The table below from Baird & Fisher (2006) describes Malcom Knowles five learning assumptions of adult learners. Based on these assumptions, we can draw conclusions on how learning (formal or informal) through social media in the digital age can benefit adult learners.
Self-concept | As a person matures, his self-concept moves from one of being a dependent personality toward one of being a self-directed human being. |
Experience | As a person matures, she accumulates a growing reservoir of experience that becomes an increasing resource for learning. Information that has little “conceptual overlap” with what is already known is acquired slowly. |
Readiness to learn | As a person matures, his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. |
Orientation to learning | As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. |
Motivation to learn | As a person matures, the motivation to learn is internal; protecting one’s self-concept and/or self-esteem are strong motivators to acquire new information. |
Social media is a form of media that allows for humans to create relationships and build trust in an online platform (Safko, 2010). Social media sites encourage the idea of produsage (production and usage), community based sharing and personalization (Kiviniem & Kurkela, n.d., McLoughlin, 2008). This means that users can collaboratively produce content and view content made by others. Whole communities can be involved in content production through collaborative efforts, sharing information/knowledge on online social media sites. Social media can be used in both informal and formal settings by both adults and youth (Kiviniem & Kurkela, n.d.). Learning through social media is a social constructivist form of learning and approach (McLoughlin, 2008). Communities of practice are formed on online social media sites when people that have similar interests aggregate. Participants within communities of practice can share their experiences, knowledge and information via online communities. They can be built in a formal setting but many form informally and evolve through social interaction. Virtual communities of practice (VCoP) is the term that describes online communities of practice. VCoP can support both formal and informal learning. Social media in formal educational settings encourages collaboration, communal knowledge construction and cooperation. Social media gives learners an opportunity to manage their learning environment and direct their learning. These communities can also help to connect people regardless of geography. Social media sites are self organized when users sign up for informal purposes. This connects to Knowles assumption that adult learners are self directed. Many of these VCoPs are created based on hobby interests and users gather to find information and experience from likeminded individuals. Safko (2010) identifies 15 different social media categories. We have taken 10 of these categories and briefly summarized them below.
Social Networking
Social networking sites allow people to communicate, share thoughts, ideas and experiences with others. This encourages connections with others, trust and allows individuals to learn from each other.
Publishing
Social media sites allow individuals to be published in a variety of methods. These include but are not limited to: blogs, wikis, text messaging, photo and video sharing.
Photo Sharing
Photo sharing social media websites such as Flickr, Picasa, Smugmug and Photoswarm allow users to upload and share their photos. Users share them with their community online and are thus networked and engaged in conversation.
Video/Audio
Social media sites such as YouTube and Soundcloud allow for music (or videos) to be uploaded that can be shared with the community. Video sharing allows for the use of audio and graphics which can appeal to many learning styles. Through video and audio, we can share a variety of experiences and knowledge with our community. This is also a form of creative expression.
Microblogging
Social media websites such as Twitter and Yammer allow for short spurts of communication and correspondence. Users can type short bits of information onto these sites that can be shared with the respective community.
Livecasting
Livecasting sites such as uStream’n allow for users to broadcast video live.
Virtual Worlds
Virtual worlds such as Second Life can be used to meet online and can be a tool for collaboration or dialogue.
Productivity Applications
Productivity applications such as Google Docs or Dropbox allow for peers to share work, documents and manage events. Users can use these tools to work collaboratively.
Aggregators
Aggregator sites such as iGoogle can help users organize and aggregate all their information on one page. This page can contain nuggets of information from their favourite blogs, web pages, news, photos and videos.
RSS
RSS stands for really simple syndication. RSS feed notifies users of new content on their favourite sites. RSS feed can be aggregated from blogs, webs pages etc.
Androgogy is based in self directed learning and it is important for instructors to know the background and prior experiences of the learners. Adult learners are interested in learning material that is relevant and applicable to their lives, work or hobbies. Vygotsky states that cognitive development reaches full potential when the learner is social interacting and engaged (Baird & Fisher, 2006). Social learning theory emphasizes that the best behaviours related to learning are when learners interact with people and the online environment (Tu, 2000). This is a key component of connecting adult education to learning using social media. Social media sites can be used to guide and mediate learning while the learner has control of their learning. In addition, social learning environments can increase and vary the variety of skills of a community through collaboration. It is important for educators or instructors to ensure that the use of social media must be effectively connected to the course’s learning outcomes and curriculum (Baird & Fisher, 2006). Educators must also be able to train learners within online communities in order for collaborative learning to be effective (Tu, 2000). “Self directed learning communities” can provide learners with a community of engaged individuals, a platform to receive feedback and encouragement as well as an area to collaborate/gather a network of information (Baird & Fisher, 2006). If feedback and timely responses are not provided within the social online environment, students can feel detached and can result in less interaction (Tu, 2000).
References
Baird, D.E. & Fisher, M. (2006). Neomillennial user experience design strategies: Utilizing social networking media to support “always on” learning styles. Journal of Educational Technology Systems, 34(1), 5-32.
Kiviniem, K. & Kurkela, L. (n.d.) The Role of Social Media in Informal and Formal Learning. School of Vocational Teacher Education, School of Engineering, 1-6.
McLoughlin, C.(2008). Mapping the digital terrain: New Media and social software as catalysts for pedagogical change. Ascilite Melbourne, 641-652.
Safko, L. (2010). The Social Media Bible: Tactics, Tools, and Strategies for Business Success, 2nd Edition. New Jersey: Wiley.
Tu, C. (2000). On-line learning migration: from social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23, 27-37.
