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International Journal of Social Media and Interactive Learning Environments 
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ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
Published by Inderscience Publishers
[369 journals]
[4 followers] Follow Subscription journalISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
Published by Inderscience Publishers
[369 journals]- Preparing education for the information society: curricular challenges
- Authors: Arbi Ghazarian, Arin Ghazarian
Pages: 109 - 125
Abstract: 21st century skills become increasingly important in the information society. This article elaborates on the curricular challenges faced when 21st century skills are integrated into the school curriculum. It starts with a summary of the KSAVE model presented in the first article (Plomp, forthcoming), and then presents the various appearances of the curriculum (e.g., intended curriculum, implemented curriculum, and attained curriculum) at different levels with an emphasis on two key aspects of the curriculum at the school and classroom level. These key aspects include the interactive character of teaching and learning processes and the interdependent components of a curriculum. Both aspects would affect the integration of 21st century skills into the process of teaching and learning. Next, this article describes the emerging pedagogical practices that are suitable for the information society and some thoughts about using ICT as a lever for educational change.
Keywords: 21st century skills; KSAVE model; school curriculum; information society; social media; emerging pedagogy; learning environments; interactive teaching and learning; ICT; educational change; information and communications technology; information techn
Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 2 (2013) pp. 109 - 125
PubDate: 2013-05-02T23:20:50-05:00
DOI: 10.1504/IJSMILE.2013.053599
Issue No: Vol. 1, No. 2 (2013)
- Authors: Arbi Ghazarian, Arin Ghazarian
- Viewer comments as educational annotation in video content sharing sites
- Authors: Arbi Ghazarian, Arin Ghazarian
Pages: 126 - 144
Abstract: Although online video sharing sites are often viewed as contributors to a decline in students' reading, these sites may also have the potential to enhance learning. Content sharing sites that contain viewer comments along with thought-provoking video lecture may provide a particularly rich source of instructional materials. To explore this potential, four discussion forums from the TED website were analysed at two levels. The first level provided a description of the types of comments that were prevalent in the discussion and indicated that clarifications, interpretations, and question were the most common types of substantive posts. The second level used Cognitive Flexibility Theory as a framework, and found that these forums contained open, expansive comments that could counteract common categories of oversimplification. These results suggest that freely available websites such as TED contain materials that could facilitate learning while capitalising on the intrinsic appeal of videos and social media.
Keywords: social media; online video sharing; online discussion; Web 2.0; computer supported collaborative learning; CSCL; viewer comments; educational annotation; video content sharing; video lectures; higher education; instructional materials; educational ma
Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 2 (2013) pp. 126 - 144
PubDate: 2013-05-02T23:20:50-05:00
DOI: 10.1504/IJSMILE.2013.053598
Issue No: Vol. 1, No. 2 (2013)
- Authors: Arbi Ghazarian, Arin Ghazarian
- Digital communities and videogames as educational tools in participatory culture
- Authors: Laura Méndez, Pilar Lacasa, MarÃa GarcÃa-PernÃa
Pages: 145 - 163
Abstract: This study examines how innovative educational contexts facilitate the development of new literacies in a participatory culture. The study was carried out in a Spanish secondary education school, where students used online conversational environments and video games. The data were collected from a workshop carried out in an English class. It was conducted in two scenarios, inside and outside the classroom. While students were playing, they talked about the game, planned their actions and took decisions together. Moreover, they participated in a virtual conversational space to support the game's sessions by facilitating reflective gaming among the participants. The results show that social relationships evolved from a social network, in which individual contributions are important, to an online community in which the group was predominant. Participation made it easier for students to approach the discourse and the rules of the game and enhance the new literacy training process.
Keywords: social networks; online communities; videogames; new literacies; innovation; digital communities; educational tools; participatory culture; web based communities; virtual communities; Spain; secondary education; English teaching; foreign language tea
Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 2 (2013) pp. 145 - 163
PubDate: 2013-05-02T23:20:50-05:00
DOI: 10.1504/IJSMILE.2013.053602
Issue No: Vol. 1, No. 2 (2013)
- Authors: Laura Méndez, Pilar Lacasa, MarÃa GarcÃa-PernÃa
- A review on Facebook as a user-generated content environment in tertiary education
- Authors: Vasiliki Timonidou, Maria Zotou, Efthimios Tambouris, Konstantinos Tarabanis
Pages: 164 - 183
Abstract: In tertiary education, new learning processes, technologies and tools are increasingly applied to encourage and underpin students' involvement. Lately, these include the use of Facebook where users are participators instead of observers. The main aim of this paper is to investigate Facebook's usage for content generation in tertiary education. For this purpose, we review 19 relevant published cases to investigate the tools used and activities realised, the instructors' role as well as benefits and problems encountered. The paper concludes that students use tools like the Wall and multimedia uploading to ask questions, discuss and share resources. The role of instructors remains essential but is conversed to a facilitator initiating discussions and providing course-specific material. Finally, there is evidence that students' participation increases and they learn better. However, Facebook does not provide appropriate tools for educational purposes while privacy remains a main obstacle to its wider adoption.
Keywords: Facebook; user-generated content; social networking websites; participative web; tertiary education; content generation; multimedia; student participation; learning improvement; privacy concerns
Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 2 (2013) pp. 164 - 183
PubDate: 2013-05-02T23:20:50-05:00
DOI: 10.1504/IJSMILE.2013.053601
Issue No: Vol. 1, No. 2 (2013)
- Authors: Vasiliki Timonidou, Maria Zotou, Efthimios Tambouris, Konstantinos Tarabanis
- Practicing Socratic questioning in a blended learning environment: an innovative strategy to promote critical thinking
- Authors: Vasiliki Timonidou, Maria Zotou, Efthimios Tambouris, Konstantinos Tarabanis
Pages: 184 - 198
Abstract: This study aims to determine if practicing Socratic questioning (SQ) can promote students' critical thinking (CT). Participants were an intact class of undergraduate students enrolled in a course blog. To expand students' understanding of using thoughtful questions, the researcher used a systematic step-by-step process to teach SQ in a blended learning environment. The main purpose of face-to-face sessions was to prepare students to practice Socratic discussions on the blog. The study employs a mixed-method design to integrate qualitative and quantitative data collection and analysis. Students' questions in four Socratic discussions were collected and coded by using a content analysis approach. The Cornell Critical Thinking Test Level X (CCTT-X) was applied to assess students' CT ability. The results indicate that practicing SQ in a blended learning environment was significantly effective in fostering students' CT.
Keywords: course blogs; critical thinking; Socratic discussions; Socratic questioning; blended learning; undergraduate students; higher education
Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 2 (2013) pp. 184 - 198
PubDate: 2013-05-02T23:20:50-05:00
DOI: 10.1504/IJSMILE.2013.053597
Issue No: Vol. 1, No. 2 (2013)
- Authors: Vasiliki Timonidou, Maria Zotou, Efthimios Tambouris, Konstantinos Tarabanis
- An empirical study on the technological pedagogical content knowledge development of pre-service mathematics teachers in China
- Authors: Yi Zhan, Jianqiang Quan, Youqun Ren
Pages: 199 - 212
Abstract: Based on the research theories and methods of the TPACK model, an empirical research study was conducted in a normal university in Shanghai, China, to investigate how to improve pre-service teachers' TPACK level. The subjects were pre-service mathematics teachers. The authors developed a learning-by-design micro-course and designed a TPACK Scale for the mathematics teachers, which aimed to test the change of their TPACK level before and after completing the micro-course. The result indicated that such a micro-course could effectively help the pre-service teachers improve their TPACK level. This paper describes the design and findings of the study, and provides suggestions for further improving the design of the micro-course to enhance pre-service teachers' TPACK.
Keywords: TPACK; learning by design; micro-courses; pre-service teachers; China; technological content; pedagogical content; knowledge development; mathematics teachers; mathematics education; course design; maths teachers; math teachers
Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 2 (2013) pp. 199 - 212
PubDate: 2013-05-02T23:20:50-05:00
DOI: 10.1504/IJSMILE.2013.053600
Issue No: Vol. 1, No. 2 (2013)
- Authors: Yi Zhan, Jianqiang Quan, Youqun Ren
- The use of educational games for learning basic math skills in early classes
- Authors: Sawsan Nusir, Izzat Alsmadi, Mohammed Al-Kabi, Fatima Sharadgah
Pages: 213 - 220
Abstract: In the evolution and availability of computer and hardware components along with the expansion of the internet, utilising those resources in education is necessary. Students, especially in early ages, need motivating approaches and techniques that may attract them to educational materials. We conducted an experiment to evaluate the ability of educational games to enhance kids' abilities to learn math skills. A programme was developed based on known cartoon characters and an experiment was conducted to assess the possible level of improvement in learning that such tools might cause. Results showed that in such math skills at this age, using multimedia programmes could be effective in getting students attention especially when cartoon characters were used. Results also showed that there was no significant difference in learning and knowledge skills and information absorption based on gender distribution where results comparison between little boys and girls showed no significant difference in their learning skills.
Keywords: multimedia; interactive learning; educational games; animation; teaching through programs; mathematics education; basic math; basic maths; maths skills; early learning; cartoon characters; young children; information absorption; learning skills; know
Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 2 (2013) pp. 213 - 220
PubDate: 2013-05-02T23:20:50-05:00
DOI: 10.1504/IJSMILE.2013.053596
Issue No: Vol. 1, No. 2 (2013)
- Authors: Sawsan Nusir, Izzat Alsmadi, Mohammed Al-Kabi, Fatima Sharadgah
