Poster 5

Blooma John
University of Canberra
@BloomaMJ

Emily Rutherford
University of Canberra
@tinselturtle

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Tuesday 5 December 3pm – 3.45pm
Refectory

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Abstract

Today, social media has radically transformed the way we receive and disseminate information. In this poster, we present the extent to which various social media tools such as Facebook, Twitter, YouTube, Piazza and Second life, were involved in facilitating collaborative learning among students who pursued a course in social media. We evaluated the content shared in various medium based knowledge, cognitive process and social dimensions. We the routed the elements of three dimensions to the technology focus, fundamental soft skills and domain specific coverage. We found that Twitter as well as Facebook takes the role of improving fundamental soft skills during the learning process. The students expressed emotions and exemplified a sense of group commitment. Second life was found to be in the middle of rich soft skills as well as technology focus. Particularly, the need to be accustomed with the technology focus while also being interactive and innovative made the students enhance their leadership, communication, negotiation,

About the authors

Blooma John

Blooma John is Assistant Professor at the Faculty of Business Government and Law, University of Canberra. She has a PhD in Information Systems from Nanyang Technological University. Her research interests are in text mining, social question answering, learning analytics and health informatics. She has published various academic articles including journal papers, book chapters and conference proceedings in these areas. She has won the award for Excellence in Learning and Teaching 2015 at RMIT Vietnam. She had also won the best paper of the conference award at the AIS Special Interest Group in Education 2013.

Emily Rutherford

Emily Rutherford is an Educational Designer at the University of Canberra. She works in partnership with the academic staff from the Faculty of Business, Governance and Law on staff development projects, teaching strategies and innovation, as well as University-wide learning and teaching projects. She enjoys connecting with new ways to use pedagogically-driven technology to support teaching strategies and enhance digital literacy skills. Emily has a strong background in teaching and supporting teaching practice, as well as being a passionate enthusiast of Second Life, VR/AR and mixed reality, and how they are explored creatively in a higher education context.