Are French fries the same as French toast? Is chocolate milk the same as chocolate cake? Just because two items share similar names (and are delicious), does not make them the same.
Such is the case with Social Learning and Social Media.
I agree with @dpeter who tweeted:
Why does this matter in the classroom? Social learning and social media can exist separately in the educational setting, or can co-exist in support of social learning, but they are not one in the same. Want to dig a bit deeper into the world of Social Learning? Here are some good resources to get you started.
We’re myth-busting. Click here to read on: Social Media Is the Same as Social Learning
More and more news articles continue to be written about the flipped classroom. Its popularity stems from more teacher-student interaction and more differentiation of instruction. Districts either are intrigued and researching the topic or beginning to implement it. The goal of this teaching model is to be able to encourage students to be active learners. Lectures are recorded and students can watch them at home at their own pace. Class time is then dedicated to discussion questions which students can answer individually or in groups. Teachers are then able to help students when they have questions about a math problem or a science lab because all work is done in class.
Twitter, Facebook, and Google Hangout – all are new in the last few years. What’s not new, though? Social learning. For centuries, connections have been facilitated through a variety of means, and the aforementioned social tools are nothing more than another way for educators and students to make these connections happen.
Long before hashtags, likes, circles and all the other familiar trappings of social media, there was psychologist Albert Bandura. In the 1970s he established the most widely-recognized theory of social learning, observing three key variables in the social learning context – the learner, the behavior, and the environment – all influencing each other. There have been and continue to be many advantages to social learning. Given the connectedness of today’s learner in a 21st century learning environment, there’s a new direction for social learning. Does Bandura’s definition of social learning still cut it?
We’re myth-busting. Click here to read on.
John Dennett, Director, Product Management, Blackboard Mobile, has spent more than fifteen years as an educational technology professional. Prior to joining the Mobile team in 2011, John worked as a Blackboard Learn Solutions Engineer for more than five years and spent most of those years managing the North American Higher Ed team. Before joining Blackboard in 2005, he worked as a charter team member on MIT’s pivotal OpenCourseWare initiative and previously managed web services and courseware for the University of Colorado at Boulder. Tweet John @jgd3.
Technology in the classroom is quickly becoming the norm in educating students, and there is little question that its role in education will only continue to grow. But what about all of the great technology students have at home? What role can home technology play in encouraging students to become active learners?
Digital natives will be exposed to technology throughout their lives. Just as we might have been encouraged to watch Sesame Street at a young age to stimulate a desire to learn, today’s children have to be engaged with the new digital medium.
Hello everyone! My name is Lauren Krznaric and I’m thrilled to be the newest team member on the Program Marketing Team at Blackboard. The Fall is already shaping up to be packed with many great community programs including our Exemplary Course MOOC! I’m excited to also be a part of the Catalyst Awards and Exemplary Course Program. The 2013 program will kick off in early December but over the next few weeks I will be highlighting some of the 2012 winners.
Recently, I had the pleasure of speaking with one of the 2012 Blackboard Exemplary Course Award Winners, Elena Pravosudova. Pravosudova wears many hats at the University of Nevada, Reno (UNR) – a school with roughly 18,000 students and 900 faculty. She is an associate professor, an undergraduate advisor, and a University Curriculum Committee chair. The winning course, Principles of Biological Investigations, is a team effort between herself and instructional designer, Alina Solovyova-Vincent. The course also earned one of the coveted six spots for Directors’ Choice for Courses with Distinction.