virtual training

• LinkedIn for pre‐course introductions


• Twitter for training updates

• SharePoint for employee interactions

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Learning without Boundaries

• What is needed?D di ti– Dedication

– Focus

– Resources

• What will it do?– Enhance existing formal learning


• What won’t it do?– Adequately serve as the sole

training mechanism

WHERE DO WE GO FROM HERE?


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Remember…

Establish the purpose and need

Cater to the environmentCater to the environment

Determine what will motivate usage

Provide directions

Identify the mechanism to get the activity started

Provide ongoing guidance


Implement a tracking system

Utilize as a tool to support your formal learning—not the other way around

In Summary…

• Hypothesis: Social Media can be a beneficial l i t l if d tllearning tool if used correctly

• Result: Can be implemented in learning environments

• Action: AssessCaterExecute

• Conclusion: Social media and learning


• Conclusion: Social media and learning environments can be friends!

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QUESTIONS?


CONTACT INFORMATION

Afua Gyasi: [email protected] W ientek


Shannon Wzientek: [email protected]

learning environments and social media- friends or...

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