A presentation of a paper given at ELSE, Bucharest April 26 2013 comparing the use of social media in the alternative university models of CROS & WikiQuals
Zeshan Sattar- Assessing the skill requirements and industry expectations for...
Social Media Learning Models; CROS & WikiQuals
1. ELSEELSE;; #socialmedia#socialmedia learninglearning
models ofmodels of CROSCROS && WikiWikiQualsQuals
Violeta Maria Serbu CROS &Violeta Maria Serbu CROS &
@FredGarnett London Knowledge Lab@FredGarnett London Knowledge Lab
Bucharest, Romania, 26 April 2013
2. OverviewOverview
Analytic ContextAnalytic Context
Some aspects of the CROS ‘alternative university’Some aspects of the CROS ‘alternative university’
Some aspects of the WikiSome aspects of the WikiQualsQuals learning modellearning model
Comparison of CROS & WikiComparison of CROS & WikiQualsQuals
Social phenomenaSocial phenomena
Learning EnvironmentLearning Environment
Set of ToolsSet of Tools
ConclusionConclusion
3. CROS/CROS/WQ;WQ; Analytic ContextAnalytic Context
The participatory nature of the Internet allowsThe participatory nature of the Internet allows
a “new culture of learning” (Seely Brown)a “new culture of learning” (Seely Brown)
““E-learning could be a highly disruptiveE-learning could be a highly disruptive
technology of education” (Laurillard) astechnology of education” (Laurillard) as
““E-learning is a complex set of social practices”E-learning is a complex set of social practices”
(Haythornthwaite)(Haythornthwaite)
CROS & WikiQuals are both “complex socialCROS & WikiQuals are both “complex social
practices” with new learning modelspractices” with new learning models
4. CROS Alternative UniversityCROS Alternative University
Student-centred model of HE in RomaniaStudent-centred model of HE in Romania
Community of practice (Wenger) basedCommunity of practice (Wenger) based
starting with NGO Human Resources workersstarting with NGO Human Resources workers
Learning experiences, individual support,Learning experiences, individual support,
social learning, practical learning; which evolvesocial learning, practical learning; which evolve
Learning architects design the learning supportLearning architects design the learning support
& resources, e.g. ‘My Learning Tribe’& resources, e.g. ‘My Learning Tribe’
Uses open access social media toolsUses open access social media tools
5. WikiWikiQualsQuals ProjectProject
Activity-based, ‘learning is doing’ modelActivity-based, ‘learning is doing’ model
Based on Emergent Learning Model looking atBased on Emergent Learning Model looking at
new models ofnew models of post-hocpost-hoc accreditationaccreditation
Sqolars are a “disenfranchised group of non-Sqolars are a “disenfranchised group of non-
consumers” using “emergent technologies”consumers” using “emergent technologies”
Each Sqolar builds their own unique personalEach Sqolar builds their own unique personal
learning network (PLN)learning network (PLN)
QR codes provide “real-time” accreditationQR codes provide “real-time” accreditation
6. CROS/WCROS/WQ;Q; ComparisonsComparisons
1. As Social Phenomena1. As Social Phenomena
CROS; begins with professional practice asCROS; begins with professional practice as
Human Resource Professionals in NGOsHuman Resource Professionals in NGOs
CROS; Learning model re-inforces quality ofCROS; Learning model re-inforces quality of
professional practice & group identityprofessional practice & group identity
WWQ;Q; emerged from UK student occupationsemerged from UK student occupations
and the alternative University Project (2011)and the alternative University Project (2011)
WWQ;Q; self-organisedself-organised “community of scholars”“community of scholars”
7. CROS/WCROS/WQ;Q; ComparisonsComparisons
2. As Learning Environment2. As Learning Environment
CROS; student-centred learning networkCROS; student-centred learning network
CROS; community of practice as a structuredCROS; community of practice as a structured
‘e-learning social network’ (Downes)‘e-learning social network’ (Downes)
WWQ;Q; learner-centred rhizomatic learninglearner-centred rhizomatic learning
WWQ;Q; discontinuous networks with shared butdiscontinuous networks with shared but
unrelated learning experiencesunrelated learning experiences
8. CROS/WCROS/WQ;Q; ComparisonsComparisons
3. As a Set of Tools3. As a Set of Tools
CROS; from shared social media (Facebook,CROS; from shared social media (Facebook,
NING) to defined Google ‘cloud’NING) to defined Google ‘cloud’ suitesuite of toolsof tools
CROS; process supported by technical teamCROS; process supported by technical team
WWQ;Q; Personal Learning Networks with self-Personal Learning Networks with self-
defined use of tools reflecting learners needsdefined use of tools reflecting learners needs
WWQ;Q; ‘We are Rhizomatic’ (Cormier)‘We are Rhizomatic’ (Cormier)
unsupported personal use of social mediaunsupported personal use of social media
9. CROS/WCROS/WQ;Q; ConclusionsConclusions
The nature of the social phenomena definingThe nature of the social phenomena defining
WWQQ & CROS shapes their learning& CROS shapes their learning
Learning environments based on social mediaLearning environments based on social media
learning tools reflect each learning processlearning tools reflect each learning process
CROS; self-organised learning approach withCROS; self-organised learning approach with
work focuswork focus;; social media enables collegialitysocial media enables collegiality
WWQQ; is a ‘community of Sqolars’; technologies; is a ‘community of Sqolars’; technologies
used to end their learning disenfranchisementused to end their learning disenfranchisement
10. CROS/WCROS/WQ;Q; ResourcesResources
CROS Alternative UniversityCROS Alternative University;;
http://http://www.universitateaalternativa.rowww.universitateaalternativa.ro
Serbu, V. 2013. Functions of Social Media in HigherSerbu, V. 2013. Functions of Social Media in Higher
Education: A Case StudyEducation: A Case Study
WikiWikiQualsQuals ProjectProject;;
http://wikiquals.wordpress.com/abouthttp://wikiquals.wordpress.com/about
Garnett, F. and Ecclesfield, N., 2009 Emergent Learning ModelGarnett, F. and Ecclesfield, N., 2009 Emergent Learning Model