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Social networking

A social network service focuses on the building and verifying of online social networks for communities of people who share interests and activities, or who are interested in exploring the interests and activities of others.

Most social network services are primarily web based and provide various ways for users to interact, such as chat, messaging, email, video, voice chat, file sharing, blogging, groups, image and video sharing and so on.

Samples

Social Networking in Plain English

Brief Trainers on the use of Creative Commons.

Source Social Networking in Plain English
URL http://www.youtube.com/watch?v=6a_KF7TYKVc
Use Video providing a simple overview of the concepts behind social networking. This video is located at YouTube – itself a form of social networking site. This video-along with all YouTube videos has a url that enables web users to embed it into their own website, blog, wiki or social network site.
Delivery Online via web browser. You will need the flash plug in to watch videos on YouTube.
Customisation Video can be embedded and shared with others from website and other social network tools.
Availability Video availability on YouTube and other video sharing sites – as with other web content - are dependent on the user and, potentially the site owner.

Closing the distance with social networking

A trial project to set up social networking with a large cohort of distance Learners...

Source Closing the distance with social networking
URL http://clitest.oten.tafensw.edu.au/s_elearning/social_elearning/index.htm
Use A trial project to set up social networking with a large cohort of distance Learners undertaken by Rob Wales and colleague John Frost from OTEN – the central distance and online provider for TAFE NSW. Advanced Diploma Learners studying (Property) Valuation are meeting each other online and informally discussing and analysing issues relevant to the course.
Delivery Case study of issues central to deploying social networking tools with learners.
Customisation Most social networking sites are available online, are easy to set up update and share, generally free for basic functions, and do not require specialised software.
Availability Similar software and online tools are readily available and freely available (see below in “Features”)

Social e-learning: Issues and challenges

A trial project to set up social networking with a large cohort of distance Learners...

Source Social e-learning: Issues and challenges
URL http://clitest.oten.tafensw.edu.au/s_elearning/social_elearning/elearning/documents/Anne_Bartlett_issues.doc
Use With social software is that Trainers got the ability to participate with our learners, not necessarily as the expert standing at the front of the classroom. This has the potential to empower learners to actively create publish, distribute, read, re-create learning themselves with guidance from their Trainers.
Delivery Case study of issues central to deploying social networking tools with learners.
Customisation Most social networking sites are available online, are easy to set up update and share, generally free for basic functions, and do not require specialised software.
Availability Similar software and online tools are readily available and freely available (see below in “Features”)

e-learning 2.0 - how Web technologies are shaping education

A trial project to set up social networking with a large cohort of distance Learners...

Source e-learning 2.0 - how Web technologies are shaping education
URL http://clitest.oten.tafensw.edu.au/s_elearning/social_elearning/index.htm
Use Teachers are starting to explore the potential of blogs, media-sharing services and other social software - which, although not designed specifically for e-learning, can be used to empower Learners and create
Delivery Case study of issues central to deploying social networking tools with learners.
Customisation Most social networking sites are available online, are easy to set up update and share, generally free for basic functions, and do not require specialised software.
Availability Similar software and online tools are readily available and freely available (see below in “Features”)
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Why include social networking?

Social networking sites are proving a central activity for younger learners, especially teenagers, although adults are now. Such sites present opportunities for self-expression and friendship building. Youth "play time" in such environments can build skills that will be a foundation for career success in the 21st century. Many young adults are safely and responsibly engaged in such communities.

Features

Social networking provides give users the ability to draw upon implicit or explicit connections between them and other users to do something useful. Users can:

  • create a personal or professional profile
  • limit profile information (eg. public, private)
  • Create public or private groups
  • Hold group conversations (threaded discussions)
  • block unwanted connections
  • import friends from address book
  • search for “friends” by name, email, interests, gender, relationship status, etc
  • connect with members by testimonials from “friends”, asking for introduction, suggesting a match based on personal interest criteria/connections.

Social Networking encompasses a number of tools that can used to develop content and communication in an interrelated relationship. These tools are generally freely available to trainers and web users and include blogs, wikis, podcasting, social bookmarking, virtual conferencing as well as social network sites.

Examples of Social Software include

Teaching and learning opportunities

Social networking has many educational possibilities for building relationships:

  1. Practicing social skills. Learners get a chance to meet all kinds of people online. Because socialising via technology isn't as immediate as face-to-face interactions or telephone conversations, learners have a little more time to think about a situation before they respond.
  2. Defined/guided social interaction. While online communication technologies increasingly allow for free-form interaction, social interaction can be narrowed (for purposes of scope and safety). Some examples of focused interaction online include buddy/friend lists, moderated themed chat rooms or message boards. This can help learners build skills and confidence that will help them become more independent as they mature.
  3. Identity experimentation. A learner can create an identity online that is different from what he normally presents. Such a learner can also find a peer group online that appreciates this aspect of their interest/character and explore and build on their knowledge.
  4. Frequent use of existing and emerging/changing technologies. Technology is evolving faster than ever before. As learners adapt to new technologies (or new applications of existing technologies), they will be better equipped to adapt to future technology. This will help learners to assess the limitations/risks and strategies of communicating through these new methods and adapt their behaviour to maintain control over their own participation.
  5. Creating private social spaces. Adults watch more and more public places so closely that younger learners feel they can’t gather in groups without parents or another authority figure keeping track of them.

Such Strategies for social e-learning include:

  1. Co-authoring
    Learners use a web-based tool to collaboratively generate and edit content. The use of a central location or website means that everyone is contributing to the same space.
  2. Collaborative problem solving and collaborative research
    Learners work together to develop solutions to problems or strategies for approaching tasks. Social software tools assist Learners to communicate with one another easily and regularly, either in a text form or verbally, to collaborate.
  3. Knowledge sharing
    Learners develop shared meanings and understandings by communicating and collaborating on projects, research or through conversations. Social networks also enable the exploration of differences in opinion and to build consensus amongst learners.
  4. Mentoring
    Professionals, experts or more experienced learners can enter the social network space sporadically to act as guides or to provide a broader vocational perspective for learners
  5. Online peer review
    Learners can submit their work or ideas via the social network; the work is then assessed by other Learners of a similar level of knowledge in the field and the learners comment and provides improvement suggestions.
  6. Resource making
    Learners can use their social network to develop learning resources to support future learners in their subject area. Learners gather or create learning resources, media or web links and use social software tools for sharing the resources amongst a group or wider community. Learners can access other online networks for exploring resource collections assembled by others outside their learner group.

For ideas on integrating these strategies with social networking tools visit Strategies for social e learning at http://clitest.oten.tafensw.edu.au/s_elearning/social_elearning/index.htm

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Integrating Social networking

Social networking can be used for multiple purposes. With this in mind you need to make sure your learners are clear about the purpose of the tool you intend to use and how to use it. All social network tools allow for regular updating. Learners are more likely to participate if they feel a sense of ownership in the social network you create. Learning Communities set up by Trainers that lack this sense of ownership potentially will result in your learners feeling less likely to feel obligated to participate.

Design steps

  • Plan and design how the tool fits into your learning program.
  • Set up the tool prior to course commencement.
  • Negotiate or define with your Learners how the tool will be used. This could include:
    • purpose of the tool in the learning program
    • acceptable use and guidelines
    • frequency of use required.
    • Content to be added and techniques for posting comments, embedding video and audio,
  • Remind learners that many social networking tools are designed to be publically accessible. Learners do not need to login to view materials. Discretion should be used when publishing private and confidential materials. There is no control over intellectual property.
  • Clearly define the purpose, expected outcomes and assessment requirements (if applicable).

Provide guidance to learners on the type of work that should be included in the tool being used. Consider using the inbuilt commenting feature to provide individualised feedback to all learners to build on discussions, links and bookmarks learners post.

Social networking has many educational possibilities:

  1. Learners to create their own profile page
  2. Learners can post messages to each other
  3. Learners can participate in a collaborative project
  4. Learners can create and share virtual objects
    (such as text, images, audio and video and other blog and wiki posts related to their subject area)

Generic skills

Some of the generic skills and attributes developed and assessed by social networking are as follows:

  • effective use of technology
  • planning and organising information
  • lifelong learning

Consider building on and extending your learners existing use of Social Network tools. Surveys of how young people use social networking sites reveals that the following are the most popular activities:

  • Posting messages
  • Downloading music
  • Downloading videos
  • Uploading music
  • Updating personal Web sites or online profiles
  • Posting photos
  • Blogging
  • Creating and sharing virtual objects
  • Creating new characters
  • Participating in collaborative projects
  • Sending suggestions or ideas to Web sites
  • Submitting articles to Web sites
  • Creating polls, quizzes or surveys

There is some evidence that young people are resistant to integrating their personal social network sites & activities with vocational
or job related uses of social networking. Consider negotiating with your learners the locations of tools and social network sites in developing activities to enable their participation in your learning objectives.

Assessment notes

If using social networking in assessment you need to:

  • Be clear on the competencies, generic skills and performance criteria that need to be demonstrated.
  • Ensure that guidelines for the development, compilation and submission of the social networking tool are clearly stated.
  • Consider online options for offering feedback on the particular social networking tool being assessed.
  • Encourage the use of comments and feedback published against learners contributions by co learners as a form of peer review that contributes to an assessment outcome
  • Develop an electronic proforma or rubric that will aid in the assessment of the social networking tool. As there are a large range of social networking tools this is sometimes difficult to frame but is critical in ensuring a fair and valid assessment process.

Technical notes

  • Social networking tools generally don’t require specific software to be installed (other than a web browser). They are also almost always free to use as well as easy to use.
  • There are an enormous number of social networking tools to choose from (see Features section above). Whilst many of them are very similar, they do have subtle differences in look, behaviour and functionality.

Skills

  • Good instructional design and organizational skills will be required if you use social network tools for learning content, collaboration and assessment. Become familiar with the social networking tools before course commencement.
  • Ensure you induct the learners into sign up, use and conditions of participation.
  • Learners will more likely to want to network with you and co learners if you build an online presence. Consider creating your social network slowing by setting up a site such as a wiki, blog, podcast or ning community. Provide activities as well as content that give a context for learning and provide incentives for learners to return and share.

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See also

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From the Framework

More resources from the Australian Flexible Learning Framework

  • Social Network Sites: Public, Private or What?
    A recent popular article from The Knowledge Tree. This article seeks to explore the social dynamics of mediated public life in order to help educators understand their role in socialising today’s youth.
    http://kt.flexiblelearning.net.au/tkt2007/?page_id=28
  • Social Interaction Packs
    The social aspects of learning online have been identified as one of the biggest barriers to learners either taking up online learning or reaching a successful learning outcome.  The implementation of the practices developed within the Social Interaction Packs can develop a socially interactive and supportive environment for online learners.
    http://sipresource.flexiblelearning.net.au/sip_resouces/sip/index.htm
  • Networks, Connections and Community: Learning with Social Software
    The research investigates the use of social software in teaching and learning and in capability building and contributes to our understanding of the ways in which the development of social software broadens opportunities for organisations to deliver flexible learning both to internal and external clients.
    http://www.flexiblelearning.net.au/flx/go/pid/377
  • e-Tools n Tips
    These series of online PD sessions were run using the synchronous 'virtual classroom' software, 'ElluminateLive!'
    http://www.flexiblelearning.net.au/flx/go/home/projects/2007/pid/440
  • Connections: Social and mobile tools for enhancing learning
    A learner who is connected to other learners, experts and information services can tap into a widened pool of resources that can vastly enhance their capabilities and understanding. The use of social software (web 2.0) and digital mobile tools are two of the latest trends in new teaching and learning practice that enable this connectedness and have demonstrably positive effects on learning.
    http://kt.flexiblelearning.net.au/wpcontent/uploads/2006/11/low.pdf

Tools and resources

Centre for Learning and Performance Technologies
http://www.c4lpt.co.uk/Directory/Tools/social.html
A comprehensive directory of social networks and networking tools

Generation MySpace - Social networking and its impact on students and education
http://www.educationau.edu.au/jahia/Jahia/pid/479

ONLINE SOCIAL NETWORKING: Implications for Teaching and Learning in a VET Context
http://il.cc.swin.edu.au/ilectures/ilectures.lasso?ut=109&id=2553

Social Software and the Personal Publishing Revolution
What is Social Software?
http://aflfnorthcoast2005.wikispaces.com/theory

FaceBook as a learning platform
Facebook is a simple application with fairly standard social network functionality
http://elearningtech.blogspot.com/2007/10/facebook-as-learning-platform.html

Social bookmark for this strategy

http://del.icio.us/designelearn/social_networks

Last modified: 15/9/08