27: Social Media for Adult Online Learners and Educators
- Page ID
- 88126
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 27.1: Introduction
- This page covers the integration of social media in e-learning for adult learners, highlighting the importance of adult learning theories and considerations for online language education. It discusses the evolution of social software like blogs and wikis that promote collaborative learning, emphasizing the need for educators to select tools based on pedagogical needs and audience. Ultimately, it underscores that effective technology use can enhance lifelong learning experiences.
- 27.2: Going or Gone Mainstream
- This page explores the evolution of blogging and wikis as vital tools for online learning and collaboration. It outlines how blogging emerged in the late 1990s as a platform for personal expression and educational integration, while wikis, developed in the mid-1990s, promote collaborative content creation with version histories.
- 27.3: Why Social Media for Adult Learners?
- This page highlights the significance of lifelong learning for adults today, focusing on practical, efficient online education. It addresses the unique challenges adult learners face, such as time limitations and privacy issues, and stresses the need for educators to adopt technology that supports a learner-centered approach.
- 27.4: Adult Language Learners
- This page highlights the significance of English for working adults and the growing trend of e-learning as a practical alternative to traditional education. It emphasizes the need for online educators to apply andragogy principles, acknowledging adult learners' requirements for purpose, relevance, and self-direction.
- 27.5: Online Pedagogy - Best Practice and Theories
- This page outlines effective online teaching practices grounded in established learning theories. It delves into Bloom's revised taxonomy, detailing levels from remembering to creating, and Gagne’s instructional design principles, which guide e-learning from engagement to retention.
- 27.6: Social Network Blogs with the Working Adult Learner
- This page examines the impact of social media, especially blogs, on lifelong learning by providing flexible, personalized environments that enhance community engagement and language education. It highlights the collaborative nature of blogs, which allow content editing and peer interaction, while noting their lack of some traditional LMS features.
- 27.7: Summary
- This page highlights the importance of users in Web 2.0, especially in social media, which enhances connectivity for working adult learners. It illustrates how these platforms aid in developing language skills and provide a technology cluster tailored to learners' needs. The online environment promotes engagement through discussion and collaboration, enabling adult learners to create personalized learning experiences.