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Scaffolds not handcuffs: Bringing Social Media into the Instructional Design Mix
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, Curtin University, Australia ; , Wayfinder Education Group, Canada ; , Athabasca University, Canada

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

This paper presents an outline of 10 design principles that will be used to frame a case study examining the use and design of education experiences that incorporate social media tools. Educational designers have begun to adopt some of the newest digital literacy technologies and several are becoming mainstream (Hovorka & Rees, 2009) such as assessment and use of tools for social networking, online collaborations, and media sharing. However, there is much confusion around how and for what purposes social media should be incorporated into educational designs (EdMedia, 2012). The results of this practitioner review are a conceptualization of best practices using social media tools to deliver higher education. In theory, social media tools can be used to support the personalization and learner-to-learner interactions. In practice, social media tools have particular strengths in being able to provide discourse, collaboration, and connections outside the classroom.

Citation

Ostashewski, N., Reid, D. & Dron, J. (2013). Scaffolds not handcuffs: Bringing Social Media into the Instructional Design Mix. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2199-2204). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 1, 2023 from .

© 2013 Association for the Advancement of Computing in Education (AACE)

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