Using facebook to support informal and social enquiry-based learning
-
Upload
cape-peninsula-university-of-technology -
Category
Documents
-
view
344 -
download
0
Transcript of Using facebook to support informal and social enquiry-based learning
![Page 1: Using facebook to support informal and social enquiry-based learning](https://reader035.fdocuments.net/reader035/viewer/2022070603/5549488ab4c905194d8b5908/html5/thumbnails/1.jpg)
the use of facebook to support enquiry-based learning
Jolanda Morkel ([email protected] @Jolanda_Morkel) HELTASA conference Stellenbosch 28 – 30 November 2012
To understand how the use of facebook might enhance the learning conversation by expanding the face to face studio beyond the physical environment.
digital
physical
![Page 2: Using facebook to support informal and social enquiry-based learning](https://reader035.fdocuments.net/reader035/viewer/2022070603/5549488ab4c905194d8b5908/html5/thumbnails/2.jpg)
learning conversationsselfREFLECTION
peer to peerCOLLABORATION
student-tutor APPRENTICESHIP
face to face conversation relies on using gestures/ drawing/ speech
project-based studio learning
Learning is the relationships between people Smith 2003
Students learn through various interactions mediated through drawing, speech and gestures, in a process known as the critique or crit (Lymer 2010). Knowledge is constructed, based on a range of conversations (Pask 1976 in Laurillard 2008, Laurillard 2009, 2012), dialogues (Osborne et al 2007) or arguments (Hasirici & Demirkan 2007) with themselves, their peers and educators.
![Page 3: Using facebook to support informal and social enquiry-based learning](https://reader035.fdocuments.net/reader035/viewer/2022070603/5549488ab4c905194d8b5908/html5/thumbnails/3.jpg)
self [internal]reflection
(facebook) enhances students’ engagement in learning activities of an academic and social nature on-and off-campus, by blurring the boundaries between students’ academic and social livesIvala and Gachago (2010).
peer to peer [horizontal] collaborationAnd has it [facebook] also helped in your interaction with fellow students?
STUDENT D2: Yes it has. No, yes definitely. It definitely has. STUDENT G1: “I think a large part of it (is) ... interactivity... you can upload a project or like post an idea and then people in our class could in this like electronic environment give feedback on it. “STUDENT A2: For me it feels like we are still in a class and we are interacting, ja.STUDENT B2: It’s just a digital way. Digital classroom.
student-tutor [vertical] apprenticeshipDo you feel it [facebook] enhances the interactions with your Lecturer?
STUDENTS: Yes.STUDENT G: Definitely.STUDENT C2: Yeah quick feedback that’s what I like, that’s where it comes in.STUDENT A2: It’s just like an open discussion, they are open to...STUDENT C2: It’s like they [the lecturers] stand with us. STUDENT C2: And I think this is actually like making us gain confidence in our work, because actually you know where you are heading to and what is required from you.
![Page 4: Using facebook to support informal and social enquiry-based learning](https://reader035.fdocuments.net/reader035/viewer/2022070603/5549488ab4c905194d8b5908/html5/thumbnails/4.jpg)
synchronous group critique using facebook: 90 min/ 190 utterances
asynchronous social engagement using facebook