Special thanks to Carl Creasman for sending his notes and thoughts from a session at the Innovations conference. Carl Wrote:
I was in a great session at the Circles of Innovation about social media and social learning. Some of the good ideas presented:
–Social learning won’t work if it is not strategic. You can’t just ask people to talk about something in groups if there is no context or background. This suggests that we cannot merely add in some “social media” thing to our classrooms but rather need to be thoughtful about application, such as ensuring students have read/prepared previously to the moment of you putting them into a social learning opportunity or ensuring they know it is safe in your classroom to have their digital device before you have them use the devices in a social group setting.
–Facilitators presented a study based around students at Harvard that shows that incorporating social learning raises both course success and overall program retention by at least 10%. It is Critical for student success to have social learning, including something as simple as study groups. According to the facilitators, Harvard instituted a requirement for faculty to strongly encourage study groups.
–The coming of Web 3.0 is improving the student learning. in web 3.0, the computer AI learns the user’s social context and create the semantic web where the machine starts to do things for us. A.I. Begins to see that the student is struggling on a certain topic or concept and then the computer sends things to the student automatically. You are targeted for things that are meaningful to you personally.
–Culture provides clues that education remains behind in this idea of social learning, whether using technology or not. the facilitators noted that on TV in the 1950s, the various stations had a single lawyer or doctor who solved problems, saved the day. Today, all shows show teams collaborating on the issue or challenge. however, Education still hasn’t changed…most learning still lecture for about 70-90% of students or classes.