Social media at the OU

Notes from OU eLearning Community event, 17 February 2009

Sarah Davies and Ingrid Nix are organising the events for the first part of this year.

New eLearning Community Ning site.

Social learning objects and Cloudworks – Chris Pegler

Juliette Culver is the developer of Cloudworks.

Chris draws a distinction between ‘social object’-oriented networks – delicious, Flickr etc where there’s a (learning?) object and more ‘ego-centric’ networks where it’s people connecting to people – e.g. Facebook, LinkedIn, etc.  Engeström claims that “social networks consist of people who are connected by a shared object”. Hugh McLeod “The object comes first”.  Martin Weller along these lines too.  You need something to talk about.

Cloudworks – supports finding, sharing and discussing learning and teaching ideas, experiences and issues. In alpha at the moment. Working well at conferences/events to use as a site for storing discussion and debate.

Wants to see  more social conversations around reusable learning objects (RLOs) – metadata.

The OU in Facebook – Stuart Brown and Sam Dick

Almost all of the room are on Facebook, fewer fans, only 3 or so have the OU Facebook app.

8.5m unique users (accounts) in the UK. Top or second-top site in OU. About 5000 studying/graduated from the OU. Bit report – New Media Consortium/Educause Horizon Report – “Students and faculty continue to view and experience technology very differently”.

Many motivations for OU in FB. Open University page.

Open University Library – set up a Facebook page. A lot of their Wall traffic (biggest focus) is students looking for others on the same course. Is it a failure of our official web presence/support systems? Or is it understandable that they want a non-official/personal route?  Survey of students – bimodal, some really keen on FB, some really hate it.  Forum gets traffic too, building up started by students. Analytics (Facebook); 66% female 34% male. (Meta-comment: Facebook does age segmentation 13-17, 18-24, 25-34, 35-44, 45+! Rather lower-focused than many.)

Future plans: staff profiles, resource, helpdesk online chat, find/recommend resources. OU Library alreayd has an iGoogle gadget for searching the catalogue; want to embed in Facebook.

OU profile page – (possibly) biggest UK university page, >15,600 fans.

OU Facebook apps: My OU story (283 users). Course Profiles (6,222 users – something like 5% of current students, I’d guess).  Course Profiles helps with the “who’s studying/has studied course X” issue – can specify previous courses studied, current, future plans. Each course gives you: course details, find a new study buddy, your friends on the course, recommend to a friend, OpenLearn content, comments Wall. My OU Story – mood update, gives you mood history graph too. Post ‘Story’ which is a comment on how you’re doing.

Useful page showing all places where the OU wants to have a conversation with people – i.e. social networks with an OU presence: Platform, OU podcasts, iTunesU, Facebook, YouTube, OpenLearn, Twitter, Open2.net, Course Reviews.

Data from Facebook apps is available for analysis … Tony Hirst is custodian (of course).

OU online services have a coordinating set of pages.

Setting up a social community site (Ning and Twitter) – Sarah Davies

Again with the division of social networks: object-centric, ego-centric, white-label.

Object-centric: Flickr, delicious, SumbleUpon, digg, imdb, LibraryThing, Meetup, SecondLife, World of Warcraft. Ego-centric: Myspace, Facebook, Bebo, LinkedIn. White-label: Ning, Elgg.  But categories are blurred.

Review of typical features of sites.  Analysis of sites as communities of practice – Lave and Wenger – Peripheral (lurker), inbound (novice), insider (regular) boundary (leader), outbound (elder).

Twitter overview. Tag tweets with #elcommunity to appear on eLC Ning site.

Ning overview. Demo of new eLearning Community Ning site. Originally set up for talk for ALs on Web 2.0 tools.

Work/social life mix. Intrusion/time intensity. Balance/tradeoff between VLE/OU-hosted stuff and external services.

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Author: dougclow

Academic in the Institute of Educational Technology, the Open University, UK. Interested in technology-enhanced learning and learning analytics.

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