{"id":790,"date":"2009-02-20T22:09:29","date_gmt":"2009-02-20T21:09:29","guid":{"rendered":"http:\/\/2headz.ch\/blog\/?p=790"},"modified":"2009-02-20T22:09:29","modified_gmt":"2009-02-20T21:09:29","slug":"social-software-in-higher-education","status":"publish","type":"post","link":"https:\/\/2headz.ch\/blog\/social-software-in-higher-education\/","title":{"rendered":"Social Software in Higher Education"},"content":{"rendered":"

Das JISC hat im Januar ein Projekt beendet und den Bericht ver\u00c3\u00b6ffentlicht: A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement<\/a>.<\/p>\n

This study examined the use of social software in the UK further and higher
\neducation sectors to collect evidence of the effective use of social software in
\nenhancing student learning and engagement. In this study, data from 26 initiatives,
\nwhere social software tools have been employed, has been collected, analysed and
\nsynthesised. (…)<\/p>\n

This study provides insights about the: educational goals of using social software
\ntools; enablers or drivers within the institution, or from external sources which
\npositively influence the adoption of social software; benefits to the students,
\neducators and institutions; challenges that may influence a social software initiative;
\nand issues that need to be considered in a social software initiative.<\/p><\/blockquote>\n

Mit Case Studies kam das Projekt unter anderem zu diesen Ergebnisse:<\/p>\n

Our investigations have shown that social software tools support a variety of ways of
\nlearning: sharing of resources (eg bookmarks, photographs), collaborative learning,
\nproblem-based and inquiry-based learning, reflective learning, and peer-to-peer
\nlearning. Students gain transferable skills of team working, online collaboration,
\nnegotiation, and communication, individual and group reflection, and managing
\ndigital identities. Although these tools enhance a student\u00e2\u20ac\u2122s sense of community,
\nsharing and collaboration brings in additional responsibility and workload, which
\nsome students find inflexible and rather \u00e2\u20ac\u02dcforced\u00e2\u20ac\u2122. The study found that students have
\nconcerns about privacy and the public nature of the tools for their academic
\nactivities.
\nThe educator\u00e2\u20ac\u2122s role is changing from being a provider of information to a facilitator or
\nmoderator, which raises training needs, workload issues, and adjusting to a \u00e2\u20ac\u02dcnew\u00e2\u20ac\u2122
\nway of teaching.<\/p><\/blockquote>\n

Spannend war es f\u00c3\u00bcr mich auch, die Case Studies zu lesen und neue Ideen zu bekommen, wie Social Software an Hochschulen eingesetzt wird.<\/p>\n

Vor allem f\u00c3\u00bcr Hochschullehrende ergeben sich durch den Einsatz von Social Software Chancen, aber auch Risiken:<\/p>\n

Benefits:
\n<\/strong>Being able to track student\u00e2\u20ac\u2122s process and intervene early<\/em>
\nBeing able to review students\u00e2\u20ac\u2122 contributions<\/em>
\nBeing able to teach interactively rather than broadcast<\/em>
\nChallanges<\/strong>:
\nChanging the way they teach
\nDiverse needs of students
\nDesigning and assessing learning activities
\nWorkload issues
\nPerceived role of the educator<\/em><\/p><\/blockquote>\n

Mein Fazit: Wer mehr \u00c3\u00bcber Chancen und Risiken von Social Software f\u00c3\u00bcr Lehrende und Lernende in der Hochschule, egal ob im p\u00c3\u00a4dagogisch-didaktischen, technischem oder organisatorischem Bereich wissen m\u00c3\u00b6chte, sollte diesen Bericht lesen.<\/p>\n","protected":false},"excerpt":{"rendered":"

Das JISC hat im Januar ein Projekt beendet und den Bericht ver\u00c3\u00b6ffentlicht: A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement. This study examined the use of social software in the UK further and higher education sectors to collect evidence of […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[40,1],"tags":[63],"class_list":["post-790","post","type-post","status-publish","format-standard","hentry","category-literatur","category-mandyschiefner","tag-social-software"],"_links":{"self":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/posts\/790","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/comments?post=790"}],"version-history":[{"count":0,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/posts\/790\/revisions"}],"wp:attachment":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/media?parent=790"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/categories?post=790"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/tags?post=790"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}