Modeling social media in groups, communities, and networks

Vance StevensPetroleum Institute, Abu Dhabi, UAE

Prepared for the AVEALMEC/ARCALL online conference on Social Networking

November 5-8, 2009 http://avealmec.org.ve/

Attribution: http://commons.wikimedia.org/wiki/File:Fractal_nevit_60.png

Detailed information at http://tinyurl.com/vance-socialnet09

Where to begin?How about with some

pieces loosely joined?

http://myweb.tiscali.co.uk/wordscape/ http://en.wikipedia.org/wiki/Amazon_KindleAttribution: http://picasaweb.google.com/lh/photo/y58UDZ0ies25xvJ-HYCgXQ

Where to begin?How about with this thoughtFrom Stephen Downes, Learning the Web 2.0 Way

http://www.slideshare.net/Downes/personal-learning-the-web-20-way

Where do we get our models?

Our daily network interactions; e.g.Morning Tweets

Nings

http://cck2009.ning.com/

http://multiliteracies.ning.com/video

Webcasts, Podcasts

http://edtechtalk.com/live

http://vance_stevens.podomatic.com/

Edmodo

Modeled and demonstrated by Nicky Hockley, #Socialnet09

Waves

Who are the early pouncers?

http://wave.google.com

Waves and Wikis

http://webheadswave.wikispaces.com/

Future of Learning in a Networked World

http://flnw.wikispaces.com/Brazil

Knowledge (Creative Commons)

Attribution: http://www.kelvybird.com/facilitation/scribing/workingknowledge.html

How did you learn aboutCreative Commons?

http://creativecommons.org/

How did you LEARN how tofind Creative Commons Images?

Heard it through the grapevine?

http://delicious.com/vancestevens/art

Attribution: http://www.flickr.com/photos/jonastherkildsen/122881874/

One State of Knowledge

http://www.wblut.com/constructs/cyclic/

Knowledge Changes

http://www.wblut.com/constructs/cyclic/

Paradigm Shift

http://www.wblut.com/constructs/cyclic/

Paradigm Shifts in Education

http://prosites-vstevens.homestead.com/files/efi/papers/2007alexandria/web20arabia.htm

10 Aspects of Paradigm Shift• Pedagogy:

Didactic --> constructivist• Modeling:

Do as I say --> AND as I do• Transfer:

Technology enjoyed at leisure is F.U.N. --> also, applied to professional practice

• Trepidation:Will they find out? --> ok to say “I don’t know!”

• Literacy: Print literacy --> multiliteracies

• Heuristics: Client server --> peer to peer

• Sharing: Copyrighted --> creative commons

• Classification: Taxonomies --> folksonomies

• Directionality:Push --> pull

• Ownership:Proprietary --> open source

19

Paradigm Shifts in Wordle.net

Can’t get enough Wordle.net

Configurations for sharing and dissemination of knowledge

• Groups• Communities• Communities of practice• Connectivist perspectives

– Personal learning networks– Distributed learning networks– Rhyzomic learning

Attribution: Nancy White http://www.fullcirc.com/

Configurations

• Groups

Configurations

• Groups• Communities

Configurations

• Groups• Communities• Communities of

practice– Domain– Practice– Community

Configurations

• Groups• Communities• Communities of

practice• Networks

can include overlappingcommunities

Configurations

• Groups• Communities• Communities of

practice• Networks

and sampleConnections

• Webheads started as EFL class in 1998• WiA formed as result of 2002 EVO sesson• Educators who engage in

– Helping each other pursue lifelong, just-in-time, informal learning

– Through experimentation in use of social-media and computer mediated communications tools

– Webheads in Action Online ConvergenceWiAOC 2005, 2007, 2009 http://wiaoc.org

Webheads: Group

http://groups.yahoo.com/group/evonline2002_webheads/

Webheads: Community

Attribution: http://flickr.com/photos/94794165@N00/410359410/

Webheads: Community of Practice

http://webheadsinaction.org/

Personal Learning Networks

Scott Leslie's PLE (above) and more PLE diagrams: http://edtechpost.wikispaces.com/PLE+Diagrams

Getting back to knowledge

Attribution: http://www.kelvybird.com/facilitation/scribing/workingknowledge.html

Knowledge dissimenation through communities and networks

• Downes on distributed learning networks– Knowing ( where’s Waldo?)

Once you know, you can’t not know

– Knowledge exists throughout nodes in a network

• Wenger notes (2002:6)– Increasing complexity of knowledge requires

greater … collaboration; whereas …– Half life of knowledge is getting shorter

Knowledge dissimenation through communities and networks

Cormier - Rhizomatic Learning to deal with increasingly rapid obsolescence of knowledge

http://www.forestryimages.org/browse/detail.cfm?imgnum=1380055

Knowledge dissimenation through communities and networks

Siemens – Connectivism stresses importance of pipes over content

Attribution: http://commons.wikimedia.org/wiki/File:Venice_-_Piping.jpg

Siemens – Connectivism – dealing with explosion of available info

http://www.wiziq.com/TutorSession/Session.aspx?JuX%2bgH%2b2GbYuXrqZqj1F3uIA%2fgrtIiAEcKQ3usZlk1VhT5GwwVHz6vferdj5MlOz5JOdRjZO8mc%3d

http://tinyurl.com/siemens-socialnet09

Implications for Teacher Professional Development

• Jack Richards plenary Denver TESOL 2009 (March 27)– About what teachers need to KNOW in order to

practice effectively– Research indicates that teachers tend to revert to

traditional methods rather than activate what they are exposed to in training curricula

• Derick Wenmouth (also from NZ) mentioned similar research findings at K-12 Online 2008 http://k12onlineconference.org/?p=181

Problems• Teacher-trainers

– without sufficient experience with technology and

– rooted in old-school methodologies

– simply not modeling new age learning behaviors for trainees

Attribution: http://picasaweb.google.com/lh/photo/8aagIQGZq-RyFMO1dFHHNg

Problems• Students and staff

– love to learn but hate to be taught,

– resent top-down approach forced on them by managers sometimes out of touch with actual needs of students and staff

Attribution: http://www.youtube.com/watch?v=RxHb5QVD7fo&feature=player_embedded

Solutions

• Allow, facilitate, encourage networking in meetings, conferences, classrooms

• Offer workshops/projects bottom up, as something that staff/students organize themselves

• Create atmosphere encouraging formation of communities of practice where staff/students interact with peers in other institutions

Models for professional and student skills development

• Encourage teams to organize training sessions that utilize synchronous and non-synchronous social media tools. Call them something other than ‘training’ sessions

• Use Nings / Moodles / wikis / Google Wave / Jing / uTiPu / or other LMS/CMS to replace outmoded email attachment systems

http://advanceducation.blogspot.com/2009/06/speedlifing.html

• Hold un-conferences and other grass roots events such as• Bar camps• LAN parties• Speed-geeking• Speed Lifing

Keep current, participate with peers around the world in:

• Social networks: Ning, TappedIn, EVO, WiAOC

• Social bookmarking: Delicious, Diigo

• Groups: YahooGroups and GoogleGroups

• Microblogging: Twitter, Plurk

• Instant messaging: Yahoo Messenger, Skype

Keep current, participate with peers around the world in:

• Blogging and podcasting: keeping current via RSS

• Wikis: PBWiki, Wikispaces

• Aggregation: Technorati, Pageflakes, Netvibes, Protopages, iGoogle, http://addictomatic.com

This suggests that …Key to success in keeping current is in expanding productive contacts within a network

Attribute: d'arcy norman touchgraph: http://www.flickr.com/photos/dnorman/436670816/

Thanks for joining Vance Stevensand friends …

at AVEALMEC/ARCALL 2009Social Networking Conference

http://avealmec.org.ve/

Modeling social media in groups, communities, and networks

Vance StevensAt the AVEALMEC/ARCALL

online conference on Social NetworkingNovember 5-8, 2009

This has been

More information here: http://advanceducation.blogspot.com/2009/11/modeling-social-media-in-groups.html