Armed with either tablet, smartphone or laptop … this session explores the experiences from the previous two years of the Cisco Networking team at the X. Based on the notion of social learning theory (Crompton 2013), the teaching team extended the distance learning experience beyond the confines of the organisational VLE into commonplace domains of experience.
With circa 900 participants active each day in a community that taps into 400 students, where best fit estimates, show that there is a maximum 30% participation. Presents a view into how extended communities (Bandura, 1963) and legitimate peripheral participation occurs within an extended community of practice (Lave and Wenger, 1991) of network engineers.
The purpose of this session will be a review of social media platforms, impact and effect. Discussion on our experience each platform elicits engagement. Use of available scheduling technology and how this can be accomplished at an exceptionally low cost.
In tandem, the workshop will explore how to keep on top of multiple platforms as a sole academic and discover how to ensure the technology comes to you. As well as avoiding some of the mistakes made and maybe discover a few more.
During the workshop, you will be encouraged to create a short sequence of educationally relevant ‘updates’ and link these to a social media platform of your choice.
- What is teaching by twitter, the paradigm and experience at the Open University (20 Mins)
- Exploring the (free) technology (15 mins)
- Lets automate some social media based teaching (15 mins)
- Wrap up and Q+A (10 mins)
Follow @OUCisco and @teraknor in advance.
Bandura, Albert (1963). Social learning and personality development. New York: Holt, Rinehart, and Winston.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3-14). Florence, KY: Routledge.
Lave, Jean; Wenger, Etienne (1991), Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, ISBN 0-521-42374-0