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Redesigning learning through social media, Web 2.0 and F2F teaching : an action research study

Casey, Gail 2014, Redesigning learning through social media, Web 2.0 and F2F teaching : an action research study, in Proceedings of the Future of Education 2014 international conference, Libreriauniversitaria.it, Padova, Italy, pp. 1-3.

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Title Redesigning learning through social media, Web 2.0 and F2F teaching : an action research study
Author(s) Casey, GailORCID iD for Casey, Gail orcid.org/0000-0001-5082-1569
Conference name Future of Education. International Conference (4th : 2014 : Florence, Italy)
Conference location Florence, Italy
Conference dates 12-13 Jun. 2014
Title of proceedings Proceedings of the Future of Education 2014 international conference
Editor(s) [Unknown]
Publication date 2014
Conference series Future of Education International Conference
Start page 1
End page 3
Total pages 3
Publisher Libreriauniversitaria.it
Place of publication Padova, Italy
Keyword(s) learning design
active learning
social media
participatory media
Web 2.0
Summary The focus of this research was to explore how social and participatory media could be used to enhance the face-to-face teaching and learning process. Action research was used to design learning that valued the students’ own experiences and to encourage students to create, connect and form a partnership in the learning process: hence supporting students' strengths and abilities. To monitor and participate in the use of social media required an increase in the teacher's work time. As a partial counter-balance, it was found that the teacher/researcher successfully reduced her time spent on correction by implementing peer and self-assessment and by making more effective use of classroom observations. This led to a valuable triangulation of assessment data. Reviewing many of the screen clips collected in this study, one can see the diversity of roles and activities in which the students were engaged, and their development over time through the action research cycle. Combining Web 2.0, face-to-face teaching and social media, where students made online friends and used pseudonyms, provided students with more choices and flexibility when working, communicating and learning. This research may help curriculum developers interweave new technologies, new literacies and multimodal learning methods into day-to-day learning programs. The developed methods of learning and designs should also be transferable to other educational learning environments.
ISBN 9788862924993
8862924992
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2014, Libreriauniversitaria.it
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065012

Document type: Conference Paper
Collections: School of Education
Open Access Collection
Deakin Learning Futures
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Created: Sat, 19 Jul 2014, 10:29:56 EST by Gail Casey

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.