scholarly journals Is Social Software a New Mode of Second-Language Learning in the Information Age?

2020 ◽  
Vol 4 (2) ◽  
pp. 116-123
Author(s):  
H. B. PATEL
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Social Life ◽  
Social Software ◽  
Modern World ◽  
Learning Networks ◽  
Personal Learning ◽  
School Activities ◽  
The Matrix ◽  
Basic Characteristics

The basic characteristics of social media mirror much of the rhetoric and thinking aro-und educational reform in the modern world context. The basic cultural relevance of social media to young people enables them to learn how to bring their social life into the matrix of school activities. It also provides young learners with different audiences for different activities. Today, social media are probably the critical component in enabling individuals, both teachers and learners, to construct their own personal learning networks. Joining, building, growing and managing digital communities, whether relatively open or relatively closed, enables teachers and learners to connect with others with similar interests and to learn from other participants in those communities.

Female Saudi International Students Daily Practices on Social Media in Australia

2017 ◽  
Vol 5 (12) ◽  
pp. 39-77 ◽  
Author(s):  
Hanan MOHAMMED ALSHEHAB
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Social Life ◽  
English Language ◽  
Human Life ◽  
Structured Interview ◽  
Digital Identity ◽  
English Language Acquisition

The effect of Social Media (SM) technology on human life in the 21St century cannot be denied; the use of SM platforms can be seen in various fields, such as education, medicine, politics, social life, communication methods, and daily life. The research aimed to investigate SM’s impact on Female Saudi International Students’ (FSIS) English language learning and creation of identities. This study utilized a qualitative method to obtain in-depth knowledge of FSIS’ practices on SM and the effects on their learning and identity. The semi-structured interview was used to collect the data from eight FSIS. Thematic analysis was used to analyze the data. Three main themes were generated: FSIS’ daily practices, FSIS’ digital identity, and FSIS’languages on SM. The findings show that FSIS is active on SM, having accounts on different SM platforms. They communicate with people from Saudi Arabia and of different nationalities. Also, the findings assert that FSIS has a strong digital identity on SM. Moreover, the findings emphasized that using SM helps some of the FSIS to improve their English language proficiency. They use SM as a learning tool for English language acquisition. The limitations and the implications of the study are stated in the Conclusion. For further research, suggestions are made to investigate more phenomena regarding Saudis’ using of SM.

scholarly journals Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

2020 ◽  
Vol 88 ◽  
pp. 46-65
Author(s):  
Marija Stonkienė ◽  
Erika Janiūnienė
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Learning Environments ◽  
Media Content ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaborative Interaction ◽  
The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

Personal Learning Environments for Language Learning

2009 ◽  
pp. 451-471 ◽  
Author(s):  
Sarah Guth
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Learning Style ◽  
Information Overload ◽  
Social Software ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
The Right ◽  
Authentic Language

This chapter discusses the potential of social software and Web 2.0 tools to enhance language learning in a blended learning context. It describes an English as a Foreign Language course that introduces students to several Web 2.0 tools with the aim of helping them develop their own Personal Learning Environment. As students become familiar with the almost endless opportunities for accessing and participating in authentic language on the Web today, they must also learn to find appropriate resources, filter unsuitable materials, manage this information overload, and decide which tools best suit their own learning style. The chapter argues that accompanied with the right pedagogical approach, these tools enhance learning by allowing students to engage in self-directed learning and gain skills and resources that are transferable to their informal, lifelong language learning.

Virtual Learning Communities

2014 ◽  
pp. 599-619
Author(s):  
Patrícia Brandalise Scherer Bassani
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Learning Communities ◽  
Virtual Learning ◽  
Software Tools ◽  
Social Software ◽  
Learning Networks ◽  
Personal Learning ◽  
Collaborative Activities

This chapter presents a reflection on the use of social software tools to enhance the interaction between students, allowing the development of virtual learning communities in blended learning settings. The discussion about education in Web 2.0, learning through communities, personal learning environments, and social software tools are the basic concepts of this reflection. The results show the importance of five strategies to promote blended learning based on virtual learning communities. They are: the use of a pedagogical approach based on cooperation; the focus on the selection of learning spaces that promote the interaction between students; the mixing of oriented collaborative activities in the VLE and the promotion of the use of social software, articulating prescriptive learning systems and emergent learning networks; the use of Web 2.0 tools in a PLE perspective; and the use of folksonomies to follow up the contents students produce on the Web.

Virtual Learning Communities

2014 ◽  
pp. 1-20
Author(s):  
Patrícia Brandalise Scherer Bassani
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Learning Communities ◽  
Virtual Learning ◽  
Software Tools ◽  
Social Software ◽  
Learning Networks ◽  
Personal Learning ◽  
Collaborative Activities

This chapter presents a reflection on the use of social software tools to enhance the interaction between students, allowing the development of virtual learning communities in blended learning settings. The discussion about education in Web 2.0, learning through communities, personal learning environments, and social software tools are the basic concepts of this reflection. The results show the importance of five strategies to promote blended learning based on virtual learning communities. They are: the use of a pedagogical approach based on cooperation; the focus on the selection of learning spaces that promote the interaction between students; the mixing of oriented collaborative activities in the VLE and the promotion of the use of social software, articulating prescriptive learning systems and emergent learning networks; the use of Web 2.0 tools in a PLE perspective; and the use of folksonomies to follow up the contents students produce on the Web.

scholarly journals Death and the Spectacle in Television and Social Media

2018 ◽  
Vol 21 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Jon Stratton
Keyword(s):  
Social Media ◽  
Mass Media ◽  
Social Relations ◽  
Social Life ◽  
Modern World ◽  
Violent Death ◽  
Natural Death ◽  
Jean Baudrillard ◽  
Society Of The Spectacle ◽  
Symbolic Exchange

Social media are pervaded by death. This article utilizes ideas drawn primarily from the work of Guy Debord—the society of the spectacle—and Jean Baudrillard—his discussion of death in Symbolic Exchange and Death, to think through the significance of death on social media. Debord argued that the consequence of the ubiquity of the mass media, and television in particular, and their increasing imbrication with consumption capitalism, was that social relations are increasingly lived as spectacle. At the same time, in the modern world, death has become increasingly separated from life. No longer integrated into social life, death has become the feared and meaningless end of life, which is to be preserved at all costs. The death that is now meaningful is not “natural” death but violent death. Social media is full of unnatural deaths including beheadings and suicide. This article discusses the pervasiveness of these on social media.

scholarly journals Combining Chatbot and Social Media: Enhancing Personal Learning Environment (PLE) in Language Learning

2020 ◽  
Vol 5 (3) ◽  
pp. 487-506
Author(s):  
Nuria Haristiani ◽  
Mumu Muhamad Rifa’i
Keyword(s):  
Social Media ◽  
Social Network ◽  
Learning Environment ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Technology ◽  
Global Learning ◽  
Application Development ◽  
Personal Learning ◽  
Personal Learning Environment

Transformation of the global learning landscape in twenty-first century is shaped by the uptake of digital technology and social network applications, along with students’ alteration of characteristics, needs, and demands. As an attempt to integrate digital technology and social network application, this study aimed to develop a chatbot-based application integrated with social media LINE to enhance language learning, specifically for learning Japanese grammar. The application, namely Gengobot, is a chatbot-based grammar application, consisting of Japanese Language Proficiency Test Level 5 and Level 4 (N5 and N4) grammar materials in three language: Indonesian, English, and Japanese. This study applied design-based research method with Waterfall application development procedure, and a questionnaire to gather feedbacks from fifty-three students regarding Gengobot features and contents. Gengobot application was successfully developed using code igniter framework, MySQL database, and webhook to integrate Gengobot application with LINE messaging API. Application testing confirmed that Gengobot is successfully developed and operated properly. The students agreed that Gengobot materials and features considered to be adequate, useful, user friendly, and suitable to support language learning. Gengobot is also highly accessible since it is integrated to social media LINE, allowing students to adjust its use to their own learning preference and needs, which is suitable to enhance students’ personal learning environment.

Virtual Learning Communities

2018 ◽  
pp. 1140-1161
Author(s):  
Patrícia Brandalise Scherer Bassani
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Learning Communities ◽  
Virtual Learning ◽  
Software Tools ◽  
Social Software ◽  
Learning Networks ◽  
Personal Learning ◽  
Collaborative Activities

This chapter presents a reflection on the use of social software tools to enhance the interaction between students, allowing the development of virtual learning communities in blended learning settings. The discussion about education in Web 2.0, learning through communities, personal learning environments, and social software tools are the basic concepts of this reflection. The results show the importance of five strategies to promote blended learning based on virtual learning communities. They are: the use of a pedagogical approach based on cooperation; the focus on the selection of learning spaces that promote the interaction between students; the mixing of oriented collaborative activities in the VLE and the promotion of the use of social software, articulating prescriptive learning systems and emergent learning networks; the use of Web 2.0 tools in a PLE perspective; and the use of folksonomies to follow up the contents students produce on the Web.

scholarly journals PLE & PLN FOR LANGUAGE LEARNING AND TEACHING: A CASE STUDY

2016 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
LETIZIA CINGANOTTO ◽  
DANIELA CUCCURULLO
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Formación Permanente

Los recientes desarrollos de las tecnologías de aprendizaje están facilitando un cambio significativo en la experiencia formativa. El objetivo de este trabajo es explorar el potencial de los PLE (Personal Learning Environments) y de los PLN (Personal Learning Networks) a través de la descripción de un caso de estudio sobre una iniciativa de formación online: una respuesta innovadora a la gestión integrada de la "formación permanente" para la enseñanza de idiomas. El caso de estudio se refiere a una iniciativa online desarrollada a nivel internacional en 2012 y dirigida a profesores, formadores y educadores de todo el mundo, apasionados del aprendizaje de idiomas, utilizando tecnologías. Los autores planearon y moderaron una prueba de cinco semanas durante el "EVO 2012" (Electronic Village Online), ofreciendo una oportunidad libre para discutir y compartir ideas, prácticas y experiencias gracias a encuentros sincronizados en la plataforma Moodle, a través de videoconferencias con expertos internacionales y herramientas de trabajo asíncronos. El objetivo principal fue promover la conciencia de este tema, acompañando a profesorado y formadores en la explotación de las potencialidades de los PLE y de los PLN en clases de inglés para fines específicos (EFL en sus siglas en inglés).

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