Design educators should recognize and study learning in student-generated social media spaces rather than only the formal curriculum¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend that design educators and researchers re-assess how much learning communities can accomplish on their own, and consider social media among pedagogical tools. They argue educators "cannot expect to understand the full experience of learning without understanding the learning that takes place, and does not take place, on social media." They caution that instructional designs must legitimate this communication without destroying its autonomy and freedom.

Design Implications¶

Context¶

Requirements¶

• Willingness to look beyond formal pedagogical structures; research methods that move beyond traditional classroom instruction bounds

Constraints¶

• A space constructed by an academic within a course may have substantially different patterns of use than one created by students without an explicit academic mandate

Target Learners¶

• design educators
• design pedagogy researchers

Target Learning Goals¶

• understanding holistic learner experience
• recognizing hidden curriculum

Related Strategies¶

• Use educommunicative tools — the Critical Media Literacy Framework, the dialogic–critical method, and critical pedagogies — to build students' critical evaluation of information

Examples¶

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Key Sources¶

• Gray, C. M., & Howard, C. D. (2014). Designerly talk in non-pedagogical social spaces. Journal of Learning Design, 7(1), 40-58. https://doi.org/10.5204/jld.v7i1.153