Presented at Ryerson

1. Presented at Ryerson, Oct. 24, 2008 Alexandra Bal, Ryerson University, Canada Teaching Technology in 2 nd Generation Social Media

8. 1 st Generation Social Media Web 2.0 technologies, Mobiles, etc. - Facilitate users’ participation - Mediate human relationships - Facilitate peer to peer culture knowledge and experience sharing activities - Cartesian mind-body relationship : V irtualization of intellectual processes (Shinkle, 2007)‏

10. Potential Active Learning Tools Constructionist : Children learn by doing and making in a public, guided, collaborative process including feedback from peers, not just from teachers(Papert, 1992). They explore and discover instead of being force fed information. Source: http://jeremyfain.files.wordpress.com/2007/08/visualization.jpg

11. Learning within Communities of interests Students are learning within informal social networks . Based on their interests. They share experiences with members of communities of interests. Social Constructivism: Learning from their experiences and social contexts (Vygotsky, 1978)‏. Learning through reflection on doing instead of didactic learning(Dewey, 1939). Source: http://www.flickr.com/photos/olpc/2784915332/in/photostream/

12. Learning within Communities of Practices Lived experiences + Action Students co-construct meaning and experiences via co-construction of cultural artefacts (Ito, 2008) . Source: http://bp3.blogger.com/

13. Learning within social constructionist environments Experiential learning happens within self organizing mixed-realities learning communities. Source: http://marianina.com/blog/wp-content/uploads/2007/07/Socialnetworkingvisualisation.jpg

16. Conclusion Professional are using social media - http://studiowikitecture.wordpress.com/ Because buildings are so expensive to build and modify in the real world, rarely are students and staff able to actively participate in the creation of the physical spaces they use. In a virtual space, however, the tables are turned. Anyone can easily prototype their idea in 3D, walk through it, and share it with others. Given these new opportunities, why not let the students, staff and public community who actually use these classrooms design it for themselves? Who better, in fact, to offer insight to improve a occupied space, than the people that use it on a daily basis?