Designing effective social learning

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Designing  effec*ve  social  learning    Natalie  Lafferty,  University  of  Dundee    Creating effective learning with new technology in the 21st century: the importance of educational theories AMEE  Symposium  1  Sep  2014,  Milano  

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Learning is social

Communi*es  of  prac*ce  

Online  collabora*ve  learning  

Networked  learning  

Social  learning  

Connec*vism  

Rhizoma*c  learning  

SOCIAL  LEARNING  THEORIES  

Communi*es  of  Prac*ce  Situated  learning  –  social  par*cipa*on  

Old-­‐%mers    

Mature  prac*ce  

Newcomers  

to  Through:  -­‐  Engagement  -­‐  Interac*on  -­‐  Collabora*on  -­‐  learning  of  

knowledgeable  skills  

Periphery  

Social    Prac*ce  

Full  Par*cipa*on  

Situated  Learning  

Boundary  (flexible,  dynamic)  

LEGITIMATE  PERIPHERAL  PARTICIPATION  (LPP)  

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COMPONENTS  OF  A  SOCIAL  THEORY  OF  LEARNING  

CONCEPTUAL  FRAMEWORK  -­‐  WENGER  

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Social media supporting virtual CoPs"" http://www.connectivism.ca/about.html"

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   The  network  aspect  refers  to  the  set  of  rela*onships,        personal  interac*ons,  and  connec*ons  among        par*cipants,  viewed  as  a  set  of  nodes  and  links,        with  its  affordances  for  informa*on  flows  and      helpful  linkages.    

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   The  community  aspect  refers  to  the  development  of      a  shared  iden*ty  around  a  topic  that  represents  a      collec*ve  inten*on  –  however  tacit  and  distributed  –        to  steward  a  domain  of  knowledge  and  to  sustain      learning  about  it    

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CONSTELLATIONS  OF  OPEN  PRACTICES  &  NETWORKS  

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PERSONAL  LEARNING  NETWORKS  &  ENVIRONMENTS  

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“A  collec*ve  is  very  different  from  an  ordinary  community.  Where  communi*es  can  be  passive  (though  not  all  of  them  are  by  any  means),  collec*ves  cannot.  In  communi*es,  people  learn  in  order  to  belong.  In  a  collec*ve,  people  belong  in  order  to  learn.  Communi*es  derive  their  strength  from  crea*ng  a  sense  of  belonging,  while  collec*ves  derive  theirs  from  par*cipa*on.”    Douglas  Thomas  and  John  Seely  Brown  (2011)  

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A  LEARNING  THEORY  FOR  A  DIGITAL  AGE  -­‐  SIEMENS    

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“MOOCs are inherently social …”"That depends on the MOOC …  

cMOOCs" Connectivist  

xMOOCs" eXtension  

#Rhizo14  -­‐  cMOOC  

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Learning  as  a  process  of  discourse,    collabora*on  and  knowledge  building  

hDps://dundeepublichealth.wordpress.com/e-­‐coli-­‐o157/  

Interprofessional  -­‐  Medics  and  Vets  

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Is  there  evidence  of  learning?  Discourse  analysis  

Higher  educa*on  delivers  social  learning    in  the  walled  garden  of  the  VLE/LMS    

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Doctors  need  to  be  Lifelong  Learners  (LLLs)  

Are we helping students to develop "The skills to be self-regulated LLLs?  

TEACHERS  INDUCTING  LEARNERS  INTO    COMMUNITIES  OF  KNOWLEDGE  -­‐  #DUAgeing14  

Natalie  Lafferty    Director  Technology  in  Learning  College  of  Medicine,  Den*stry  &  Nursing  University  of  Dundee    TwiDer  -­‐  @nlafferty  Email  –  [email protected]  Web  -­‐  hDp://about.me/nlafferty  

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