sociallearning

by Clint Lalonde on Camosun

Camaraderie can be potent

I love this phrase “coaxing serendipity” as a way to describe the process that results when a loosely structured informal social environment of like minded people occurs. I’ve experienced this kind of serendipity in my own learning as a result of the loose connections I make using social networks.

I don’t think these informal salons are something that are necessarily exclusive to the domain of artists or cultural creatives, but rather any type of CoP or NoP where a common practice occurs. Same thing with the tip on making it ridiculous – not something I think is crucial, but I agree that loose and fun will win out at the end of the day.

via Chris Lott http://sparkies.chrislott.org/post/3833957282/coaxing-serendipity

Amplify’d from the99percent.com
The establishment of informal “salons” or “circles” of artists or cultural creatives dates back to the Ancient Greeks and is a common feature of several touchstone cultural movements from impressionism to abstract expressionism to beat poetry.  The free-flowing exchange of ideas in a social setting serves to encourage deeper thinking, challenge assumptions, and expand resources – crucial aspects of any creative career. 

Furthermore, a consistent regular forum for discussion acts as a method to “coax serendipity” or encourage chance overlaps that lead to something exceptional: an idea that turns into a novel, the mention of a name that turns into a mentor, an acquaintance that becomes a star client.
A few tips on coaxing serendipity
1. Gather the right people.
2. Don’t dwell on making history.
3. Keep the agenda loose and social.
4. Establish consistency.
5. Keep it ridiculous.
Camaraderie can be potent.

Read more at the99percent.com
 
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by Clint Lalonde on EdTech, Social Networks

3 research studies on potential advantages of using Twitter in the classroom

Three academic studies are cited in this article about Twitter, and how it can increase student engagement, enhance social presence, and help develop peer support models among students through the formation of personal learning networks.

Amplify’d from spotlight.macfound.org
A small but impressive study of students at Lockhaven University in Pennsylvania found that those who used Twitter to continue class discussions and complete assignments were more engaged in their classwork than students who did not.

Four sections (70 students) were given assignments and discussions that incorporated Twitter, such as tweeting about their experiences on a job shadow day or commenting on class readings. Three sections (55 students) did the same assignments and had access to the same information, but didn’t use Twitter.

In addition to showing more than twice the improvement in engagement than the control group, the students who used Twitter also achieved on average a .5 point increase in their overall GPA for the semester.
An earlier study [pdf] by Joanna C. Dunlap and Patrick R. Lowenthal from the University of Colorado at Denver found that Twitter was able to “enhance social presence” and produce other instructional benefits in an online course.

Another experiment into the use of social media at the University of Leicester found that tweeting helps to develop peer support among students and personal learning networks and can be used as a data collection tool. Read a more detailed description of the experiment here. [via Faculty Focus]

Read more at spotlight.macfound.org
See this Amp at http://amplify.com/u/aoc7q