a French view

Education is no more restricted to institutions. We learn in multiple ways, either from traditional settings at school, group discussions on Facebook, or How-To's videos on YouTube. Thus, why not mix both and take advantage of the affordances of Web 2.0? That sounds like a natural evolution in the educational landscape, and many teachers have already implemented social learning activities (SMLA) successfully in their teaching strategies. Some of our readings this week and other studies published in the literature showcase the benefits of SMLA to developing, practicing, and mastering higher-order thinking skills, as well as engaging students in collaborating works and supporting them in learning in formal and informal ways. That being said, the successful implementation of SLMA in instructional strategies needs to be anticipated and thoughtfully prepared. As mentioned by Gülbahar et al. (2017), some common barriers regarding technology integration refer to issues internal and extern

I got interested in microlearning as soon as I heard of it. As a lifelong adult busy and impatient learner, this format meets maybe all of my expectations by providing me with concise information, chunked, organized, and displayed using various formats and available at the moment of need from any possible digital technology. We all might use microlearning strategies to learn and grow, sometimes unconsciously. Whether traveling from one location to the next in Paris metro by following colored lines in the street or learning how to cook red velvet cookies by watching a 5-minute Youtube video, we learn new things, find solutions, and gain skills. In addition to these benefits, Web 2.0 adds a significant special value to microlearning by allowing people to interact through an Instagram informative post, like and reshare Youtube videos, or comment on an annotated academic paper to bring their own perspective to the debate. For our Knowledge Sharing and Tracking Assignment, I chose to elab

One of this week's posts in the class blog was about ChatGPT, one of the most popular and controversial topics of discussion lately. The question being currently discussed in my institution deals with the overall use of AI in education. Is it ok for students to use ChatGPT when writing an assignment? Surprisingly (at least to me), this doesn't seem to be an issue, and teachers might even encourage students to use it, but with caution and a critical-thinking mindset. So ok. Let's do this. But in practice: must students cite AI-generated references? If so, how? And, are ideas and content generated with AI tools your property? Can you put a copyright on it? Yes, more discussion with co-workers, more debate during happy hours. Thanks to Tim Slade on LinkedIn this week, I was able to read a post he recommended entitled " Can you copyright the content you make with generative AI?" written by Brandon Copple. I added it to our Diigo group and underlined interesting part

Unsurprisingly, the topic of this post combines my work and academic life. Just a quick refresher: I'm working in a higher ed institution within a team composed of #instructional designers, #learning specialists, #learningtechnologists, and other related hashtags you could find on social media that would define people solving all kinds of instructional issues by combining creative thinking and technologies with multiple affordances. My team has been growing a lot in the past few months, as we went from 10 to 20 people within a year. We also relocated to a different setting composed of one open space and some private offices, and we divide our activities between onsite and remote work. During our team meetings, one question that comes frequently to the table is the use of various digital tools to help us communicate better and manage projects more effectively. In that matter, our boss wants us to choose between Microsoft Teams and our organization's knowledge exchange system (KE

Since my first day as a lucky FSU student, I focused on connecting my learning to my work as a junior instructional designer. Hopefully, I have been able to conduct individual and group projects on various topics of interest for my professional activities. Those included learning how to analyze the credibility of research articles with an eLearning module developed on Storyline, how to engage students with a 30-minute lesson on Canva, or conducting an inquiry-based project to identify formal and informal sources of learning in my workplace. This week, I started exploring Networked Knowledge Activities in our course while preparing an evaluation of a one-year course program for apprentices enrolled in their first year of agro-food engineering studies. The students' supervisor wanted my help to design, develop and facilitate this evaluation in order to collect data that could be useful for students (apprentices) but also for faculty and for their mentors at work. He mentioned we had

That was fun. I'm not a Twitter person. I don't recognize myself in this community. Probably due to wrong (but are they wrong?) beliefs that Twitter is populated with judgmental people and political tweets. This week felt very different because I tweeted with wonderful, inquisitive, and kind individuals who raised the debate and let me view other perspectives of the world. That was a great way to build concrete relationships with other human beings I will probably never meet in person (but who knows?). At first, I competed for the fun even if I was thinking it was another item on my checklist (you know, that checklist you start every week that you never end to complete because items keep appearing on it? That's the one). Instead, I found myself managing my time pretty easily to read others' tweets and discover about their Throwback Thursday or learn about their unique sense of humor (saving drafts of tweets for the whole year still makes me laugh while thinking of it).

This week, I approached our course with the first two sentences that introduced the Overview Page in mind: " This week we will focus on intellectual property, privacy, and ethics. If these topics seem unrelated to you, I promise that by the end of the week you will see the relationship between them." (Dr. Dennen, EME6414, Summer 2023, FSU ISLT Online Program). On Monday, I could see that these three concepts could relate to each other, but I struggled to find a clear relationship between them. On Saturday, through readings and discussions, I cannot say I have a comprehensive idea of how our input online can and should be used by others. However, I believe I am much more aware of how challenging it is to have intellectual property and the need to enable universal education to coexist, as both are legitimate and for the latter, a fundamental requirement for our society. Importantly, when I was about to post my reflections or reshare others' input online, whether in a privat

I wanted to elaborate a bit more about the use of social media in the classroom and for learning purposes in general. In the discussion board, I've already mentioned this comprehensive resource about the Ethical Implications of teachers Who Use Social Networking Sites (SNSs) to communicate . This led me to reflect on the usefulness of social media for teaching and learning purposes, and the concerns related to their implementation in instructional strategies. I will focus on the higher ed context as it's my current work setting. Several studies, blogs, and discussions reported the use of social media to facilitate communication within the class, enhance students' engagement, organize group work, and trigger learners' creativity. I wanted to take a different perspective and reflect on how social media can contribute to the development and mastering of skills that appear to be critical and even strategic for many professionals. One faculty I am frequently working with is

This is a new kind of post for me: one full of questions and in need of filling knowledge gaps with a collaborative endeavor. I love learning remotely. Thanks to the affordances of digital technologies, online courses allow us to learn with a variety of strategies and activities. More and more, we expand our knowledge and skills by reading peer-reviewed publications, exploring materials like videos, slides, and written documents created by our instructors or reshared by them, or confronting our views with those of our classmates through threaded discussions. Overall, online courses consist of a mix of materials and thoughts from individuals, whether members or external and sometimes unaware contributors. Based on this observation, I am wondering: just like we do during offline courses with personal notes and printed materials, can we keep a record of our online courses? Personally, I find discussion threads highly valuable to shed light on complex or obscure concepts, and I often go ba

 I learn a ton this week (I don't use the past as I feel the last 3 days will be on the same mode), mostly that: - tags are not just a #pleaselikemypost behavior - people engaging in badge quests don't only wanna have fun - crowdsourcing and crowdfunding are not the same things, for god sake! Ask people about tags, badges or crowdsourcing. It's very likely most of them are familiar with those features as they are common components of social platforms. One way or another, individuals rely on these functionalities to give credibility to their posts online and to showcase their expertise, to respond to others and enrich the debate, or organize their ideas into topics and collections that reflect various perspectives and illustrate the diversity of mindsets, experiences, values or opinions. Now ask those people if those same tools help them to learn. Not sure you'll get a solid "yes, of course!" to this question. Which does not mean that they don't learn on We

My learning path this week led me to explore the concept of crowdsourcing. I was starting from beyond scratch as I automatically related it to cases of crowdfunding, both terms being often used interchangeably. Exploring some of our readings helped me grasp the concept much clearer and see the potential as well as the concerns raised around the open call for contribution for knowledge sharing or task achievement purposes. Though I had plenty of questions surrounding the ethical & legal aspects of this strategy for commercial or healthcare purposes, I was more intrigued about the usefulness of crowdsourcing for educational purposes. The experience shared by Matthew Charles Wilson (2018) was enlightening as it allowed me to reflect on a recent project we led in my institution with a teacher. Very shortly, I am supporting a teacher in revamping a hybrid course to enhance interaction and students' proactivity. To that end, I suggested that students build their own resources through

When reading this week's overview on Canvas, these few words immediately grabbed my attention: " we will consider how people build and share their expertise online". Great topic. Yes, how do people build their expertise online? Which indicators turn them from anonymous produsers to recognized experts, and even for some of them, propel them to the ultimate title of influencers? Based on my experience in the research field, noticeable scientists and academics get their popularity from their significant achievements in research, their innovative ideas, and their ability to communicate to and within communities of experts. Could this be the same in the digital space? Are credibility and expertise the results of these single skills or are there other variables into play? Let's dig a bit. The paper from Osatuyi (2013) provides some insightful reflections and mentions that the credibility of the information shared on social media is due to a combination of sharing strategies

I am in for the challenge! Here are my contributions: I posted comments on other blogs this week: Learnin' and Bloggin' Blog: discussion surrounding lurkers MelaninBliss Blogging Now?: discussion about hashtags Dreaming of Web 2.0: discussion about PLN I was inspired by the hashtag conversation so I sent a 24-hour poll on Twitter to identify how and why people use hashtags on social media. A fun way to experiment this feature: Hi everyone! I am currently reflecting on hashtags and why we're using them. Would you mind sharing what you're using them for to get a sense of their current use? Thank you for your insights! #eme6414 #hashtag — MarionSoichot (@marion_soichot) June 3, 2023 And I definitely loved the reference to Kevin Bacon, I still laugh about this alone in front of my screen:   Ahahah. I love this! pic.twitter.com/VsKKoHvu13 — MarionSoichot (@marion_soichot) May 31, 2023 I'll be a lurker for the Instagram challenge, too much work this weekend. Enjoy the

This week was intense, both on personal and professional sides. Lots of fresh knowledge, new interactions, emotions, and not a lot of time to sleep and thus process the whole thing. I did not really know how to approach this post but I wanted it to be reflective and connect key pieces into an insightful picture (by insightful, I mean at least for, even I always look that people find some meaning for themselves as well!). After a few more processing, it became clear that the paper from Dabbagh & Kitsantas (2012) I mentioned in my previous post resonated with me in several aspects. I already talked about their framework per se, but I realized I started some thinking on my personal experience based on the following phases: (1) personal information management, (2) social interaction and collaboration, and (3) information aggregation and management. I approached this framework as an iterative and ongoing cycle. Here is the basic but enriching analysis I made on my current PLN version an

This week's exploration dived into the concepts of Personal Learning Networks (PLN) and Personal Learning Environments (PLE), both being used interchangeably depending on the source. On my learning path to becoming an ID, I became interested in the usefulness of social media for educational and professional purposes. To me, there is no doubt that Web 2.0 offers multiple opportunities to learn how to interact with other individuals, confront thoughts and perspectives, learn by sharing ideas and content, and grow by co-constructing open educational resources. Therefore, some of this week's readings were of great interest to me, as they presented concrete frameworks to guide both learners and instructors in furthering their personal development through PLN. Interestingly, the papers from Krutka et al (2017) and Dabbah et Kitsantas (2012) presented some similarities in their respective framework, in particular by mentioning a self-reflective phase where individuals are encouraged t