Assignment #3: Social Media in Adult Education AEDT 562 Duke Li, Leanna Patricio, Katie Pinney, and

Chanell Sagon Seattle University December 5, 2013

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Social Media in Adult Education Technology has revolutionized adult and continuing education in that there are more things to be learned by adults and more ways in which to learn them (Bennett & Bell, 2010, p.416). Social media is a revolution in and of itself both in and outside of the field of education. Social media, defined, are Internet applications that support the interaction between mobile devices and the internet, and allows interactivity between the user, the web, and the tool itself (OReilly, 2005) and is compromised by tools that support learner-choice and self-direction (McLoughlin & Lee, 2007). It is a new genre of distance education that supports the delivery and engagement with content and people from across the globe. Learning through social media is largely unknown and represents a new era of research for adult educators. In this paper, we will explore social medias importance to adult educators, how social media impacts daily practice and program implementation, how adult educators are using this new genre, and the ways social media is impacted by important topics in adult education. Social Medias Importance in Adult Education Social media has been a bridge that connects people around the world. Creating an academic cyber-space through social media has become a popular option for people to access or continue their education. Through the easy access of endless information and people, it is no surprise that adult educators are beginning to notice its impact on education. Compared with the traditional classroom setting, online education and social media provides learners with an opportunity to accomplish their education based on their individual needs, as well as through and with the interaction of others in online. Due to its convenience and effectiveness, learners are more willing to share their concerns, experiences and viewpoints in their learning progress. Moreover, for some marginalized identities, learning through social media may increase chances to share opinions with others because of its anonymity, and also encourage them to contribute to their learning progress. People may feel more empowered to strive for their rights and help others understand and listen to diverse voices. Building a well-organized online learning environment through social media could not only reduce the discrimination and biases for marginalized groups, but also extend the values of social justice to make sure everyone involved has the same right and access to education. As technology has become ubiquitous nowadays, learning and acquiring knowledge through social media has also turned into an available passage for people. Due to the increasing frequency of Internet usage, there have been advantages and disadvantages that have accompany this trend that both adult learners and educators have to be aware of. According to Palloff and Pratt (1999), there is a great deal of room for students to explore the content collaboratively or to pursue their own related interests. No longer is there a unidirectional imparting of knowledge by an expert on a particular topic. No longer is there a necessity for courses to be placed or time-based (Palloff & Pratt, 1999). As technology evolves, students no longer need to go to an actual classroom to learn. Rather, they can access a learning environment through a computer. Students may not need to be enrolled in a formal program to learn a new skill. They can simply learn through YouTube. In his article, Beyond 2020: Envisioning the Future of Universities in America, Box (2009) suggests the ways that education could be changed to benefit people with technology. For example, several short, week-long online could be offered for

SOCIAL MEDIA IN ADULT EDUCATION people who have to work. Also, offering online tests could evaluate students learning progress (p. 105). Both examples are good practices and opportunities for technology to lead a new way for educating. However, because the internet has become the main source for information gathering, and people are realizing that other traditional ways of gathering information more expensive and time consuming. Don Fallis (2007), the author of "Epistemic Value Theory and the Digital Divide," suggests that access to information technology is now a basic human right, and that amongst all the valuable resources the internet has to offer, "the principle value of access to information technology, however, is that it leads to knowledge," (p. 31). People who have access to technology, especially through formal distance education, have an absolute advantage over those who with little or no access. Eventually, the gap will be increasing further through learning via social media, rather than reducing it (p. 38). How Social Media Impacts Practice and Program Implementation Technology-enhanced learning environments offer a space for the creative delivery of education and educational tools. In online education, there is a need for delivery systems that maximize learner independence and freedom (LeNoue, Hall, & Eighmy, 2011). While the need for creative and adaptable learning environments is a hot topic in adult education, and more specifically in online education, the implementation and sustainability of various tools has impacts on adult educators and programs. Learning Management Systems (LMS) have been a great way to integrate geographically dispersed learners, however; they tend to be institution- and content-centric(LeNoue, Hall, & Eighmy, 2011) and typically do not support students who are self-governing, and those who benefit from problem-based activities. More so, they are designed for the management and delivery of learning. The incorporation of social media into online courses and course design can support the need for further integration and collaboration of students in online education, without having the need for specialized program knowledge. Social media is easy and user-friendly and offers an array of networking and learning opportunities for students. According to Bennett and Bell (2010), adult educators are in a unique position to support learners through a variety of experiences, whether it is intrinsic, social or virtual. Naturally, technology will be a significant part of that support. Social media acts as an additional element to facilitate a unique kind of learning; it does not replace good teaching. Instructors using this in their classrooms must be committed to accommodating the needs of a diverse student population and be equipped to adapt to the ever-changing technology demands. In higher education today, adult learners are looking for greater autonomy, connectivity and socio-experiential learning. They want to control their learning environments, and crave instant access to content and knowledge that the Internet provides. Identifying, creating, or linking learners with any opportunity for them to share what each brings to learning expands their opportunities and improves their experiences (Burgess, 2009). Ongoing interaction among and between participants is vital to building community in an online environment. Social media and social networking provide this outlet. The success of sites such as Facebook, YouTube, and LinkedIn may be due to the idea that membership in networks is fluid (Bennett & Bell, 2010). Social media that have been chosen by instructors will play a dominant role in not only establishing, but also shaping the interactions among participants (LeNoue, Hall, & Eighmy, 2011). In an opinion article (Evolllution, 2012), Ava Arndt, an instructional

SOCIAL MEDIA IN ADULT EDUCATION designer at the University of California, expresses that her experience in teaching with social media is valuable to the overall student engagement. She attributes high student engagement to the following factors: 1) low learning curve due to the user-friendly nature of social media sites, 2) familiarity of people in course through the creation of a personal profile, 3) student ownership of ideas and conversation, 4) high engagement with other participants in course and 5) the ease and speed of conversations, questions, and comments being addressed by others and the instructor. In addition to the positive impacts social media has on adult learners, adult educators need to be aware of potential barriers the incorporation of social media in courses may have on students. Such barriers include access to technology, experience with technology and social media, and confidentiality within social media. Instructors must analyze the ways in which the barriers effect students in their classrooms, and be able to provide ways to succeed and overcome these barriers. In terms of access, it is critical that instructors do not assume that students have the available technology and experience with it. In an online learning environment, it is mandatory that students have access to a computer and the Internet in order to succeed in that type of environment. This may seem like an obvious assumption, but in some cases it could be overlooked. For instance, at a college where classes are offered both online and in-person, there needs to be public technology access sites available for students such as the college library, public library, community center, and neighborhood schools. Instructors must also not assume that students are familiar with the particular social media site they are using. Early on in the course, instructors must provide a clear explanation of how to use the social media site, as well as provide handouts for reference (Burgess, 2009) in order to engage multiple learning preferences. How Adult Educators Use Social Media The social media trend has transformed itself into a continually popular tool in adult education programs and classrooms. How to utilize social media and mixed technology has become the forefront of college and university research. Also known as the new Web 2.0, social media is a movement focused on technologies that engage the user (DePetro, 2009, p. 1) and applies different forums to create variations for the student to learn material, and also provides them with diverse levels of engagement in and outside of the classroom. To successfully utilize this knowledge and understanding of Web 2.0 in the classroom, adult educators must recognize different functionalities of the software(s) and applications, and the tools that are used to access them. Social media or software such as Google Plus, Wikipedia, Facebook, and Twitter can be used to create interactions among different types of learning groups, can be accessed using multiple devices (tablets, cellphones, laptops, desktops, etc.), and creates unique visibility for all its members within the learning community. This is what DePetro (2012) would describe as the Participatory Pedagogy. The educator and facilitator of the adult learning community must adapt this principle within the course both in and outside of the formal classroom. This process is broken down into five steps: 1) to require students to use their devices to access social media, in and outside the classroom, 2) to present course material and have students interact with it using their devices, 3) while students are interacting with the presented material, note their exhibiting behaviors/responses/feedback, 4) record these behaviors

SOCIAL MEDIA IN ADULT EDUCATION that address their problem-solving techniques, their contribution of ideas, and how they respond to this type of learning, 5) ultimately, this creates the social media infused learning curriculum (DePetro, 2012). Examples of this type of learning are evident based on Tsouvalas (2012) analysis of a study by the University of Massachusetts, Dartmouth, led by Dr. Nora Barnes. In a proportional sample of schools in all 50 states, research showed that 61% of the responding colleges and universities use some form of social media. They include a variety of best practices such creating a Google Alert, a system that informs/alerts if anyone writes blogs, comments or posts videos about your school name. Universities are using Twitter to respond to community questions, research topics, discuss issues that matter, as well as staff are making their professional social media profiles available to students by putting a link in their email signatures to engage students and learning communities in conversations. These best practices, and many more, create the customization of learning processes for students. The use of social media creates different elements of the curriculum, mixing formal, informal, and information-based models of learning in and out of the traditional classroom setting. How Social Media is Impacted by Topics in Adult Education This quarter we focused on the various elements of adult education and how the field has come to where it is today. We have looked at many readings that connect to the impact of new technologies in adult education and, specifically, these readings have allowed for us to reflect on the importance of being open to innovations and practices in response to society's needs, and the needs of adult learners in particular. Starting with the history and working forward, the final question comes into play: Where do we go from here? With accessibility and equity at the forefront of the field, adult education is now posed with a challenge for how it will meet the needs of a diverse group of adult learners with new technologies and evolving social systems. Using social media and networking in adult education can help to bridge that gap. Understanding that the adult learners identities are already well-shaped by the time they are taking part in an adult education setting, it is vital that the adult learner is able to uphold their multiple identities whether or not they are physically in a classroom setting. Boucoulavas and Lawrence (2011) focus on adult learning theories and, in particular, the Social Role Theory. The Social Role Theory was developed by sociologists to explain the way that one's social and emotional involvement help to shape identity and promote engagement in education. The chapter states that participating in a social role necessitates both identification of the role one occupies and identification with the role by investing it with intrinsic self-meanings (p. 51). Exploration of identities and meanings should be a natural part of the learning process; by understanding what role your identities play in society can impact your life as well as the lives of others. It is important that adult learners understand and embrace their identities in relation to the larger society. Archer and Garrison (2010) continue this idea of social role and relate it to online learning in chapter 20. In this chapter, the Community of Inquiry Theory is used to describe three fundamental components of distance education: social presence, teaching presence, and cognitive presence. Based on this theory, the authors state that creating and maintaining a social presence in an online educational setting would contribute to the

SOCIAL MEDIA IN ADULT EDUCATION creation and sustainability of the community (p. 324). The type of community formed in the physical classroom can be sustained in an online classroom as well. Social media can ensure that this happens as individual students are challenged to project real people even though face-to face interactions are not taking place. Social media provides an outlet for giving a voice to the virtual student, and with the use of avatars, photo and video uploading, and discussion boards, social media can act as an extension of the physical student and can be the element needed to ensure this part of the theory is enacted successfully. Social media is now a common tool used for such interactions to take place, and can allow for adult learners to come to an understanding of their social roles and identities from a local to global scale, since the social media reach is extensive. Another way this quarter has impacted our understanding for social media in adult learning is that it was a significant element of this course. From our research, we have found that the use of social networking sites is on the rise as a communication tool for both in-person and online education, formal and non-formal. The required use of Wikispaces in AEDT 562 is a prime example of how the social media component can help with collaboration and discussion in an in-person class setting of adult learners. However, with the use of technology in the classroom come questions of access and participation. Sandmanns (2010) chapter of the textbook looks at adult learners in fouryear colleges and universities similar to our own experiences in this class, and one section describes the increase in technologies across the board. As mentioned previously, accessibility to social media and other online technologies is a key factor that can contribute to an adult learner's success in a course. This chapter states institutional or individual lack of access to the latest hardware or software is creating a new form of disadvantaged student (p. 226). We have previously suggested that aside from financial accessibility to technologies, the learning gap for adults who have not grown up with such technologies is also a barrier to overcome. Overall, this course has managed to provide for us a true experience of using social media as an integral part of the learning experience. Another theme discussed in class was of place and space. Nesbit and Wilson (2010) describe place as something that quite literally just is (p. 391). With social media, there is no literal place to meet. We took some time during the classroom conversation to talk about place and space in an online environment. Discussion around Western versus Eastern ideas of place, and how being displaced can affect the adult learner came to mind. We also talked about how continuing familiarities from the in-person place was of the utmost importance in the social media space to provide some sort of comfort and ease with the new environment. Conclusion All of these pieces from class readings and discussions have managed to come together to give our group real-world understandings for our research, and the impact this course has had on our project is immense. Thinking about where adult education will go from here, it is easy to assume that the answer can lay in technologies and connecting individuals worldwide through social media; for real social movements to take place, we have learned that there is power in numbers. While initially connecting to individuals worldwide can be relatively easy through the use of social networking, the question still remains around who will be sit at the virtual table. For adult education and social media, the next challenge will be to make sure that in the virtual setting, authentic identities and

SOCIAL MEDIA IN ADULT EDUCATION realistic conversations can still take place, and that tangible action can also be made as a result. References Archer, W. & Garrison, D. R. (2010). Distance education in the age of the internet. In Kasworm, C. E., Rose, A.D., & Ross-Gordon, J. M. (Eds.), Handbook of adult and continuing education (pp. 317-326). San Francisco, CA: JosseyBass. Arndt, A. (2012, December 7). How social networks can positively impact the experience of adult learners. The Evolllution. Retrieved from www.evolllution.com/program_planning. Barnes, N & Lescault, A. (2011) Social media adoption soars as higher-ed experiments and reevaluates its use of new communications tools. University of Massachusetts Dartmouth, 1-11. Bennett, E. E., & Bell, A. A. (2010). Paradox and promise in the knowledge society. In Kasworm, C. E., Rose, A.D., & Ross-Gordon, J. M. (Eds.), Handbook of adult and continuing education (pp. 411-420). San Francisco, CA: JosseyBass. Boucouvalas, M., & Lawrence, R. L. (2010). Adult learning. In Kasworm, C. E., Rose, A.D., & Ross-Gordon, J. M. (Eds.), Handbook of adult and continuing education (pp. 35-48). San Francisco, CA: Jossey-Bass. Box, J. (2009). Technology Today and Tomorrow. In Darden, M.L. (Ed.) , Beyond 2020: Envisioning the future of universities in America (pp. 99-112). Lanham, MD: Rowman & Littlefield Publication. Burgess, K. R. (2009). Social networking technologies as vehicles of support for women in learning communities. New Directions For Adult & Continuing Education, (122), 63-71. doi:10.1002/ace.335 DePeitro, P. (2012). Transforming education with new media: Participatory pedagogy, Interactive Learning and Web 2.0. International Journal of Technology, Knowledge & Society. 8(5), 1-11. Fallis, D. (2007). "Epistemic value theory and the digital divide" in Rooksby, E. and Weckert, J. (Eds.), Information Technology and Social Justice (pp.29-46). LeNoue, M., Hall, T., & Eighmy, M. A. (2011). Adult education and the social media revolution. Adult Learning,22(2), 4-12. McLoughlin, C., & Lee, M. J. W. (2007) Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In LeNoue, M., Hall, T., & Eighmy, M. A., (2011). Adult education and the social media revolution. Adult Learning,22(2), 4-12. Nesbit, T. & Wilson, A. L. (2010). Class and place in adult and continuing education. In Kasworm, C.E., Rose, A.D., & Ross-Gordon, J.M. (Eds.), Handbook of adult and continuing education (pp. 389-397). San Francisco, CA: Jossey-Bass. OReilly, T., (2005). What is Web 2.0: Design patterns and business models for the next generation of software. In LeNoue, M., Hall, T., & Eighmy, M. A., (2011). Adult education and the social media revolution. Adult Learning,22(2), 4-12.

SOCIAL MEDIA IN ADULT EDUCATION Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. Pratt. K, & Palloff. M. (1999). What we know about electronic learning. Building learning communities in cyberspace, (1st Ed), San Francisco. CA: JosseyBass. Rutledge, C. M., Renaud, M., Shepherd, L., Bordelon, M., Haney, T., Gregory, D., & Ayers, P. (2011). Educating advanced practice nurses in using social media in rural health care. International Journal Of Nursing Education Scholarship, 8(1), 1-14. Sandmann, L. R. (2010). Adults in four-year colleges and universities: Moving from the margin to the mainstream?. In Kasworm, C. E., Rose, A.D., & Ross-Gordon, J. M. (Eds.), Handbook of adult and continuing education (pp. 221-230). San Francisco, CA: Jossey-Bass. Tsouvalas, D. (2012) Social media in action and what you can do today. Journal of College Admission 216, 29-30.

Grading Elements for Assign. 3: Emerging Trend in Adult Education Criteria Comments 1. A clear explanation of the topics importance to adult educators 2. Clear descriptions of the ways in which this topic is impacting both daily practice among adult educators and overall program implementation in adult education 3. Clear analysis of the implications of the topic for adult educators and to each person on the team personally 4. Detailed descriptions of the ways in which this topic is impacted by the concepts which we discuss in the course (with references to course readings and discussions) 5. Readability and mechanics (appropriate APA form for the written component and clarity and focus of the kiosk)

(Points: /250) Available Points Points Earned See the notes above this section 70 75 seems to be still in progress See notes above 50 50

See notes above. One problem: I dont see where youve each situated yourselves in relation to this topic, as required by this criterion See notes above

70 75

25 25

See notes above 25

20

Total: 235 Grade: A-

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