Activity 5: Using social online networks in teaching or professional development
This blog uses Gibbs’ model of reflection with the five levels of reflective practice noted by Zeichner and Liston (1996, in Finlay, 2007) to deepen the analysis and conclusion phases. For more information on Gibbs’ model and the five levels of reflective practice, link to my previous blogs.
Description & Feelings:
When MindLab moved to online
professional learning (and away from classroom sessions), it was unsurprising
to see comments appearing in the G+ communities suggesting people were struggling,
lacking motivation, or feeling isolated.
Overwhelmingly, it was the lack of physical interaction that was
identified as the issue. I have felt the
same way on occasion, struggling to get on task and remain on task in the face
of promoting work/life balance.
Why have we felt this way?
Analysis:
Sun & Chen (2016) identify three
key features of best practice in online learning forums: Social presence, cognitive presence, and teaching presence (link for details). Of these, social presence has been
the most challenging aspect of the professional online learning component. Cobb (2009) points out that social presence is
key to the level of learner participation and success of online
collaboration. It stands to reason that this
impacts directly on the extent to which learning takes place, engagement and learner
satisfaction.
Paulsen & Taekke (2013) note that
social media as an education medium is socially insecure. It may be social by name but not necessarily
by nature. This view was earlier noted
by Lewenthal (2009) who writes that social media may be considered social but
it can also, “separate people and be described as isolating and impersonal”
(p.3). This becomes more apparent when considering
the inherently social nature of education.
As teachers, the very nature of what we do is socially prescribed and
may go some way to explaining why people have found the second half of the
course challenging. At the foundation of
this assumption lies Social Presence Theory.
Social Presence Theory is a measure
of the prominence that people place on the way people communicate. Face-to-face communication and digital
formats such as Skype, have a high degree of social presence, while texts, blogs
and email have a low degree of social presence.
In effect, it exists along a continuum from personal (high social presence)
to impersonal (low social presence).
Classrooms have a high degree of
social presence. Online professional
learning has a lowered social presence.
I speculate that this conflict of presence may account for the tension created
by the online learning component of the MindLab course.
By inference, Melhuish (2013) notes
the role of “social capital” (p.34) in online environments. That is, investing time to contribute
socially and receiving something in return is important in further developing
social presence. However, if one is
feeling socially isolated and unmotivated by the lack of social presence in the
online community, a lack of social capital will only compound the situation and
heighten emotional disengagement. Cognitive
presence may suffer consequentially irrespective of the high degree of teaching
presence MindLab offered.
Conclusion:
There is no doubt the online
professional learning component of MindLab confers cognitive and teaching
presence, yet the potential absence of a high degree of social presence has led
to feelings of isolation, lack of motivation, and a general sense of apathy
among a number of participants.
Hybrid Professional Learning (Blitz,
2013) may be the solution. Distributing
physical and online social interaction throughout the second half of the course
may allow people to “reconnect” with other learners - particularly if they feel
disengaged by the online process. The
formation of school/regional cluster groups or smaller online G+ communities
may be beneficial. In our case in
Invercargill, this has been of considerable value and has provided a sense of
social presence that has otherwise been missing.
References:
Blitz, C. L. (2013). Can online learning communities achieve
the goals of traditional professional learning communities? What the literature
says. U. S. Department of Education.
Cobb, S,C. (2009). Social Presence and Online Learning: A Current View from a Research Perspective. Journal of Interactive Online Learning. 8 (3), 241-254.
Finlay, L. (2008). Reflecting on “Reflective practice.” Retrieved from
Lineham,
C. (2017). Thinking About Reflective Practice.
Retrieved from
Lineham,
C. (2017). Iterative and Vertical Dimensions of Reflection. Retrieved from
Lineham,
C. (2018). Online Learning Environments.
Retrieved from
Lowenthal, P. R. (2009). The Evolution and Influence of Social Presence
Theory on Online Learning. Online Education and Adult Learning: New
Frontiers for Teaching Practices, 124–139.
Melhuish, K. (2013). Online social
networking and its impact on New Zealand educators’
professional learning. Master
Thesis. The University of Waikato. Retrieved on 05 May, 2015
Paulsen, M., & Taekke, J. (2013). Social Media and Teaching -‐
Education in the new media
environment. In Paper to the 40th anniversary
Nordmedia conference: Defending democracy. Oslo
and Akers us University
College, 8-11 August 2013.
Journal of Information Technology Education, 1(5), 20-24.
I love how Lewenthal (2009) describes 'social' from social media as “separate people and be described as isolating and impersonal” (p.3) This statement definitely relates to a majority of people who use technology in the 21st century. An example would be communicating with your teenager via mobile phone. This statement stands out for me because it provides me a familiar yet different perspective about social media in general.
ReplyDeleteMoana. Thanks for the comment. In so many jobs now, they are wanting people who can not only be creative and adaptable, but also be able to communicate effectively with other people as well as being personable. Social media is a great tool for staying in touch with people, but virtual relationships are no substitute for "real world" ones. At the end of the day, "he tangata, he tangata, he tangata" - it is the people. One of the best quotes I found in my reading - which I never used - was from Capra (2011) who ended their report on social online learning platforms with: "There is simply no substitute for an effective teacher".
DeleteYour description and findings section grabbed my attention - as colleagues and I are finding there appears to be many views on the blogs for this assignment for example, but not many comments on many of these. The face to face seems to play a big part in communication - perhaps video blogs would attract more interaction?
ReplyDeleteLove the end of your last comment - there really is no substitute for an effective teacher!
Moana - your example of communicating with teenager via text has been a reality for me at times - the joys of 4 teenage boys (who don't always communicate the best even face to face - Tim the toolman grunts :)
Would be interested to hear more from others around the lack of motivation at present. While it is partly the lack of face to face, I also think as teachers this is a busy time of year (beginning classes and getting to know students) which is not an excuse, but a factor never the less.
Nathan. Thanks for the comment. There is the assumption that online learning (teaching or professional learning) will be the next "wave" in education. The previous Government's preoccupation with COOL's is an example. However, the research is inconclusive as to whether or not is brings about the results that is often ascribed to online learning. We have a long way to go. The assumption is that online learners will be motivated enough, skillful enough, informed enough, be suitable self regulating etc. to be able to manage it. The comments in the G+ community and within our own local MindLab G+ community would tend to suggest otherwise. Yet maybe this was part of the point of having a largely online component in the second half of the year? To challenge our thinking about how education is "done". After all, it seems a lot of the course is about being reflective. If that was the case then I suggest, "mission accomplished".
DeleteHi Craig, thank you for sharing your reflection, it resonated with me too.
ReplyDeleteI have been blogging for many years now, both posting and reading other people's musings. For me, I view blogs as libraries, places to read about topics you are interested in. Just as you wouldn't comment in a book, I don't feel it is necessary to comment on every blog post I read, but still highly value the effort bloggers go to with sharing content. By following a favourite blogger, you are kept updated on their posts and that shows them you value what they share. I feel a lot of amazing learning and teaching goes on in classrooms and behind closed doors and largely passes by unknown when its not shared to a wider audience. I reflected on this recently when a close teaching friend transitioned from performing arts specialist back into the classroom. She was an amazing specialist with great teaching ideas, but these are now all lost in time as they were never recorded or shared on-line with other teachers. Before, at least a whole school benefitted from her passion but now its only her class.
I see the on-line aspect as a valuable teaching and learning forum and have gained a lot from what it offers in a professional capacity, particularly with the flexi-time aspect. But then I differentiate between on-line professional support and social fulfilment, which I gain from people in my immediate circles of school, family and friends. By sharing my on-line learnings with peers, I am further extended by diverging viewpoints to those in the on-line forum. Perhaps it comes down to how you are motivated as a person - intrinsically or extrinsically. Would love to read others people's thoughts on professional vs social connections.
Warm regards
Nice comment. I believeI you are right in talking about intrinsic or extrinsic motivation. I am motivated to blog extrinsically because it counts for this assignment, but I look for angles on the topic that intrinsically appeal to my experiences. The fact that people read my blogs is enough for me but comments fuel that social need we have to be recognised. That further motivates me to post more often. I like to think in some small way I am contributing to the professional learning of others.
ReplyDeleteI sometimes feel that to be willing to engage in an online discussion like a blog, needs firstly an assurance that the interaction will be welcome and respected. As humans we are risk averse, and when blogging using real names, feel wary of possible repercussions, from dismissal, disagreement through to mockery and ostracism. It is also easier to interact with people you have met in "real life", since you have a multi dimensional impression of who the person is, something that is not always possible with someone you online see online. It takes longer, in my opinion, to respect the opinions of someone until after a period of engagement and communication, something that happens much quicker when meeting face to face.
ReplyDeleteI enjoyed reading your comments here Craig. I completely lost the plot with the online component of MindLab, a big drop in motivation. Some of that is because I just can't see the relevance to my tertiary environment - not of the content so much, but of the way my teaching environment is structured. How we work just doesn't seem to resonate with others. For example, trying to think about engaging 200 or more 19 year old students in a marketing class for 2 hours...in a "lecture theatre" without being like an actor is a battle. I truly believe now that some of what we are doing at tertiary level (in business) is plain wrong. Not helping our learners, or ourselves. So I have ended up reflecting quite negatively on where I find myself in the teaching world. But - on a positive note, I have a topic of inquiry worked out.
ReplyDelete