Tag Archives: social media

INF532 – Information environments

Trying to find a needle in a haystack.
Like trying to find a needle in a haystack.
Morguefile image by impure_with_memory http://mrg.bz/5387c4

Is there too much of a good thing with the amount of content that you can find on the internet? Not only is there an overabundance of good content but it is fast becoming like the proverbial “needle in a haystack” for a user to locate quality information quickly and efficiently amongst the bad, tragic or just mediocre content on offer in our digital smorgasbord.

With the fast approaching world of Web 3.0 and the advent of the Internet of Things (IoT) means that the internet and its horizon is an ever-changing and evolving landscape that can provide personalised information to the user and about the user. You do have to question if this is always a good thing.

2016 NMC Technology Outlook.
2016 NMC Technology Outlook.

The 2016 NMC Technology Outlook – Australian Tertiary Education noted that learner analytics and location intelligence, which information is a form of big data, are areas that will have an impact in the next few years.

Big Data and meta data (data about data) have become a key focus with regards to who is creating, storing, using and most importantly selling data about you and what you look at. Think about the last time you searched for anything and you will have been prompted with possible fee-for-service products that might be similar to what you have been looking at.

We live in a social world.
We live in a social world.
Morguefile Image by lauramusikanski http://mrg.bz/89b2a7

Another form that this takes is when you are on social media sites such as Facebook™ you will notice based on your searches, friends and groups that “sponsored” sites appear as suggestions you might like to follow. You will also be aware (if you are using a desktop that there is an advertisement stream that is tailored for you. How does it know what you have been looking at while you are not on Facebook, simply it is from the cache in your computer or smart device and your browser history.

But when you consider the importance of how you can use learner analytics and learner actions within your site to track what they have been reviewing to ensure that the content of the course is meeting their needs then bib data is not seen quite so much in a horrible tracking light – stalking your movements around the internet, but a useful tool to support and help students.

Big data is as important for education as it is for business.
Big data is as important for education as it is for business.
Morguefile Image by Prawny http://mrg.bz/b2f87d

With the increase in the cost of creating print products and the speed that these products become redundant saw the rise of Web 2.0 technologies that enabled user-generated content simply easily and cheaply. This power to the masses revolution of technology has meant that often we do forget that the internet is ‘forever’. Need proof that this is the case, then please feel free to review the Internet Archive Wayback Machine.

It is interesting that with the increase of the individual’s ability to have a voice on the internet has seen many companies fall-by-the-wayside as they have not adapted and changed their business structures to compensate for the new market place. Some may argue that if you do not adapt to the market place to survive then you do not have the right to survive.

Educators need to think if they are going to continue as a sage on the stage or move to a guide on the side facilitator role.
Educators need to think if they are going to continue as a sage on the stage or move to a guide on the side facilitator role.
Morguefile Image by pippalou http://mrg.bz/8afa17

So with that thought where does this leave educators? In this brand new world are we expecting teachers to become technology experts to guide students to some mythical promised land of better understanding? I would say that at best we need to encourage our teachers to become the facilitators of tomorrow. This means that we must move away from the “sage on the stage” mentality to perhaps taking up the guide on the side role where technology plays a helpful hand in supporting and augmenting learning for students. Technology can support student outcomes but should never dictate or drive the learning.

So the future is looking bright, but is it looking as bright as it once was or are we seeing it through a binary code induced haze? Time will tell.


De Saulles, M. (2012). New models of information production. In Information 2.0: New models of information production, distribution and consumption (pp. 13-35). London: Facet.

Kellmereit, D. and Obodovski, D. (2013). The Silent Intelligence: The Internet of Things. DnD Ventures 1st edition, California.

Roblyer, M. (2013). Integrating Educational Technology into Teaching. Harlow: Pearson.

The New Media Consortium. (2016). 2016 NMC Technology Outlook Australian Tertiary Education. Retrieved 7 July 2016, from http://www.nmc.org/publication/2016-nmc-technology-outlook-australian-tertiary-education/

Social media in the VET classroom

VET inclass example of a twitter back-channel.
VET in class example of a twitter back-channel.

Social media for many means catching up with what friends are doing via Facebook or following the latest celebrity on Twitter. But is can be so much more than that for an educator who is prepared to put in some extra work to effectively use to Social Media within a class environment.

It is important to consider the affordances in relation to the learning program to determine if there will be of benefit to the students (Bower, 2008). There will always be resistance from some students when social media for a variety of reasons. Due to this resistance it is important to ensure that any learning done through this mechanism is duplicated elsewhere.

One crucial issue is of course age, with many social media requiring the user to be over a certain age to agree to the terms and conditions. For use in a VET classroom, as outlined by Roblyer (2013) it is crucial that appropriate social media site are chosen that will create a professional learning avenue for students. It is also important for students to understand this is a professional site and should not be linked to their personal activities. By utilizing the affordances outlined by Bower (2008) and the taxonomy of learning, teaching and assessing created by Anderson and Krathwohl (2001) a teacher can provide supported pedagogical reasoning behind why they are choosing a specific social media platform in their classroom.

One interesting piece of research by McCorkle D.E, and McCorkle Y.L., (2012) focussed on the use of LinkedIn in a marketing class room. The article outlined the assessment program that stepped students through the very basic setting up a profile to building a professional network.

This strategy has been reflected in current practice in the 2014 Article in Training Matters which focused on the use of LinkedIn in a VET Certificate III in Pathology qualification. The lecturer used LinkedIn in a variety of ways; the initial use was a discussion forum between students and industry but then it branched out as a mentoring forum for alumni students; a employment and job placement area; industry announcement. The heavy ties with industry through LinkedIn gave currency to the course.

With any social media it is important for students to understand why they are being asked to participate. Twitter as a back channel for on topic discussion by students during a lecture or presentation can vie valuable insight into the understanding by the students. This can simply be as easy as putting together a hashtag for the class group to respond to. In Hew & Cheung (2013) article they outlined how one institution saw an increase in GPA’s in the test group using twitter which was put down to students engaging with lecturers and content discussions via this social medium. Being able to access this application through a mobile device or desktop meant that the students were able to continue to learn and reflect of critical points 24/7.

The implementation of social media in a VET classroom does warrant investigation as an avenue to support students who are often in the workplace or studying through a blended delivery approach.


Anderson, L., & Krathwohl, D., (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman

Bower, M. (2008). Affordance analysis – matching learning tasks with learning technologies.Educational Media International, 45(1), 3-15. doi:10.1080/09523980701847115

Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 44(4). doi:10.1111/bjet.12048

Hew, K., & Cheung, W. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64. doi:10.1016/j.edurev.2012.08.001

Jelfs, A., & Richardson, J. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2). doi:10.1111/j.1467-8535.2012.01308.x

Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1). doi:10.1007/s11412-008-9056-2

McCorkle, D., & McCorkle, Y. (2012). Using Linkedin in the Marketing Classroom: Exploratory Insights and Recommendations for Teaching Social Media/Networking. Marketing Education Review, 22(2), 157-166. doi:10.2753/mer1052-8008220205

Passion for teaching. (2014). Training Matters, (20), 17. Retrieved from http://www.dtwd.wa.gov.au/employeesandstudents/training/otherinformation/trainingmatters/previousversions/Documents/April%202014/Training%20Matters%20April%202014%2017.pdf

Roblyer, M. (2013). Integrating Educational Technology into Teaching. Harlow: Pearson.