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Journal Cover International Journal of Social Media and Interactive Learning Environments
  [13 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
   Published by Inderscience Publishers Homepage  [405 journals]
  • Refining a flipped classroom model in a content area literacy course:
           determining modification through reflection
    • Authors: Jamie Colwell, Amy C. Hutchison
      Pages: 249 - 266
      Abstract: This study describes the refinement of a flipped, or inverted, classroom model using a type of design-based research, specifically a formative experiment. The model was implemented in a content area literacy course for undergraduate pre-service teachers over the course of 13 weeks. Qualitative data collection and analysis were iterative and ongoing to determine enhancing and inhibiting factors that either supported or hindered the pedagogical goal set for the model, particularly in the online component of the model. Enhancing factors, such as reflection and self-pacing, emerged from analysis, along with inhibiting factors, including isolation in online learning and pre-service teacher difficulty with note-taking. Modifications to address the inhibiting factors and connections to local, pedagogical theory are subsequently described.
      Keywords: design-based research; formative experiment; flipped classroom; inverted classroom; content area literacy; teacher reflection; pre-service teacher education; literacy education; qualitative research; general inductive analysis; teacher training; self
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 4 (2015) pp. 249 - 266
      PubDate: 2016-01-02T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.074007
      Issue No: Vol. 3, No. 4 (2016)
       
  • Eleven design-based principles to facilitate the adoption of internet
           technologies in Indigenous communities
    • Authors: Jamie Colwell, Amy C. Hutchison
      Pages: 267 - 289
      Abstract: Internationally, the internet is a critical component of many projects that aim to improve literacy and build skills in indigenous communities. It is claimed that online platforms provide flexible learning opportunities to suit individual learner schedules and needs, enabling them to learn in 'anytime, anywhere' environments. However, good intentions and a learning platform deemed suitable by non-indigenous people do not necessarily lead to successful user outcomes. There is a need to understand how Western culture influences the design and implementation of online projects with Indigenous communities and to avoid technological colonisation of the local community. Flexibility, understanding and respect must be at the forefront of projects if they are to be successful. This article suggests 11 design-based principles, derived through design-based research, which guide respectful implementation of internet technologies in indigenous communities.
      Keywords: indigenous culture; synchronous technology; design-based research; online learning; electronic learning; e-learning; internet technologies; indigenous communities; indigenous peoples; flexibility; understanding; respect; design-based principles
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 4 (2015) pp. 267 - 289
      PubDate: 2016-01-02T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.074010
      Issue No: Vol. 3, No. 4 (2016)
       
  • The social media instructional design model: a new tool for designing
           instruction using social media
    • Authors: Quincy Conley, Kent E. Sabo
      Pages: 290 - 304
      Abstract: Social media is a pervasive force in the lives of 21st century learners. Social media offers a user experience that encourages students to create and share new content while enabling communication unlike any other learning technology. In this paper, we explore how learning with social media could be more effective by leveraging appropriate learning theory and instructional design. We begin with examples of how social media is currently being used in educational contexts, and then review the available research that investigates the connections between social media and education. To understand how social media may be better utilised for learning, we also identify social media's unique learning affordances and established learning theories that complement those affordances. Finally, we present a preliminary model for designing learning using social media.
      Keywords: social media; social learning theory; instructional design; constructivism; constructionism; learning technology; education
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 4 (2015) pp. 290 - 304
      PubDate: 2016-01-02T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.074008
      Issue No: Vol. 3, No. 4 (2016)
       
  • 'Create a Better Online You': designing online learning
           resources to develop undergraduate social media skills
    • Authors: Quincy Conley, Kent E. Sabo
      Pages: 305 - 321
      Abstract: This article charts the development of the 'Create a Better Online You' (CBOY) project. The focus of CBOY was the social media skills of undergraduate students at QUT. While many students will have encountered 'cybersafety' training in primary or secondary school, however, a comprehensive environmental scan revealed little in the way of social media resources targeted at undergraduate students. In particular, there was little to no focus on the ways in which social media could be used strategically to develop a positive online reputation and enhance chances of employability post tertiary education. The resources created as part of CBOY were the result of a comprehensive literature review, environmental scan, interviews with key internal and external stakeholders, and in discussion with undergraduate students at Queensland University of Technology (QUT). Following the comprehensive environmental scan, it appears that CBOY represents one of the first free, openly accessible, interactive resources targeting the social media skills of undergraduates.
      Keywords: social networking; digital literacy; undergraduate students; online learning; e-learning; electronic learning; higher education; resource design; educational resources; social media skills; online reputation; employability
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 4 (2015) pp. 305 - 321
      PubDate: 2016-01-02T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.074011
      Issue No: Vol. 3, No. 4 (2016)
       
  • OwlishOracle: architecting a social media-based e-learning
           platform for primary education of underprivileged children by senior
           citizens of India
    • Authors: Somprakash Bandyopadhyay, Priyadarshini Dey, Arina Bardhan, Shrabastee Banerjee, Srimoyee Das
      Pages: 322 - 339
      Abstract: Quality of primary education in rural India is a matter of great concern due to teacher absenteeism, non-availability of good teachers at remote areas and non-availability of attractive teaching methods. In this context, our work wishes to architect a scalable online e-learning platform based on Web 2.0 technologies in order to facilitate primary education for underprivileged children in all parts of India. Additionally, the work wishes to create a group of online primary teachers by utilising the vast pool of knowledge resource of the educated senior citizens, who are capable but otherwise not involved in any mainstream productive activities. Using ethnographic approach to system design and using an iterative and incremental development model, we have designed and pilot-tested OwlishOracle, our internet-enabled social media-based synchronous e-learning environment, to serve the stated purpose.
      Keywords: Web 2.0 technologies; virtual communities; online communities; web based communities; social knowledge management; social capital; ethnographic design; iterative phase model; India; social media; e-learning; electronic learning; online learning; primary educa
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 3, No. 4 (2015) pp. 322 - 339
      PubDate: 2016-01-02T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2015.074009
      Issue No: Vol. 3, No. 4 (2016)
       
 
 
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