Learning in Digital and Social Media
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ItemPeer and Vicarious Framing, Problematization, and Situated Learning in Online Professional Masters Courses( 2018-01-03)This paper presents a socio-cognitive view of collaborative knowledge-building in situated learning. We explore the modes of interaction encountered in an online, professionally-oriented graduate Project Management course, to understand how we can provide the conditions for vicarious and peer knowledge-building that situates learning within the context, cultural identity, and practices of real-world, professional work environments.
ItemLearning in the Wild: Coding Reddit for Learning and Practice( 2018-01-03)This paper introduces a -˜learning in the wild’ coding schema, an approach developed to support learning analytics researchers interested in understanding the different types of discourse, exploratory talk, and conversational dialogue happening on social media. The research examines how learner-participants (-˜Redditors’) are leveraging subreddit communities to facilitate self-directed informal learning practices on the social networking site. The coding schema is tested and applied across four -˜Ask’ subreddit communities (-˜AskHistorians’, -˜Ask_Politics’, -˜askscience’, -˜AskAcademia’). The research brings attention to how knowledge, ideas, and resources are being shared and supported outside the confines of traditional education and professional environments.
ItemYouth Data Literacy: Teen Perspectives on Data Created with Social Media and Mobile Devices( 2018-01-03)This paper examines how American teens conceptualize the term "data" in the context of social and mobile media like Instagram and Snapchat, or text messaging and cell phone video. Using interview and ethnographic data from a series of interviews with teens, 11 to 18 held in Pittsburgh, Pennsylvania public libraries over 2016-2017, we report findings about how teens learn about data through the use of social media platforms, the creation of mobile media, and the ownership of mobile devices; the implications that using networked platforms and wireless technology has for contemporary understandings of data literacy; and finally, what this means for teaching and researching the acquisition of data skills. The paper presents findings about how teens learn and acquire knowledge about the interactive and social processes of the data life cycle in public spaces and in online platforms, particularly learning about data awareness through sharing, aging, and owning mobile computing devices.