3. Facebook As A Learning Management System
Facebook as a learning management system
• Over 80% of 15-35 year olds in Ireland
signed up to the platform
• Ubiquitous platform for content
dissemination
• It has cannibalised the conversation prism
• Many students experience FOMO
• Average user spends over 5.5 hours on the
platform per week
• Opportunity to get course material into
their content diet
• A method to get related material into their
echo chamber
• Student Centred Learning, the lecturer is
just another node in the learning network.
5. Facebook Content
Facebook wants you to spend as
much time as possible on the
site. To do this they have
designed multiple algorithms
• Relevancy Score
• Prediction Algorithm
• Sorting Algorithm
• Interacting with content
influences preferences
• Students engaging in course
material influences their
content diet
7. Using Facebook Group
Using a Facebook Group instead of a
personal or brand page:
• Creating a walled garden inside a
very public social platform
• All users will see group content
in their newsfeed
• Users will get notifications for
new content and replies to their
comments
• Facebook live enables
synchronous delivery
• Videos available automatically
for asynchronous delivery
25. The Course
• This Level 6 Certificate Course is a practice-based
introduction to radio broadcasting and presenting
jointly developed and delivered by WIT, WLR FM
and Beat 102-103.
• The Course is delivered by both practicing
broadcasters and academic staff to give students a
broad introduction to the practical skills of radio
presentation including news reading, editing and
recording.
• The Certificate in Radio Broadcasting and Presenting
was traditionally delivered on Wednesday nights
from 7pm - 9.30pm over 12 weeks
• Students will have limited access to and use facilities
at both the purpose-built Broadcast Centre in
Ardkeen and the WIT Cork Road campus.
26. Why Would Someone Take The Course?
• The course will be of benefit to candidates who are eager to ‘get a foot in the door’ of the
broadcast industry but currently lacking in the relevant practical experience.
• It will allow candidates to test their aptitude and build skills in broadcasting and including on-
air reading and presenting.
• It will facilitate candidates to begin to build a portfolio of experience and professional-grade
content that will enable them to apply for a range of jobs in the media sector not just in radio
or progress further with their education in a more specific field of media.
27. By the end of the module, the student will be able to:
Reflect on Reflect on the role of the radio journalist and presenter within the Irish radio industry.
Apply Apply legal and ethical guidelines relating to broadcast media;
Present Present speech content in a live and recorded radio setting;
Record and edit Record and edit audio material for radio broadcast;
Research and prepare Research and prepare scripts and running orders for radio broadcasts;
28. Traditional
Course
Schedule
• Week 1: Introduction to Course
• Week 2: Introduction to the Studio & Presentation
• Week 3: Recording & Editing 1
• Week 4: Recording & Editing 2
• Week 5: Speech Presentation & Interviewing.
• Week 6: News & Scriptwriting
• Week 7: Music Programming
• Week 8: Vox Pop Feedback. Working on demos ideas.
• Week 9: Production & Regulatory.
• Week 10: Practise & Listening
• Week 11: Practise & Listening
• Week 12:Listening Party!
• Four assignments
29. Blended &
Flipped
Course
Structure
• Two one hour face 2 face classes
• Two one hour face 2 face workshops
• Three one hour synchronous online classes
• Ten 10 minute asynchronous videos (async)
• PowerPoint presentations shared before the class
• 10 Assignments
30. Blended Course Schedule
Week 1
• Face To Face introduction to course
• Students brought through the course and
introduced to the Facebook Group (FBG)
• Post on FBG to introduce yourself during the
class
• After the class create new FBG post to reference
a radio show or podcast that highlights your
identity and culture and describe why
Week 2
• Before class: read notes on introduction to the
studio and presentation
• Attend the synchronous Facebook Live session
and contribute
• After the lesson take the quiz
36. Blended Course Schedule
Week 3
• Watch video tutorials and view other resources on
installing, configuring and getting started with
editing shared in FBG
• Student to post in FBG if they are having problems.
Students to reply if they know the answers
• Attend F2F Workshop session on editing in the
computer lab or attend via FB Live
• Activity: Record and edit vox pops and post to the
FBG, give feed back on another students pos
Week 4
• Read notes on music programming
• Activity: choose a music programme format and
post sample clock in FBG. Review someone else’s
clock
40. Blended Course Schedule
Week 11
• Online peer feedback on
project progress.
• Post, get feedback, rework it,
post again.
Week 12
• Listener Party (f2f session)
• Reflective statement on the
course
41. Blended Course
Rubric
• 15% for Facebook group posts
• 15% for Facebook group comments and
feedback
• 20% for final project
• 5% for reflective statement
• 45% for assignments and quizs (9
activities x 5%)
45. Step 1: See What Your
Public Profile Looks Like
• See what others see on your profile
page
• On your profile page click the three
dots in the bottom right corner of your
cover photo. In the dropdown menu
that appears, click “View as.”
• Information, like your name, current
profile picture and cover photo, will
always be viewable by strangers.
• You can determine who sees other
kinds of content..
46. Step 2: Decide
Who Can See Your
Posts
• During Step 1 you may discover
you’ve inadvertently been sharing
posts with everyone on Facebook.
• Every time you make a post,
Facebook gives you the chance to
quickly decide which audience to
share it with.
• Options are “Only Me,” “Friends,”
and “Public”
51. Learnings
• Greater appreciation for:
• Learning theories
• Course design models
• What lecturers do and how they do it
• The technological blockers
52. Critical Reflection
• Does it upset the lecturer/student
power dynamic?
• Is there privacy/security implications?
• Is it an invasion of Social Privacy?
• Too much noise? Too many
notifications?
• Posting and sharing can be clumsy?
• Should WIT have a Facebook Policy in
place for use as a learning tool?
53. My Project
• Facebook as a LMS
• Learning theories
• Connectivism
• Gilly Salmon’s 5 Stage Model
• Highlighting Cultural Diversity
• Learning In An In-between Space
54. Bibliography
• Bove, M. (2017). Connect the Dots: An Exploration of Connectivism in Theory and Practice | Got a minute? Instruction tune-up for time pressed librarians. [online]
Gotaminute.pressbooks.com. Available at: https://gotaminute.pressbooks.com/chapter/chapter-10/ [Accessed 12 May 2017].
• eLearning Industry. (2017). Using Facebook For eLearning: The Ultimate Guide For eLearning Professionals - eLearning Industry. [online] Available at:
https://elearningindustry.com/using-facebook-for-elearning-ultimate-guide-for-elearning-professionals [Accessed 12 May 2017].
• En.wikipedia.org. (2017). Circular reporting. [online] Available at: https://en.wikipedia.org/wiki/Circular_source [Accessed 12 May 2017].
• En.wikipedia.org. (2017). Communal reinforcement. [online] Available at: https://en.wikipedia.org/wiki/Communal_reinforcement [Accessed 12 May 2017].
• En.wikipedia.org. (2017). Confirmation bias. [online] Available at: https://en.wikipedia.org/wiki/Confirmation_bias [Accessed 12 May 2017].
• Learning-theories.com. (2017). Cite a Website - Cite This For Me. [online] Available at: https://www.learning-theories.com/connectivism-siemens-downes.html [Accessed 12 May
2017].
• Millwood Hargrave, A. (2017). Cultural Diversity Practices among Broadcasting Regulators. [online] https://www.cac.cat. Available at:
https://www.cac.cat/pfw_files/cma/brcd/documents/3-Audiovisual_Regulation_and_Cultural_Diversity.pdf [Accessed 12 May 2017].
• Oremus, W. (2017). Who Really Controls What You See in Your Facebook Feed—and Why They Keep Changing It. [online] Slate Magazine. Available at:
http://www.slate.com/articles/technology/cover_story/2016/01/how_facebook_s_news_feed_algorithm_works.html [Accessed 12 May 2017].
• Quattrociocchi, W., Scala, A. and Sunstein, C. (2017). Echo Chambers on Facebook. [online] Papers.ssrn.com. Available at:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2795110 [Accessed 12 May 2017].
• Rodrigues, A., Patrocínio, T., Curado, A., Cabrito, B. and Cerdeira, L. (2017). FACEBOOK AS A LEARNING MANAGEMENT SYSTEM (LMS) IN HIGHER EDUCATION. International
Congress on Education, Innovation and Learning Technologies.
• Saxena, A. and Majumdar, P. (2015). Use of Facebook in Higher Education: An extension of classroom learning. IMS Manthan (The Journal of Innovations), 10(1).
• Scribd. (2017). Connectivism a New Learning Theory | Complexity | Learning. [online] Available at: https://www.scribd.com/doc/88324962/Connectivism-a-New-Learning-Theory
[Accessed 12 May 2017].
• Siemens, G. (2004). elearnspace. Connectivism: A Learning Theory for the Digital Age. [online] Elearnspace.org. Available at:
http://www.elearnspace.org/Articles/connectivism.htm [Accessed 12 Dec. 2017].
• Tinmaz, H. (2012). Social Networking Websites as an Innovative Framework for Connectivism. [online] www.cedtech.net. Available at:
http://www.cedtech.net/articles/33/335.pdf [Accessed 12 May 2012].
• Valova, I. (2017). Facebook or Learning Management System. [online] http://elearning-conf.eu. Available at: http://elearning-conf.eu/docs/cp15/paper-38.pdf [Accessed 12 May
2015].
• Wang, Q., Lit Woo, H., Lang Quek, C., Yang, Y. and Liu, M. (2017). Using the Facebook group as a learning management system: An exploratory study. [online] Available at:
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01195.x/pdf [Accessed 12 May 2012].
56. Limitation
• Reporting, logging… interaction & attendance/non-attendance
• IP – All content posted on facebook is owned by facebook
• Posting assignment to facebook
• -> timestamp
• Snapshot of portfolio
• Cognisant of the types of exercises and pedagogies and how ethical/legal
issues could come up
• Disputes and proof
• Overall IT policy
• Challenges around administration, looking for logs, proof of access or
communications between students
57. • WIT Logo
• Contact details
• CTEL Logo
• Slideshare
