1. Self-Guided Social
Media Training
Manual
Dr. Steven Gillette, Nikkia Whitely, Natasha
Mohamed, Gladys Pearman, Liliana Layton
AET/562 Social Media for Professional Learning
May 11, 2020
Dr. Sean Spear
2. Objective
Our self-guided manual is designed for the professional development of
teachers using social learning. The main objective is for teachers to
understand what social learning entails and how it will be applied
through the development of Personal Learning Network (PLN).
In this presentation we will outline main contents of the manual and
highlight key concepts covered.
https://images.app.goo.gl/BEdSrPjrSu8ipSGeA
5. Effect on Employees’ Perception
Increase connectedness:
• might provide a different perception of a problem
based on a group perception
More complex problems require more inclusive
• problem might be satisfied through the use of
social learning
6. Barriers to Effective Social Learning
• Managing misconduct
• Potential inability to create meaningful learning
• Comfortability with technology
• Defining times for interaction
(Jumaat, 2019)
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PZm8Sa2p2r8
7. Role of Social Learning in Effective
Workforce Training
• Knowledge Sharing
• Networking
• Collaboration
• Enhanced Communication
• Social Media Platforms
• Encourages Participation
(Khalid,2019)
Resolving Ethical Dilemmas Within the
Social Learning Environment
• Establish social media- best
practices
• Ethical Training
• Determine when to intervene
(Seifert, 2016)
8. Problem-solving via social
learning vs. formal training
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Formal Learning
Instructor Provides Knowledge
Social Learning
Collaborative
• typically based on an
individual instructor
providing knowledge
• based on collaboration and
sharing in an electronic
environment
• requires participants to be
both an educator and a
learner
9. Addressing Business Issues & Strengthening
Relationships
A. Social learning effect on an organization’s goals and objectives
1. Tasks completed faster
2. Educators become learners themselves
3. More engagement
B. Success indicators
1. Purpose remains clear
2. Participation is constant
3. Input and feedback
C. Secure and safe place for members to share
1. Trust is developed
2. Members feel safe sharing their input without judgement
3. Professionalism remains intact
D. Resource allocations effect on the overall effectiveness of social
learning
1. Collaborations through social media sources allows teachers to receive and share
resources to their educational community (Nussbaum-Beach & Hall, 2012).
2. Low cost
3. More options
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10. Addressing Business Issues & Strengthening
Relationships Contd.
Accountability of usage and following of policy
1. Policies should always be clear and in place prior to use
2. Reprimand implementation should be clearly stated
and executed
Establishing employees’ perception of power or
hierarchy
1. Leadership is now distributed more evenly
2. Everyone becomes a leader and a learner in some way
Fostering Relationships
1. Communication with all skill levels
2. Builds morale and boost confidence
3. New relationships are easy to foster
https://images.app.goo.gl/UJk5S7XJAXMRvEwc8
11. Social Media Tools
Facebook
• Used to make network connections, share photos, written posts, reviews, articles, share
links, or follow pages of interest.
• Has “social learning group” feature and allows the page owner or admin to create a
closed or open group where they can participate in live broadcasts and discussions
Twitter
• A tool for sharing quick ideas, links, and articles
• Gives access to a plethora of experts, like-minded people, and others with shares
interests (Bozarth, 2010)
• Provides a quick flow of information on a single feed.
Wikis
• Allow for the compilation and sharing of information from the site
• Anything that the users have placed on their site can be shared with other teachers,
students or any person of their choosing.
Blogs
• Allow for an exchange of ideas and collaboration on projects.
• A great tool for the dissemination of information and the best way to reach a large
audience at one time.
12. Conclusion
We hope this presentation highlighted the main
contents of the manual and assists fellow educators
with understanding what social learning entails and
how it will be applied through the development of
Personal Learning Network (PLN).
13. References
Baltaci, A., & Balci, A. (2017). Complexity leadership: A theoretical
perspective. International Journal of Educational Leadership and
Management, 5(1), 30–58.
Bozarth, J. (2010). Social media for trainers: Techniques for enhancing
and extending learning. San Francisco, CA: Wiley/Pfeiffer.
Jumaat, N. F. (2019). Facebook as a Platform of Social Interactions for
Meaningful Learning. International Journal of Emerging
Technologies in Learning, 14(4), 151–159.
https://doi.org/10.3991/ijet.v14i04.9363
Khalid, F. (2019). Students’ Identities and its Relationships with their
Engagement in an Online Learning Community. International
Journal of Emerging Technologies in Learning, 14(5), 4–19.
https://doi.org/10.3991/ijet.v14i05.8196
Nussbaum-Beach, S., & Hall. L. R. (2012). The connected educator:
Learning and leading in a digital age (2nd ed.). Bloomington, IN:
Solution Tree
Seifert, T. (2016). Involvement, Collaboration and Engagement: Social
Networks through a Pedagogical Lens. Journal of Learning
Design, 9(2), 31–45.
Notes de l'éditeur
Social learning is the activity of using social media to connect and exchange information with others. The ability to connect with people that are geographically distant provides a platform to learn from one another. The ability to solve problems is a major goal of most organizations.
These forums would promote the building of social capital, which is a cultural capital based on reciprocity, trust in cooperation between participants. Before social media, people would exchange information and develop solutions to problems by meeting face to face in conferences or other venues These forums would promote the building of social capital, which is a cultural capital based on reciprocity, trust in cooperation between participants. Before social media, people would exchange information and develop solutions to problems by meeting face to face in conferences or other venues
An increase in connectedness might provide a different perception of a problem based on a group perception as opposed to an individual’s perception of a problem. Because problems are becoming more complex, the need for a more inclusive perception of a problem might be satisfied through the use of social learning.
Social learning presents many benefits but even an effective social learning outcome can come with many barriers. Social learning environments may result in misconduct by learners, therefore it is important to establish steps for managing misconduct early on. Another barrier of social learning is the potential inability to create meaningful learning. Since everything is supplemented virtually, it can be difficult for people to connect like they would in person. There is also not tangible component to the online learning environment which would not be ideal for someone that learns and connects better through hands-on experience. Before introducing social learning, it is important to understand each person’s comfortability with technology since that can also present a barrier to many learners that are not familiarized with technology or the social media environment. Lastly, social learning often takes place on social media platforms that are accessible at any time. Therefore, it is difficult to manage times for interactions. However, an instructor should define times of availability at the beginning of a training or course to lessen the expectation of being available 24/7.
The formal learning platform is typically based on an individual instructor providing knowledge to a group of students or participants (Baltaci & Balci, 2017). Social learning is based on collaboration and sharing in an electronic environment that requires participants to be both an educator and a learner (Nussbaum-Beach & Hall, 2012).
With employees working together, time is used more wisely. This makes workload easier and more efficient.
As members begin to form relationship with one-another, the roles of educator and learner are interchangeable. All members learn and teach.
Social learning remains successful when the purpose of each meeting or gathering remains clear and participation is constant. All members continue to show interest and come ready to give input and feedback.
The exchange remains professional and members know what they share is not meant to be shared outside the group discussion without permission. Members remain professional at all times even when they disagree.
