Icelw 2012 re act social media to foster self organized learning for dropouts
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Icelw 2012 re act social media to foster self organized learning for dropouts
- 1. Social Media to Foster Self-organized Learning for Dropouts Pieter de Vries
- 2. Project data • Lifelong Learning Programme • Multilateral Project: KA3 (ICT) • Duration: 01/01/2011 to 31/12/2012
- 3. The issue Disconnect between curricula and Country 2009 learners' perception and expectations Portugal 35,4% • Effects of remedy programmes are limited Spain 31% • Urgency is revealed by individual, social and economic consequences Italy 19,7% • % of drop outs (2009) Greece 14,8% Netherlands 11,4% Austria 10,1% (EC, 2011; Iris, 2009)
- 4. reAct overall objectives • Develop a new learning approach • Using new technologies • To improve the prospects and employability • Develop insights and skills of teachers and management Tapping into motivational behaviour • Promote a change of attitude to learning • Promote a wider perspective among the learners • Learn to learn, develop learning skills (lifelong learning)
- 5. The learning concept 7 guiding principles & criteria • Trust • Challenge • Self-directed • Collaboration • Ownership • Creativity • Relevance (Veen, ao 2010; Wilson, ao 2009)
- 6. Organization • 2 pilots studies of each 6 months • Each pilot: international and national project • Emphasis on students – than teachers 300 learners & 50 trainers
- 7. The process 1. Getting acquainted 2. Collaborative creative project 3. Support and reflection 4. Collaborative project integration 5. Final integration process
- 8. The Tool kit based on the concept of PLE Diigo, Facebook, Google+ Hangouts, Google Docs for research and presentations, Glogster and Pinterest for mood boards, YouTube to share self-made videos, Blogger to capture stories, Strip-creator, Splinder, Mnd42.com, iSpring, Flickr, Dipity, etc.
- 9. Mix academy • Art Academy in Amsterdam, many dropouts are successful here • Key points • Learner identity and inter- dependence • From personal relevance and peer- reflection toward developing artist skills • 21st century learning skills (self- directed learning, communication, critical thinking, entrepreneurship, etc.)
- 10. Berlage Lyceum - Amsterdam Example activity: branding • What is your brand? • Interviewing people from the Occupy camp & • Analyzing fashion brands in the luxury warehouse next to it • Question: – How do these people and brands brand themselves? – How do you brand yourself?
- 11. Projects
- 12. Use of social media Communication • Google+ & Docs, Wiki • Google sites, monitor • Facebook • Partners • Teachers • Students • YouTube, Glogster, Prezi, Flickr, Dropbox, • Google translator • Basecamp (project management tool)
- 13. Trust • Do we trust the students to learn independently? • Do they trust the teachers? • Do they trust their peers? • Confident that their contribution is valued?
- 14. Challenge • Joy happens when a learner achieves something through a number of difficult steps. • Challenging, but manageable • Assignments negotiable
- 15. Self-directed learning Self-directed, autonomous • Learners are motivated when they have control over their own learning. • Autonomy requires trust, time, and guidance. • Balance autonomy and structure through learner- led guidance
- 16. Ownership • Let students independently define projects that relate to their creativity and personal relevance …. • In control
- 17. Creativity Creativity • One can be honest • Develop an identity • Discover your talents • Provide tools and objects to play with and to visualize the problem.
- 18. Relevance • Start with their interests, stimulate bringing up personally relevant issues, and relate to that • Add relevance, foster curiosity
- 19. Portuguese experience Students in pilot 1 Case 2 Francisco Teachers training Case 1 Ana
- 20. Relevance of reAct principles N=316 (De Vries, Hennis, 2012)
- 21. International project (De Vries, Hennis, 2012)
- 23. Relevance
- 24. Tools
- 25. Conclusions General perception • Learners appreciate the confidence this approach mitigates. • They value the opportunity to be self-organized and experience learning autonomy. • They believe that was is learned is relevant for them to apply for a job, connect to others and have more confidence related to learning. • Learners are positive about the approach and feel that it opens up opportunities for further personal growth. • Teachers get a better feel for and see more possibilities for promoting learning.
- 26. You want to experiment? Pieter de Vries Pieter.devries@tudelft.nl www.reactproject.eu