Social Technologies for Learning
Course code
KAN6088.HR
old course code
Course title in Estonian
Sotsiaalne tarkvara õppimise toetajana
Course title in English
Social Technologies for Learning
ECTS credits
6.0
approximate amount of contact lessons
60
Teaching semester
autumn - spring
Assessment form
assessment
lecturer of 2018/2019  Spring semester
lecturer not assigned
lecturer of 2019/2020  Autumn semester
lecturer not assigned
Course aims
To create opportunities for acquiring the know-how needed to use social software, including e-learning, and to support the development of knowledge and skills to use the opportunities of social software in teaching.
Brief description of the course
Topics covered on the course: the basics and principles of e-learning, social software as an opportunity for e-learning, possibilities of implementing social software to support learning, the student and learning in an e-learning environment and understanding emotions related to learning, personalised learning environments, understanding the stages of e-course study design and its application in shaping the learning process.
Independent work
E-course project
Learning outcomes in the course
The student: - understands social software and the nature of e-learning.
- is aware of how to implement different possibilities of social software to support learning. - understands the characteristics of learning in an e-learning environment. - is an active user and developer of the various learning environments of the course.
Assessment methods
Examination
Teacher
Lektor Marin Johnson
Study literature
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8.

Fee, K. (2009). Delivering e-learning: a complete strategy for design, application and assessment. London: Kogan Page.

Lee, K., Williams, M. K., & Kim, K. (2012). Learning through social technologies: facilitating learning experiences with Web 2.0 social media. In Society for Information Technology & Teacher Education International Conference , 2012(1), 560-565.

Siemens, G. (2014). Connectivism: A learning theory for the digital age.

http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf

Stein, D. S., Wanstreet, C. E., & Calvin, J. (2009). How a Novice Adult Online Learner Experiences Transactional Distance. Quarterly Review of Distance Education, 10(3), 305-311.

Zembylas, M. (2008). Adult learners' emotions
Replacement literature
Anderson, T, Elloumi, F. (Ed.) (2005) Theory and Practice of Online Learning. http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf

Garrison, D. R. (2003) E-learning in the 21st century: a framework for research and practice. London: Routledge/Falmer.

Horton, W. K. (2006). E-learning by design: Pfeiffer & Co.

LeNoue, M., Hall, T., Eighmy, M.A. (2011). Adult Education and the Social Media Revolution. Adult Learning, 22(2), 4-12.

Niess, M., Gillow-Wiles, H. (2013) Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory The International Journal of E-Learning & Distance Education, 27(1). http://www.ijede.ca/index.php/jde/article/view/831/1473

Selwyn, N., Gorard, S., Furlong, J. L (2006) Adult learning in the digital age: information technology and the learning society. London: Routledge.

Ajalkirjad:

Journal of Open and Distance Learning (EURODL)

International Review of Research in Open and Distance Learning

Journal for Asynchronous Learning Networks

Journal of Distance Education