Social Network and the Expansion of the Civitas Educationis. Between Formal and Informal in School and University
Abstract
The paper aims to explore how the social networks work as sort of cooperative learning instrument to bring the non-formal and the informal into the formal educational contexts, both the school and university. Starting from an historical analysis of the conceptual origins of the social networks, the Authors offer a review of the main theories about the development of the cyber platforms, inquiring into their educational potential within social contexts. Specifically, it is examined the case study of Facebook, which is the most world widespread social network, and which can be conceived as a platform for a virtual community of research, where it is possible to build shared knowledge. Lastly, three different research approach and design are described and explored, to show empirically how it is possible to work with the virtual working contexts of the social networks and how it is possible to develop the pedagogical research in those environments.
Riassunto
Il saggio intende esplorare la funzione dei social network come strumento di apprendimento collaborativo finalizzato ad aprire al non formale e all’informale i contesti educativi formali, sia in riferimento alla scuola che all’università. Partendo da un’analisi storica delle origini concettuali dei social network, le Autrici propongono una review delle principali teorie sullo sviluppo delle piattaforme cibernetiche dei social network, indagando la loro potenzialità educativa all’interno dei contesti sociali. In particolare, viene studiato il caso di Facebook, il social network più diffuso al mondo, che si presta ad essere piattaforma per una sorta di comunità di ricerca virtuale in cui costruire sapere condiviso. Infine, sono descritti e argomentati tre diversi approcci e disegni di ricerca, al fine di mostrare empiricamente come si può lavorare con i contesti educativi virtuali offerti dai social network e come sviluppare la ricerca pedagogica in tali ambienti.
Keywords
Full Text
PDF (English)Riferimenti bibliografici
Antonacci, F. (2005), Condividere la conoscenza, Milano: Unicopli.
Artzt, A.F., & Newman, C.M. (1990), “How To Use Cooperative learning in the Mathematics Class,” in National Council of Teachers of Mathematics, Reston, VA.
Benigno, V., & Chifari, A. (2007),“Strategie per promuovere la presenza sociale in gruppi di apprendimento online,” in TD Tecnologie Didattiche, vol. 42, n. 3.
Besana, S. (2012),“Schoology: Il learning Management System diventa ‘social’”, in TD Tecnologie didattiche, vol. 20, n. 1.
Besana, S. (2012),“Social Network e apprendimento informale: un contributo di ricerca,” in TD Tecnologie Didattiche, vol. 20, n. 1, pp. 17-23.
Biffi , E. (2010),“Scrittura e adolescenza. Fra creatività ed espressione di sé”, in E. Mancino, Il futuro della scrittura, Milano: Unicopli.
Bonds-Raacke, J., & Raacke, J. (2010),“MySpace and Facebook: Identifying Dimensions of Uses and Gratifi cations for Friend Networking Sites,” in Individual Differences Research, vol. 8, n. 1, pp. 27-33.
Bonometti, S. (2012),“Attivare una community in Facebook: l’esperienza di ‘scuola a casa,’” in G. Trentin, Reti e Inclusione Socio-Educativa. Il Sistema di Supporto Wise, Milano: FrancoAngeli, pp. 315-326.
Borgato, R., Capelli, F., & Ferraresi, M. (2009), Facebook come. Le nuove relazioni virtuali, Milano: FrancoAngeli.
Brett, P. (2011),“Students’ Experiences and Engagement with Sms for Learning in Higher Education,” in Innovations in Education & Teaching International, vol. 48, n. 2, pp. 137-147.
Brody, C.M. (1995), “Collaboration or cooperative learning? Complimentary practices for instructional reform”, in The Journal of Staff, Program & Organizational Development, vol. 12, n. 3, pp. 133-143.
Brody, C.M., & Davidson, N. (1998), “Introduction: Professional development and Cooperative learning,” in Brody & Davidson (Eds.), Professional Development for Cooperative Learning - Issues and Approaches Albany (NY): State University of NY Press.
Bruffee, K. (1995), “Sharing our toys - Cooperative learning versus collaborative learning”, in Change, vol. 27 n. 1, pp. 12-18.
Cacciamani, S. (2002),“Costruire conoscenza attraverso le nuove tecnologie: Knowledge forum e i possibili scenari formativi,” in Orientamenti pedagogici, n. 1, pp. 84-97.
Cheal, C., Coughlin, J., & Moore, S. (2012), Transformation in Teaching: Social Media Strategies in Higher Education, Santa Rosa: Informing Science Press.
Cheung, C. M. K. (2010), “Online social networks: Why do students use Facebook?,” in Computers in Human Behavior, Wiley Periodicals, published online in InterScience (www.interscience.wiley.com).
Churcher, K.M.A., Downs, E., Tewksbury, D. (2014), “‘Friending’ Vygotsky: a Social Constructivist Pedagogy of Knowledge Building through Classroom Social Media Use,” in The Journal of Effective Teaching, vol. 14, n. 1, pp. 33-50.
Costa, G., & Giannecchini, M. (2005), Risorse umane. Persone, relazioni e valore, Milano: McGraw-hill Companies.
Davis, M., & Danning, K. (2000),“Online learning: Frontieres in the creation of learning communities,” in Proceedings of networked learning conference, UK: University of Lancaster, pp. 78-85.
De Kerckove, D. (1999), Intelligenza connettiva, Roma: Multimedia.
Delfi no, M., Dettori, G., & Persico, D. (2009), “Imparare ad imparare con le tecnologie,” in TD Tecnologie didattiche, vol. 46, n. 1, pp. 51-57.
Depraz, N., (2006), “Mettere al lavoro il metodo fenomenologico nei protocolli sperimentali,” in M. Cappuccio (a cura di), Neurofenomenologia. Le scienze della mente e la sfida dell’esperienza cosciente, Milano: Mondadori.
Di Fraia, G. (2007), Blog-grafi e. Identità narrative in rete, Milano: Guerini.
Fornaca, R. (1991), “Logica, istanze pedagogiche e complessità,” in F. Cambi, G. Cives, & R. Fornaca, Complessità, pedagogia critica, educazione democratica, Firenze: La Nuova Italia.
Frauenfelder, E. (2007), “Ingegneria pedagogica per la costruzione di ambienti di apprendimento,” in M.R. Strollo (a cura di), Scienze cognitive e aperture pedagogiche, Milano: FrancoAngeli.
Freire, P. (1970), La Pedagogia degli oppressi, Torino: Edizioni Gruppo Abele.
George, D.R., & Dellasega, C. (2011),“Use of social media in graduate-level medical humanities education: Two pilot studies from Penn state college of medicine,” in Medical Teacher, vol. 33, n. 8, pp. 429-434.
Granieri, G. (2006), La società digitale, Bari: Laterza.
Heiberger, G., & Harper, R. (2008),“Have you Facebooked Astin lately? Using technology to increase student involvement,” in R. Junco & D.M. Timm (Eds.), Using emerging technologies to enhance student engagement. New Directions for Student Service, San Francisco, CA: Jossey-Bass, pp. 19-35.
Helou, A.M., & Rahim, Z.Z.A. (2012),“Students’ Perceptions on Social Networking Sites Infl uence on Academic Performance,” in International Journal of Social Networking and Virtual Communities, vol. 1, n. 1, pp. 7-15.
Hosein, A., Ramanau, R., & Jones, C. (2010),“Learning and Living Technologies: A Longitudinal Study of First-Year Students’ Expectations and Experiences in the Use of ICT,” in Learning, Media and Technology, vol. 35, n. 4, pp. 403-418.
Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012), “Students’ Perceptions of Using Facebook as an Interactive Learning Resource at University,” in Australasian Journal of Educational Technology, vol. 28, n. 7, pp. 1221-1232.
Johnson, D. W., & Johnson, R.T. (2009), “An educational psychology success story: Social interdependence theory and cooperative learning,” in Educational Researcher, vol. 38, n. 5, pp. 365-379.
Joosten, T. (2012), Social media for educators: Strategies and best practices, San Francisco, CA: Jossey-Bass.
Jumaat, N.F., & Tasir, Z. (2013),“Students’ types of online interaction through Facebook discussion,” in The 9th International Conference on Cognitive Science. Procedia - Social and Behavioral Sciences, n. 97, pp. 353-360.
Lave, J., & Wenger, E. (1991), Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.
Lee, M., & McLoughlin, C. (2010), Web 2.0- Based E-Learning : Applying Social Informatics for Tertiary Teaching, Hershey, PA: IGI Global.
Lovink, G. (2004), Internet non è il paradiso. Reti sociali e critica della cibercultura, Milano: Apogeo.
Manar, I.H., & Shameem, F. (2012),“Facebook in Education: Students, Teachers, and Library Perspectives,” in Journal Of Computing, vol. 4, n. 6, pp. 2151-9617.
Mantovani, G. (2008), Analisi del Discorso e Contesto sociale, Bologna: Il Mulino.
Mazer, J.P., Murphy, R.E., & Simonds, C.J. (2007),“I’ll see you on ‘Facebook’: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate,” in Communication Education, n. 56, pp. 1-17.
Mezirow, J. (1991), Transformative Dimensions of Adult Learning, San Francisco, Ca: Jossey-Bass.
Oliverio, A. (2003), “Autobiographical memory and collective memory,” in Adulthood, n. 4.
Orletti, F. (2004), Conversazioni in rete, in Scrittura e nuovi media. Dalle conversazioni in rete alla Web usability, Roma: Carocci.
Petrovi, N., Petrović, D., Jeremić, V., Milenković, N., & Ćirović, M. (2012),“Possible Educational Use of Facebook in Higher Environmental Education,” in Icicte 2012 Proceedings, www.icicte.org/proceedings 2012/paper/09-1-petrovic.pdf
Popper, K.R. (1996), La conoscenza e il problema corpo-mente, Bologna: Il Mulino.
Powell, R.G., & Powell, D.L. (2010), Classroom communication and diversity (2nd ed.), London: Routledge.
Prensky, M. (2001),“Digital Natives, Digital Immigrants,” in On the Horizon, vol. 9, n. 5.
Ranieri, M., Manca, S., & Fini, A. (2012), “Promuovere comunità professionali di insegnanti e professionisti attraverso i siti di Social Network,” in TD Tecnologie Didattiche, vol. 20, n. 1, pp. 24-30.
Rheingold, H. (1999), “A Slice of My Life in My Virtual Community”, in P. Ludlow, High Noon on the electronic frontier: conceptual issues in cyberspace, Massachusetts: The MIT Press.
Id. (2012), Net Smart. How to Thrive Online, Massachusetts: The MIT Press.
Romagnoli, S., & Selleri, P. (2012),“Social Networking e ricerca: un’esperienza con Facebook,” in TD Tecnologie Didattiche, vol. 20, n. 1, pp. 48-50.
Romano, A. (2015), Recensione a: Strollo, M.R. (a cura di), 2014, Promuovere la democrazia cognitiva. Scritti in memoria di Bruno Schettini, Napoli: Luciano, Metis, vol. 5, n. 1.
Rossi, P.G. (2000), Dal testo alla rete, Napoli: Tecnodid.
Rovai, A. P. (2002),“Building Sense of Community at a Distance”, in International Review of Research in Open and Distance Learning, vol. 3, n. 1, pp. 1-12.
Sarracino, F. (2014), “Educare alla cittadinanza digitale. Una sfida per la democrazia”, in M.R. Strollo (a cura di), Promuovere la “democrazia cognitiva”. Scritti in memoria di Bruno Schettini, Napoli: Luciano.
Schettini, B. (1998), L’educatore di strada. Teoria e metodologia della formazione e dell’intervento di rete, Lecce: Pensa MultiMedia.
Id. (2009), Governare il lifelong learning, Napoli: Edizioni Scientifiche Italiane.
Id. (2010), “Fatemi studiare. Conviene a tutti. Ma nessuno se ne è accorto e chi lo sa,” in B. Schettini & M.R. Strollo (a cura di), Processi cognitivi e formazione, Napoli: Luciano Editore.
Schettini, B., & Strollo, M.R. (a cura di) (2010), Processi cognitivi e formazione, Napoli: Luciano Editore.
Selwyn, N. (2009),“Faceworking: Exploring Students’ Education - Related Use of Facebook,” in Learning, Media and Technology, 34, 2, p. 157-174.
Id. (2012),“I social media nell’educazione formale ed informale tra potenzialità e realtà,” in TD Tecnologie Didattiche, 20, 1, pp. 4-10.
Striano, M. (1999), I tempi e i “luoghi” dell’apprendere, Napoli: Liguori Editore.
Strollo, M.R. (1997), “Il gruppo come contesto di apprendimento e di socializzazione,” in V. Sarracino, & M.R. Strollo, Progettare la formazione. Teoria e pratica dell’intervento formativo, Lecce: Pensa MultiMedia.
Ead. (2011),“Musica e parole. Un intervento pilota,” in Quaderni di didattica della scrittura, n. 15-16, pp. 99-114.
Ead. (2012),“A lezione di empatia. Un’esperienza su Facebook,” in F. Marone & M. Striano (a cura di), Cultura postmoderna e linguaggi divergenti. Prospettive pedagogiche, Milano: FrancoAngeli.
Ead. (a cura di) (2014), Promuovere la “democrazia cognitiva”. Scritti in memoria di Bruno Schettini, Napoli: Luciano.
Strollo, M.R., Romano, A., & Capo, M. (2014), “In And Out University Classrooms: Facebook as a Tool Of Construction of Knowledge,” in Edited By L. Gómez Chova, A. López Martínez, I. Candel Torres, Iated Academy 8th International Technology, Education And Development Conference. Valencia, 10th - 12th March 2014.
Strollo, M.R., Vittoria, P., & Romano, A. (2014), “What can social networks today in our schools?”, in VII CIFE.
Tadesse T., & Gillies, R.M. (2015), “Nurturing Cooperative Learning Pedagogies in Higher Education Classrooms: Evidence of Instructional Reform and Potential Challenges,” in Current Issues in Education, vol. 18, n. 2.
Vittoria, P., Strollo, M.R., Brock, S., & Romano, A. (2014),“Surveys as Praxis: a Pilot Study On Transformative Learning Assessment with the Laboratory Experience of the Theatre of the Oppressed,” in Edited By L. Gómez Chova, A. López Martínez, I. Candel Torres, Iated Academy 8th International Technology, Education And Development Conference. Valencia, 10th - 12th March 2014.
Vygotsky, L.S. (1978), Mind In Society, Cambridge: Harvard University Press.
Wenger, E., Mcdermott, R., & Snyder, W.M. (2007), Coltivare Comunità di Pratica, Milano: Guerini.
Wenger, E., White, N., & Smith, J. (2009), Digital Habitats: Stewarding Technology For Communities, Portland, OR: CP Square Press.
Refback
- Non ci sono refbacks, per ora.
Iscrizione al Registro Operatori della Comunicazione R.O.C. n. 10757