Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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27 Social Media for Adult Online Learners and Educators Moira Hunter Computers are incredibly fast, accurate, and stupid; humans are incredibly slow, inaccurate, and brilliant; together they are powerful beyond imagination. – Albert Einstein Education for a Digital World 429
27 – Social Media for Adult Online Learners and Educators Learning outcomes After completing this chapter, you should be able to: • Have deeper insight in the social implications of including social media software in e-learning with geographically distributed adult learners. • Understand and apply principles of adult learning theory in planning for online learning with working adults. • Identify primary considerations for planning online language learning. • Select the most appropriate tools to ensure an engaging learning experience. • Create a simple and safe online environment. Introduction “Email preceded the Internet … blogs are ten years old and wikis have been around since 1995 … If most of this stuff is twenty years old, why are we talking about it now? Because it’s not about the tools, it’s about the people. The reason that it matters now is that we are experiencing a seismic shift—it’s about who can be brought together with these tools”. – Ethan Zuckerman Today, thanks to wide Internet and broadband adoption, educators can develop and distribute materials and resources, often co-created with their learners or developed entirely by the learners. Among the emerging technologies is a new generation of social software called ‘Web 2.0’, a term first coined by Tim O’Reilly (2005). These emerging technologies, or emerging humanity as Bryant (2007) states, use connectivism to enable social and personal learning (Siemens 2004, 2005) to enhance and promote lifelong learning. Social media, in contrast to traditional media, uses “the wisdom of the crowds” (Suriowecki, 2005) to collect, create, and share information and it is particularly pertinent to the online adult learner. Social software is often available for free or a low cost, with no or little maintenance. The ease and speed in setting up an online supportive learning environment by independent, institutional, or corporate trainers lends itself to ‘just in time’ learning for one-to-one and small group learning. Among the plethora of tools, with new programs appearing everyday, blogs and wikis are going mainstream in educational and corporate learning, often replacing the costly CMS and LMS. The choice of technology depends on the educator’s needs for a tool to support any specific learning outcome with the predetermined target audience and their learning needs. Blogs or wikis can replace an LMS in one context but perhaps not in another. The technology must fit the pedagogical needs and not the reverse. Educators need to develop a critical awareness of the tools available, and the skills needed to use them, before choosing a technology or technologies to support learning. This article will focus on the blog, which to date, has been adopted widely by non-technical educators for its ease of use and maintenance as a publicly accessible web application. The target learners are geographically dispersed working adults, collaborating fully online in small groups to enhance their language skills and competencies. Going or gone mainstream “He that will not apply new remedies must expect new evils; for time is the greatest innovator”. – Francis Bacon Blogs or the concept of blogging has been around for some time, with Sir Tim Berners Lee creating the first website in 1991, Dave Winer blogging in 1996, and John Barger coining the term ‘weblog’ in 1997. Since its first appearance, the blog or weblog has come a long way, not only being considered today as a creative medium to publish personal thoughts and observations, but as a means to fulfill other purposes for the users. It is now mainstream, used by many to replace Web pages, content management systems, and learning management systems. Editable web spaces, free or at low cost, with no programming or design issues, are now enabling the edu- 430 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Chapter Abstracts ration are expand
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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1 - Emerging Technologies in E-lear
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2 Virtual Design Studios: Solving L
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2 - Virtual Design Studios created,
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2 - Virtual Design Studios • allo
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2 - Virtual Design Studios Some Pro
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3 Challenges Confronted and Lessons
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3 - Challenges Confronted and Lesso
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4 Addressing Diversity in Design of
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5 - Mobile Learning in Developing C
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6 - The Impact of Technology on Edu
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7 Learning Management Systems Don M
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8 Exploring Open Source for Educato
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9 Quality Assurance by Design Niki
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10 - General Principles of Instruct
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11 Accessibility and Universal Desi
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12 Articulation and Transfer of Onl
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13 - Planning Your Online Course Le
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14 - Assessment and Evaluation 14 A
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Part 3: Implementing Technology Edu
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15 - Understanding Copyright: Knowi
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16 - ‘Open Licences’ of Copyrig
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17 E-learning Standards Randy LaBon
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17 - E-learning Standards Reference
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18 - Leadership and E-learning: Cha
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19 - Building Communities of Practi
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20 Instructional Strategies Peter F
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21 Media Selection Peter Fenrich If
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21 - Media Selection Park, O. (1998
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22 - Computer-Based Resources for L
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23 - Computer-Based Games for Learn
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24 - Evaluating and Improving Your
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Page 392: Part 5: Engagement and Communicatio
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31 Looking Forward: Stories of Prac
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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