1. Social Networking in Second Language Learning Maria Luisa Malerba Universitat Oberta de Catalunya (UOC) Internet Interdisciplinary Institute (IN3) The PLE Conference 11 th -13 th July 2011 Southampton

3. (Cross, 2006:82) From Formal to Informal Learning Novice Worker Mature Worker Senior Worker Directed Self-Directed Helping Others Class Discovery Coaching Course Searching/search engine Mentoring Teacher Trial-and-error Storytelling Test Collaborating Giving feedback Grades Asking Nurturing Curriculum Skimming Modelling Listening Observing Reflecting

4. Learning in the Web 2.0 Era (Chatti, 2007) FEATURES OBJECTIVES It is multifaceted , complex, chaotic and requires a plurality of opinions, ideas, inputs Up-to-date knowledge. What is incorrect can be corrected through a bottom-up process Learning is "to come to know" and is an ongoing process Make choices and decisions is learning Technology helps learning Ability to identify patterns and connections ( intelligere ) developing critical skills Networks contain knowledge Responsibility and independence to discover and know more is more important than what you currently know

5. Connectivism is the new learning theory of the digital age. According to it, learning takes root in a system of bottom-up interconnections that foster the knowledge flow (Siemens, 2004)

6. An important learning skill today is to “ synthetize and recognize connections and patterns ” (Siemens, 2004:3)

7. Under the conceptual framework of the connectivist paradigm, where learning is a process of forming connections among nodes, MOTIVATION is what determines connections and at the same time is enhanced by being receptive to these connections. (Siemens, 2005)

9. Social Networks are Communities of Practices (CoP) where spontaneous relations, conversations and behaviors arise among people who share common interests and topics and whose learning motivation is spontaneous. Social networking favors self-narrative and conversational practices and, as a consequence, self-reflection and meta-cognitive skills . (Pettenati & Ranieri, 2006).

10. Social Networks are Personal Learning Environments (PLEs) (Siemens, 2006; McLoughlin & Lee, 2007)

11. (Arina, 2007:2) Monochronic Learning Polychronic Learning One thing at a time Multiple things at once Adhere to plans Adapt to environment Linearity Non-linearity Commitment to task Commitment to relationships Repetition and memorization Problem solving and creativity Homogenic Heterogenic Seeking one right way to do things Acknowledging multiple paths Often out of context Highly contextual Designed approach Emergent approach Synchronous communication Asynchronous communication VLE /LMS Social Software/ PLE Information technology Interaction technology Selecting tools based on design Selecting tools based on process Focus on outcome Focus on process

20. QUESTION How suitable is a mixed questionnaire (both open-ended and closed-ended items) to the exploratory approach of my research? Maria Luisa Malerba Universitat Oberta de Catalunya (UOC) Internet Interdisciplinary Institute (IN3) [email_address]