A presentation of a paper given at ELSE, Bucharest April 26 2013 comparing the use of social media in the alternative university models of CROS & WikiQuals

1. ELSEELSE;; #socialmedia#socialmedia learninglearning
models ofmodels of CROSCROS && WikiWikiQualsQuals
Violeta Maria Serbu CROS &Violeta Maria Serbu CROS &
@FredGarnett London Knowledge Lab@FredGarnett London Knowledge Lab
Bucharest, Romania, 26 April 2013

2. OverviewOverview
Analytic ContextAnalytic Context
Some aspects of the CROS ‘alternative university’Some aspects of the CROS ‘alternative university’
Some aspects of the WikiSome aspects of the WikiQualsQuals learning modellearning model
Comparison of CROS & WikiComparison of CROS & WikiQualsQuals
Social phenomenaSocial phenomena
Learning EnvironmentLearning Environment
Set of ToolsSet of Tools
ConclusionConclusion

3. CROS/CROS/WQ;WQ; Analytic ContextAnalytic Context
The participatory nature of the Internet allowsThe participatory nature of the Internet allows
a “new culture of learning” (Seely Brown)a “new culture of learning” (Seely Brown)
““E-learning could be a highly disruptiveE-learning could be a highly disruptive
technology of education” (Laurillard) astechnology of education” (Laurillard) as
““E-learning is a complex set of social practices”E-learning is a complex set of social practices”
(Haythornthwaite)(Haythornthwaite)
CROS & WikiQuals are both “complex socialCROS & WikiQuals are both “complex social
practices” with new learning modelspractices” with new learning models

4. CROS Alternative UniversityCROS Alternative University
Student-centred model of HE in RomaniaStudent-centred model of HE in Romania
Community of practice (Wenger) basedCommunity of practice (Wenger) based
starting with NGO Human Resources workersstarting with NGO Human Resources workers
Learning experiences, individual support,Learning experiences, individual support,
social learning, practical learning; which evolvesocial learning, practical learning; which evolve
Learning architects design the learning supportLearning architects design the learning support
& resources, e.g. ‘My Learning Tribe’& resources, e.g. ‘My Learning Tribe’
Uses open access social media toolsUses open access social media tools

5. WikiWikiQualsQuals ProjectProject
Activity-based, ‘learning is doing’ modelActivity-based, ‘learning is doing’ model
Based on Emergent Learning Model looking atBased on Emergent Learning Model looking at
new models ofnew models of post-hocpost-hoc accreditationaccreditation
Sqolars are a “disenfranchised group of non-Sqolars are a “disenfranchised group of non-
consumers” using “emergent technologies”consumers” using “emergent technologies”
Each Sqolar builds their own unique personalEach Sqolar builds their own unique personal
learning network (PLN)learning network (PLN)
QR codes provide “real-time” accreditationQR codes provide “real-time” accreditation

6. CROS/WCROS/WQ;Q; ComparisonsComparisons
1. As Social Phenomena1. As Social Phenomena
CROS; begins with professional practice asCROS; begins with professional practice as
Human Resource Professionals in NGOsHuman Resource Professionals in NGOs
CROS; Learning model re-inforces quality ofCROS; Learning model re-inforces quality of
professional practice & group identityprofessional practice & group identity
WWQ;Q; emerged from UK student occupationsemerged from UK student occupations
and the alternative University Project (2011)and the alternative University Project (2011)
WWQ;Q; self-organisedself-organised “community of scholars”“community of scholars”

7. CROS/WCROS/WQ;Q; ComparisonsComparisons
2. As Learning Environment2. As Learning Environment
CROS; student-centred learning networkCROS; student-centred learning network
CROS; community of practice as a structuredCROS; community of practice as a structured
‘e-learning social network’ (Downes)‘e-learning social network’ (Downes)
WWQ;Q; learner-centred rhizomatic learninglearner-centred rhizomatic learning
WWQ;Q; discontinuous networks with shared butdiscontinuous networks with shared but
unrelated learning experiencesunrelated learning experiences

8. CROS/WCROS/WQ;Q; ComparisonsComparisons
3. As a Set of Tools3. As a Set of Tools
CROS; from shared social media (Facebook,CROS; from shared social media (Facebook,
NING) to defined Google ‘cloud’NING) to defined Google ‘cloud’ suitesuite of toolsof tools
CROS; process supported by technical teamCROS; process supported by technical team
WWQ;Q; Personal Learning Networks with self-Personal Learning Networks with self-
defined use of tools reflecting learners needsdefined use of tools reflecting learners needs
WWQ;Q; ‘We are Rhizomatic’ (Cormier)‘We are Rhizomatic’ (Cormier)
unsupported personal use of social mediaunsupported personal use of social media

9. CROS/WCROS/WQ;Q; ConclusionsConclusions
The nature of the social phenomena definingThe nature of the social phenomena defining
WWQQ & CROS shapes their learning& CROS shapes their learning
Learning environments based on social mediaLearning environments based on social media
learning tools reflect each learning processlearning tools reflect each learning process
CROS; self-organised learning approach withCROS; self-organised learning approach with
work focuswork focus;; social media enables collegialitysocial media enables collegiality
WWQQ; is a ‘community of Sqolars’; technologies; is a ‘community of Sqolars’; technologies
used to end their learning disenfranchisementused to end their learning disenfranchisement

10. CROS/WCROS/WQ;Q; ResourcesResources
CROS Alternative UniversityCROS Alternative University;;
http://http://www.universitateaalternativa.rowww.universitateaalternativa.ro
Serbu, V. 2013. Functions of Social Media in HigherSerbu, V. 2013. Functions of Social Media in Higher
Education: A Case StudyEducation: A Case Study
WikiWikiQualsQuals ProjectProject;;
http://wikiquals.wordpress.com/abouthttp://wikiquals.wordpress.com/about
Garnett, F. and Ecclesfield, N., 2009 Emergent Learning ModelGarnett, F. and Ecclesfield, N., 2009 Emergent Learning Model